ArticleEcology and evolution2020
Using primary literature on SARS-CoV-2 to promote student learning about evolution.
Article in Ecology and evolution, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 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
3 citing papers in PubMed.
- Reading Primary Scientific Literature: Approaches for Teaching Students in the Undergraduate STEM Classroom.CBE life sciences education · 2023Review
- Using primary literature on SARS-CoV-2 to promote student learning about evolution.Ecology and evolution · 2020Article
- How the ecology and evolution of the COVID-19 pandemic changed learning.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
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The ongoing COVID-19 pandemic caused by SARS-CoV-2 has caused widespread deaths, illnesses, and societal disruption. I describe here how I pivoted a discussion-based senior biology capstone course to include a multiweek module surrounding one primary literature paper on the evolution of SARS-CoV-2 and the subsequent scientific discourse about the paper. Using a gradual reveal of the paper following the CREATE method (consider, read, elucidate, and think of the next experiment), I challenged students to learn new evolutionary principles and critically analyze the data surrounding the evolution and transmission of SARS-CoV-2 presented in the paper. I also provide general advice for implementing this module in future courses.
Indexed as
Identifiers
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.