ArticleJournal of microbiology & biology education2022
An Upper-Division, Remote Microbiology Laboratory That Blends Virtual and Hands-on Components to Promote Student Success during the COVID-19 Pandemic.
Article in Journal of microbiology & biology education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
What it found
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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.
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Who cites it
7 citing papers in PubMed.
- MicroID Lab Guide: an open-source, customizable web application to guide students through unknown bacterial identification in undergraduate microbiology labs.Journal of microbiology & biology education · 2026Article
- AI-enhanced virtual laboratories improve learning outcomes and student engagement in food microbiology education.Scientific reports · 2026Article
- Eco-Microbiology: A Frugal-Circular Framework for Biosafe, Low-Cost Practical Microbiology in Secondary Education.Microbial biotechnology · 2026Review
- Student preferences for microbiology laboratory teaching approaches in a problem-based learning curriculum.Access microbiology · 2026Article
- Student performance and perceptions in a hybrid laboratory model: an exploratory study of interactive virtual simulations and in-person integration in a foundational microbiology course.Journal of microbiology & biology education · 2025Article
- A 3-D interactive microbiology laboratory via virtual reality for enhancing practical skills.Scientific reports · 2024Article
- Developing research skills in medical students online using an active research study.BMC medical education · 2023Article
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
The COVID-19 shutdown forced many institutions of higher education to shift in-person teaching to emergency remote teaching. This was particularly challenging for laboratory courses, where students are expected to learn hands-on skills needed for their career goals. Here, we describe the transformation of an upper-division microbiology laboratory to a course that seamlessly integrates online simulations with safe, hands-on experiences that can be done from home. This blended lab course helped students attain learning outcomes similar to those achieved in the in-person class. We illustrate the implementation of Unknown Portfolios to help students gain the data analysis and critical thinking skills needed to identify an unknown microorganism. Our data show that students who took these online courses mastered material as well as students who took the lab in person, demonstrating proficiency in laboratory safety skills, hands-on techniques, and theoretical class content. Last, we explore online adaptations to enhance in-person lab classes, aiming at reducing the accessibility and equity gaps inherited in many courses, as well as discussing challenges that instructors might experience in this process.
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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.