ArticleCBE life sciences education2020
The Tyranny of Content: "Content Coverage" as a Barrier to Evidence-Based Teaching Approaches and Ways to Overcome It.
Article in CBE life sciences education, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 20 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
20 citing papers in PubMed.
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- From vision to action: a theory of change for introductory biology education reform.Journal of microbiology & biology education · 2026Article
- Oral examination as a tool for mastery learning in undergraduate microbiology.FEMS microbiology letters · 2026Article
- Article
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- Prioritising Microbiology in Secondary Education Addresses Emerging Scientific-Social-Educational Challenges and Competency Needs.Microbial biotechnology · 2025Review
- Tools for coordinating measurement use in science education and training.Journal of microbiology & biology education · 2025Article
- Implementing pain competencies in Canadian physiotherapy education: Challenges, barriers, and opportunities.Canadian journal of pain = Revue canadienne de la douleur · 2025Article
- Factors Influencing the Use of Evidence-based Instructional Practices by Community College Biology Instructors.CBE life sciences education · 2024Article
- Students' perceptions of social issues in biology courses.Journal of microbiology & biology education · 2024Article
- Content Coverage as a Persistent Exclusionary Practice: Investigating Perspectives of Health Professionals on the Influence of Undergraduate Coursework.CBE life sciences education · 2024Article
- Centering relationships in the biology classroom.Journal of microbiology & biology education · 2023Article
- Developing Vaccine Literacy for Urban Health Science Students, the Future Health Workforce.Journal of microbiology & biology education · 2023Article
- Immune Literacy: a Call to Action for a System-Level Change.Journal of microbiology & biology education · 2023Article
- Brief Training and Intensive Mentoring Guide Postdoctoral Scholars to Student-Centered Instruction.CBE life sciences education · 2021Article
- Implementing Fabrication as a Pedagogical Tool in Vertebrate Anatomy Courses: Motivation, Inclusion, and Lessons.Integrative and comparative biology · 2021Article
- Resilient Instructional Strategies: Helping Students Cope and Thrive in Crisis.Journal of microbiology & biology education · 2021Article
- Inside the Undergraduate Immunology Classroom: Current Practices that Provide a Framework for Curriculum Consensus.Journal of microbiology & biology education · 2021Article
- From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond.Ecology and evolution · 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
9 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Instructors have inherited a model for conscientious instruction that suggests they must cover all the material outlined in their syllabus, and yet this model frequently diverts time away from allowing students to engage meaningfully with the content during class. We outline the historical forces that may have conditioned this teacher-centered model as well as the disciplinary pressures that inadvertently reward it. As a way to guide course revision and move to a learner-centered teaching approach, we propose three evidence-based strategies that instructors can adopt: 1) identify the core concepts and competencies for your course; 2) create an organizing framework for the core concepts and competencies; and 3) teach students how to learn in your discipline. We further outline examples of actions that instructors can incorporate to implement each of these strategies. We propose that moving from a content-coverage approach to these learner-centered strategies will help students better learn and retain information and apply it to new situations.
Indexed as
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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.