Evidence map›Paper›PMID 35282240›Full record

ArticleFrontiers in psychology2022

How Do Blended Biochemistry Classes Influence Students' Academic Performance and Perceptions of Self-Cognition?

Guijie Ren, Peiyue Zhuang, Xianren Guan, Keli Tian, Jiping Zeng

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PubMed Full text at PMC Publisher
In one paragraph

Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
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

1 citing paper in PubMed.

  1. Trial
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

5 authors.

Guijie RenDepartment of Biochemistry and Molecular Biology, School of Basic Medicine, Shandong University, Jinan, China.
Peiyue ZhuangCollege of Liberal Arts, University of Minnesota Twin Cities, Minneapolis, MN, United States.
Xianren GuanInstitute of Agricultural Remote Sensing and Information, Heilongjiang Academy of Agricultural Sciences, Harbin, China.
Keli TianDepartment of Biochemistry and Molecular Biology, School of Basic Medicine, Shandong University, Jinan, China.
Jiping ZengDepartment of Biochemistry and Molecular Biology, School of Basic Medicine, Shandong University, Jinan, China.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

The flipped classroom is becoming a popular new instructional model in higher education capable of increasing student performance in higher-order learning outcomes. However, the success of a flipped classroom model depends on various supporting elements, and it may not be appropriate for all students and courses. In this study, a new blended Biochemistry classroom model based on Massive Open Online Courses (MOOC) and a "semi-flipped" environment was applied to Biochemistry instruction of Nursing and Clinical Medicine majors. The students' academic performance and perceptions of self-cognition were used to assess the blended Biochemistry classroom. Students who participated in the blended classroom model achieved higher academic performance (

Indexed as

academic performancebiochemistryblended classroomself-cognitionsemi-flipped

Identifiers

PMID35282240
PMCPMC8907514

What OpenQuestion holds

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LicenceCC BY
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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.