ArticleHigher education pedagogies2017
'Students-as-partners' scheme enhances postgraduate students' employability skills while addressing gaps in bioinformatics education.
Article in Higher education pedagogies, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 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.
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Who cites it
5 citing papers in PubMed.
- Challenges in bioinformatics education courses organization.Biophysical reviews · 2025Review
- Using a 'Students as Partners' model to develop an authentic assessment promoting employability skills in undergraduate life science education.FEBS open bio · 2025Article
- Skill acquisition in TVET and access to employment in Nigeria: a gender perspective.Frontiers in sociology · 2025Article
- Training undergraduate research assistants with an outcome-oriented and skill-based mentoring strategy.Acta crystallographica. Section D, Structural biology · 2022Article
- A structured reflective process supports student awareness of employability skills development in a science placement module.FEBS open bio · 2021Article
Corrections and comments
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Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Teaching bioinformatics is a longstanding challenge for educators who need to demonstrate to students how skills developed in the classroom may be applied to real world research. This study employed an action research methodology which utilised student-staff partnership and peer-learning. It was centred on the experiences of peer-facilitators, students who had previously taken a postgraduate bioinformatics module, and had applied knowledge and skills gained from it to their own research. It aimed to demonstrate to peer-receivers, current students, how bioinformatics could be used in their own research while developing peer-facilitators' teaching and mentoring skills. This student-centred approach was well received by the peer-receivers, who claimed to have gained improved understanding of bioinformatics and its relevance to research. Equally, peer-facilitators also developed a better understanding of the subject and appreciated that the activity was a rare and invaluable opportunity to develop their teaching and mentoring skills, enhancing their employability.
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Registered trials
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