ArticleJournal of microbiology & biology education2021
Resilient Instructional Strategies: Helping Students Cope and Thrive in Crisis.
Article in Journal of microbiology & biology education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 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
8 citing papers in PubMed.
- Student perceptions of alternative grading strategies in the biology classroom.Journal of microbiology & biology education · 2025Article
- Student reflections on emotional engagement reveal science fatigue during the COVID-19 online learning transition.Journal of microbiology & biology education · 2024Article
- Mental Health Status and Coping among Portuguese Higher Education Students in the Early Phase of the COVID-19 Pandemic.European journal of investigation in health, psychology and education · 2023Article
- An Upper-Division, Remote Microbiology Laboratory That Blends Virtual and Hands-on Components to Promote Student Success during the COVID-19 Pandemic.Journal of microbiology & biology education · 2022Article
- Identifying Factors That Influence Student Perceptions of Stress in Biology Courses with Online Learning Modalities.Journal of microbiology & biology education · 2022Article
- Increasing Student Engagement through Course Attributes, Community, and Classroom Technology: Lessons from the Pandemic.Journal of microbiology & biology education · 2022Article
- Student Anxiety and Engagement with Online Instruction across Two Semesters of COVID-19 Disruptions.Journal of microbiology & biology education · 2022Article
- I will teach you here or there, I will try to teach you anywhere: perceived supports and barriers for emergency remote teaching during the COVID-19 pandemic.International journal of STEM education · 2022Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Recent times of excessive stress call for a reflection and reformation of how people interact and support one another. This is particularly true in science, technology, engineering, and mathematics (STEM) discipline-based education, where it is becoming increasingly important for course instructors to adopt student-centered teaching approaches that engage students, maintain rigor, and consider the students' learning experiences, including stress. What are some pedagogical strategies that instructors can draw upon to help students cope with trauma and regain a healthy state of learning in an already-challenging field? To prepare instructors for the transition to remote instruction, a variety of evidence-based pedagogical and technological approaches were designed to promote resilient student-centered classrooms and facilitate student development and care in times of crisis. This perspective provides an overview of the salient research behind these strategies, highlights those that instructors found most useful, and concludes with planned next steps in the continued effort to support instructors.
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.