ArticleFASEB bioAdvances2020
STEM crisis teaching: Curriculum design with e-learning tools.
Article in FASEB bioAdvances, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 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
10 citing papers in PubMed.
- The Impact of Students' Socio-economic Background, Study Habits, and Technology Access on Their Histology Learning Strategy During the COVID-19 Pandemic.Medical science educator · 2025Article
- Community college student perceptions of digital anatomy models as a curricular resource.Anatomical sciences education · 2024Article
- Benefits of a bilingual web-based anatomy atlas for nursing students in learning anatomy.BMC medical education · 2022Article
- Reimagining Learning Spaces of the Future: An Interprofessional, Virtual Workshop Utilizing Rapid Idea Generation and Lean Startup Methodologies.MedEdPORTAL : the journal of teaching and learning resources · 2022Article
- Measuring the value of a digital supplemental resource.Advances in physiology education · 2021Article
- The effect of Snapchat on learner satisfaction and anatomical knowledge retention: Preliminary observations.FASEB bioAdvances · 2021Article
- Digital Feast and Physical Famine: The Altered Ecosystem of Anatomy Education due to the Covid-19 Pandemic.Anatomical sciences education · 2021Article
- Educational leadership in the time of a pandemic: Lessons from two institutions.FASEB bioAdvances · 2021Article
- Making virtual learning engaging and interactive.FASEB bioAdvances · 2021Article
- A smart learning ecosystem design for delivering Data-driven Thinking in STEM education.Smart learning environments · 2021Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The COVID-19 pandemic and subsequent social distancing protocols have accelerated the shift to online teaching across the globe. In Science, Technology, Engineering, and Mathematics (STEM) programs this means a shift from face-to-face laboratory instruction to self-directed learning with e-learning tools. Unfortunately, selecting and integrating an e-learning tool into a curriculum can be daunting. This article highlights key questions and practical suggestions instructors should consider in choosing the most effective option for their course and learners.
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.