ArticleJournal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience2018
The Design, Implementation, and Assessment of an Undergraduate Neurobiology Course using a Project-Based Approach.
Article in Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
7 citing papers in PubMed, 1 synthesis or guideline pooled it.
- A critical systematic review assessing undergraduate neurology pipeline programs.Frontiers in medicine · 2023Pooled it
- Bridging physics and clinical practice: a pilot study on plasma medicine education for medical students.BMC medical education · 2026Article
- Interactive Notebooks Improve Students' Understanding of Developmental Neurobiology, Attitudes Toward Research, and Experimental Design Competency in a Lecture-Based Neuroscience Course.Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience · 2024Article
- Storytelling as a Tool to Enhance Conceptual Knowledge in Cell Biology.Journal of microbiology & biology education · 2022Article
- A Semester without Exams: Approaches in a Small and Large Course.Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience · 2021Article
- Article
- Quantifying the Effects of Two Local Anesthetics on the Crayfish Stretch Receptor Organ: An Integrated Neurophysiology Lab.Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience · 2020Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Project-based learning (PBL) is a student-centered approach that allows students to build on prior knowledge and address relevant problems while working on challenging projects. PBL is well-suited to undergraduate neuroscience courses because students are often interested in learning about diseased states of the nervous system, but can be discouraged by having to learn the chemical and cellular mechanisms underlying pathologies in a lecture-based learning environment. PBL provides students with a significant learning experience that excites them and can help them learn challenging content. Drawing from the recommendations of multiple STEM education reform efforts, I examined the effectiveness of using PBL in an undergraduate neurobiology course to provide students with significant and engaging learning experiences. Students were grouped into teams using a guild system and completed three substantial projects consisting of team-authored research papers and poster presentations. Each project was designed to address fundamental neuroscience concepts using a real-world problem. By the end of the course, students were more confident in their understanding of neuroscience and had greater understanding of neuroscience concepts. Student attitudes toward working on projects or working as a member of team did not change but remained positive throughout course. Taken together, these results suggest that PBL can be an effective way to actively engage students while allowing them to learn, integrate and communicate core neuroscience concepts.
Indexed as
Identifiers
30057495PMC6057755What 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.