ArticleGenetics2016
Teaching Genetics: Past, Present, and Future.
Article in Genetics, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 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
11 citing papers in PubMed.
- Are all students getting maximum value from bioscience practicals? Exploring the benefits of inclusive competence-based design.Emerging topics in life sciences · 2026Article
- Enhancing Student Comprehension of Paternity Assignment in Molecular Primatology: A Pilot Study Using a Shiny Web Application in Kenya.American journal of primatology · 2025Article
- Identifying knowledge deficiencies in genetics education among medical students and interns in Saudi Arabia- A cross-sectional study.BMC medical education · 2024Article
- Variations in Student Approaches to Problem Solving in Undergraduate Biology Education.CBE life sciences education · 2024Article
- Genetic knowledge and attitudes towards genetic testing among final-year medical students at a public university in Ecuador.Frontiers in medicine · 2024Article
- Mendelian or Multifactorial? Current Undergraduate Genetics Assessments Focus on Genes and Rarely Include the Environment.Journal of microbiology & biology education · 2022Article
- Development of a Secondary Dental-Specific Database for Active Learning of Genetics in Dentistry Programs.Healthcare informatics research · 2022Article
- The Tyranny of Content: "Content Coverage" as a Barrier to Evidence-Based Teaching Approaches and Ways to Overcome It.CBE life sciences education · 2020Article
- Using Culturally Relevant Pedagogy to Reconsider the Genetics Canon.Journal of microbiology & biology education · 2020Article
- First Responder to Genomic Information: A Guide for Primary Care Providers.Molecular diagnosis & therapy · 2019Review
- Knowledge of genetic eye diseases and genetic services and attitudes toward genetic testing and gene therapy.Taiwan journal of ophthalmologyArticle
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
No grant is acknowledged in the PubMed record.
Abstract
Genetics teaching at the undergraduate level has changed in many ways over the past century. Compared to those of 100 years ago, contemporary genetics courses are broader in content and are taught increasingly differently, using instructional techniques based on educational research and constructed around the principles of active learning and backward design. Future courses can benefit from wider adoption of these approaches, more emphasis on the practice of genetics as a science, and new methods of assessing student learning.
Indexed as
Identifiers
What 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.