ArticleCBE life sciences education2017
Fidelity of Implementation: An Overlooked Yet Critical Construct to Establish Effectiveness of Evidence-Based Instructional Practices.
Article in CBE life sciences education, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 52 papers, 1 of them a synthesis that pooled it.
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.
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Who cites it
52 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math.Proceedings of the National Academy of Sciences of the United States of America · 2020Pooled it
- Effects of Prekindergarten Curricula: Tools of the Mind as a Case Study.Monographs of the Society for Research in Child Development · 2021Trial
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- Opportunities to Improve the Implementation of Relational Health Interventions for Children and Families: A Secondary Analysis of a Scoping Review.Clinical child and family psychology review · 2026Article
- Pedagogical Knowledge Among Early-Career Undergraduate Instructors: Qualitative Variation, Longitudinal Development, and Influences on Teaching.CBE life sciences education · 2026Article
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- Assessing how a teaching professional development program for biology graduate students bolsters self-efficacy and shapes teaching perspectives.Journal of microbiology & biology education · 2025Article
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- Development of the Follow-Up Discourse Observation Protocol (FUDOP) for Characterizing Instructor Active Learning Follow-Up Behaviors.CBE life sciences education · 2025Article
- Time spent on active learning activities does not necessarily correlate with student exam performance: a controlled case study.Journal of microbiology & biology education · 2024Article
- Factors Influencing the Use of Evidence-based Instructional Practices by Community College Biology Instructors.CBE life sciences education · 2024Article
- "All of us are capable, and all of us can be scientists." The impact of Scientist Spotlight assignments with undergraduates in physiology courses.Advances in physiology education · 2024Article
- Is Support in the Anxiety of the Beholder? How Anxiety Interacts with Perceptions of Instructor Support in Introductory Biology Classes.CBE life sciences education · 2024Article
- An exploration of the relationship between active learning and student motivation in STEM: a mixed methods study.Advances in physiology education · 2024Article
- Let Students Work: Analysis of the Role of Differing Facilitation on Student Engagement in a Large Stadium-Style Lecture Hall.Journal of chemical education · 2023Article
- "What's Your Thinking behind That?" Exploring Why Biology Instructors Use Classroom Discourse.Journal of microbiology & biology education · 2023Article
- Assessing the Fidelity of an Affirmative Cognitive Behavioral Group Intervention.Research on social work practice · 2023Article
- What I Wish My Instructor Knew: How Active Learning Influences the Classroom Experiences and Self-Advocacy of STEM Majors with ADHD and Specific Learning Disabilities.CBE life sciences education · 2023Article
- Co-teaching in Undergraduate STEM Education: A Lever for Pedagogical Change toward Evidence-Based Teaching?CBE life sciences education · 2023Review
- Article
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
The discipline-based education research (DBER) community has been invested in the research and development of evidence-based instructional practices (EBIPs) for decades. Unfortunately, investigations of the impact of EBIPs on student outcomes typically do not characterize instructors' adherence to an EBIP, often assuming that implementation was as intended by developers. The validity of such findings is compromised, since positive or negative outcomes can be incorrectly attributed to an EBIP when other factors impacting implementation are often present. This methodological flaw can be overcome by developing measures to determine the fidelity of implementation (FOI) of an intervention, a construct extensively studied in other fields, such as healthcare. Unfortunately, few frameworks to measure FOI in educational settings exist, which likely contributes to a lack of FOI constructs in most impact studies of EBIPs in DBER. In this
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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.