ArticleJournal of college science teaching2016
Undergraduate journal club as an intervention to improve student development in applying the scientific process.
Article in Journal of college science teaching, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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
14 citing papers in PubMed.
- RSV explorations: using a case series focused on a single microbe to connect concepts across an undergraduate microbiology course.Journal of microbiology & biology education · 2025Article
- Peer-reviewed presentation exchange in an undergraduate classroom.Journal of microbiology & biology education · 2024Article
- Relationship between the College Student and the Campus Club: An Evolutionary Game Theory Analysis.Behavioral sciences (Basel, Switzerland) · 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
- Annotations Serve as an On Ramp for Introductory Biology Students Learning to Read Primary Scientific Literature.Journal of microbiology & biology education · 2023Article
- Development and validation of the Nursing Journal Club Perception Scale (NJCPS).Journal of education and health promotion · 2023Article
- From Novice To Expert: An Assessment To Measure Strategies Students Implement While Learning To Read Primary Scientific Literature.Journal of microbiology & biology education · 2022Article
- 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
- A remote undergraduate biology seminar on SARS-CoV-2 literature.Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology · 2021Article
- Using student-centered approaches to teach the biochemistry of SARS-CoV-2.Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology · 2020Article
- Transitioning undergraduate research from wet lab to the virtual in the wake of a pandemic.Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology · 2020Article
- Annotated primary scientific literature: A pedagogical tool for undergraduate courses.PLoS biology · 2019Article
- An Academics Guide to Approaching Bioscience Curricula Design: Stakeholders, Material and Assessment Choice, and Employability.Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular BiologyArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
Abstract
Active learning improves student performance in STEM courses. Exposure to active learning environments generally occurs through traditional laboratory courses and independent research, both of which require access to resources that are limited at many universities. A previously reported active learning-based undergraduate journal club improved student achievement in communicating science. Here, we expanded on this previous journal club to improve student performance in the process of science. We developed and implemented a series of workshops and seminars referred to as "CASL Club," an undergraduate journal club targeted at improving student development in applying the scientific process. Students were surveyed before and after CASL club about their confidence in accessing, analyzing, and reporting scientific research. Post-CASL club, the students reported increases in confidence in their abilities to access and present scientific articles and write scientific abstracts. Additionally, the students reported improved confidence and performance in their courses. Compared to the previous journal club study, the majority of sampled journal club participants were not exposed to primary literature as part of their general coursework. Our results illustrate active-learning based undergraduate journal clubs as a way to expose students to primary literature and improve students' ability to apply scientific process in an active-learning environment at resource-limited universities.
Identifiers
27212737PMC4874504What OpenQuestion holds
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.