Evidence map›Paper›PMID 31673628›Full record

ArticleJournal of medical education and curricular development

Who is the Teacher and Who is the Student? The Dual Service- and Engaged-Learning Pedagogical Model of Anatomy Academy.

Molly M Diaz, Kenechukwu Ojukwu, Jessica Padilla, Kevin Steed, Naomi Schmalz, Autumn Tullis, Alex Mageno, Jeff McCleve, Erik White, M Elena Stark and 6 more

Open access · goldAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of medical education and curricular development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.

0numbers the graph read from it
0cells of the map it votes in
5citing papers in PubMed
0.7field-weighted citation impact, top 25% of its field
1 · What the graph read from 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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

5 citing papers in PubMed, 11 citations in OpenAlex.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

16 authors at 4 institutions in 1 country.

Molly M DiazDavid Geffen School of Medicine, University of California, Los Angeles, Los Angeles, CA, USA.
Kenechukwu OjukwuDavid Geffen School of Medicine, University of California, Los Angeles, Los Angeles, CA, USA.
Jessica PadillaDepartment of Public Policy, Meyer and Renee Luskin School of Public Affairs, University of California, Los Angeles, Los Angeles, CA, USA.
Kevin SteedDepartment of Physiology and Developmental Biology, Neuroscience Center, Brigham Young University, Provo, UT, USA.
Naomi SchmalzDivision of Integrative Anatomy, Department of Pathology & Laboratory Medicine, David Geffen School of Medicine, University of California, Los Angeles, Los Angeles, CA, USA.
Autumn TullisDepartment of Physiology and Developmental Biology, Neuroscience Center, Brigham Young University, Provo, UT, USA.
Alex MagenoDepartment of Physiology and Developmental Biology, Neuroscience Center, Brigham Young University, Provo, UT, USA.
Jeff McCleveDepartment of Biology, Utah Valley University, Orem, UT, USA.
Erik WhiteDepartment of Biology, Utah Valley University, Orem, UT, USA.
M Elena StarkDivision of Integrative Anatomy, Department of Pathology & Laboratory Medicine, David Geffen School of Medicine, University of California, Los Angeles, Los Angeles, CA, USA.
David A MortonDepartment of Neurobiology and Anatomy, University of Utah School of Medicine, Salt Lake City, UT, USA.
Gary SeastrandCenter for the Improvement of Teacher Education and Schooling (CITES), McKay School of Education, Brigham Young University, Provo, UT, USA.
Gaye RayCollege of Nursing, Brigham Young University, Provo, UT, USA.ORCID https://orcid.org/0000-0003-4721-1502
Jane LassetterCollege of Nursing, Brigham Young University, Provo, UT, USA.
Heather A Wilson-AshworthDepartment of Biology, Utah Valley University, Orem, UT, USA.
Jonathan J WiscoDepartment of Physiology and Developmental Biology, Neuroscience Center, Brigham Young University, Provo, UT, USA.ORCID https://orcid.org/0000-0003-3689-5937
Brigham Young University · USUniversity of California, Los Angeles · USUtah Valley University · USUniversity of Utah · US

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Anatomy Academy is a simultaneous service-learning experience for preprofessional school undergraduate students and preclinical professional students acting as classroom paraprofessional teachers (Mentors), and engaged-learning experience for fourth to sixth grade elementary school children (Students). Using didactic and kinesthetic active learning teaching strategies in small-group classroom environments, Mentors taught anatomy, physiology, and nutrition concepts to Students. In this study of the program's early years (2012-2014), overall objectives of improving Mentors' pedagogical confidence; and Students' science interest, science knowledge, and exercise self-efficacy were assessed. Mentors showed (89% response of 595 surveyed) improvement in content delivery (

Indexed as

Anatomical sciences educationelementary and middle-school engaged learningmentoringoutreach programpreclinical service learningundergraduate education

Identifiers

PMID31673628
PMCPMC6806115
OpenAlexW2982014164

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC
Read underepoch 390

Registered trials

None linked

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.