ArticleCBE life sciences education2014
The CREATE Strategy for Intensive Analysis of Primary Literature Can Be Used Effectively by Newly Trained Faculty to Produce Multiple Gains in Diverse Students.
Article in CBE life sciences education, 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 24 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
24 citing papers in PubMed.
- The state of introductory biology following 16 years of pedagogical reform sinceJournal of microbiology & biology education · 2025Article
- Student-led discussions of landmark discovery articles: a foothold in teaching primary virology literature.Journal of microbiology & biology education · 2024Article
- CREATE'ing improvements in first-year students' science efficacy via an online introductory course experience.Journal of microbiology & biology education · 2024Article
- Reading Primary Scientific Literature: Approaches for Teaching Students in the Undergraduate STEM Classroom.CBE life sciences education · 2023Review
- Synthesizing Research Narratives to Reveal the Big Picture: a CREATE(S) Intervention Modified for Journal Club Improves Undergraduate Science Literacy.Journal of microbiology & biology education · 2023Article
- The Five Core Concepts of Biology as a Framework for Promoting Expert-Like Behaviors in Undergraduates Learning How to Read Primary Scientific Literature.Journal of microbiology & biology education · 2022Article
- Teaching the process of science with primary literature: Using the CREATE pedagogy in ecological courses.Ecology and evolution · 2022Article
- From Novice To Expert: An Assessment To Measure Strategies Students Implement While Learning To Read Primary Scientific Literature.Journal of microbiology & biology education · 2022Article
- Building a laboratory at a Primarily Undergraduate Institution (PUI).BMC proceedings · 2021Review
- Using primary literature on SARS-CoV-2 to promote student learning about evolution.Ecology and evolution · 2020Article
- A Modified CREATE Intervention Improves Student Cognitive and Affective Outcomes in an Upper-Division Genetics Course.Journal of microbiology & biology education · 2020Article
- A Single, Narrowly Focused CREATE Primary Literature Module Evokes Gains in Genetics Students' Self-Efficacy and Understanding of the Research Process.Journal of microbiology & biology education · 2020Article
- Through the Eyes of Faculty: Using Personas as a Tool for Learner-Centered Professional Development.CBE life sciences education · 2019Article
- Models and Impacts of Science Research Experiences: A Review of the Literature of CUREs, UREs, and TREs.CBE life sciences education · 2019Review
- Annotated primary scientific literature: A pedagogical tool for undergraduate courses.PLoS biology · 2019Article
- From CREATE Workshop to Course Implementation: Examining Downstream Impacts on Teaching Practices and Student Learning at 4-Year Institutions.Bioscience · 2019Article
- Design and Assessment of Online, Interactive Tutorials That Teach Science Process Skills.CBE life sciences education · 2018Article
- Investigating Undergraduates' Perceptions of Science in Courses Taught Using the CREATE Strategy.Journal of microbiology & biology education · 2018Article
- Perceptions of scientific research literature and strategies for reading papers depend on academic career stage.PloS one · 2017Article
- Making Primary Literature Come Alive in the Classroom.Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience · 2017Review
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The CREATE (Consider Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the next Experiment) strategy aims to demystify scientific research and scientists while building critical thinking, reading/analytical skills, and improved science attitudes through intensive analysis of primary literature. CREATE was developed and piloted at the City College of New York (CCNY), a 4-yr, minority-serving institution, with both upper-level biology majors and first-year students interested in science, technology, engineering, and mathematics. To test the extent to which CREATE strategies are broadly applicable to students at private, public, research-intensive, and/or primarily undergraduate colleges/universities, we trained a cohort of faculty from the New York/New Jersey/Pennsylvania area in CREATE pedagogies, then followed a subset, the CREATE implementers (CIs), as they taught all or part of an existing course on their home campuses using CREATE approaches. Evaluation of the workshops, the CIs, and their students was carried out both by the principal investigators and by an outside evaluator working independently. Our data indicate that: intensive workshops change aspects of faculty attitudes about teaching/learning; workshop-trained faculty can effectively design and teach CREATE courses; and students taught by such faculty on multiple campuses make significant cognitive and affective gains that parallel the changes documented previously at CCNY.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.