Evidence map›Paper›PMID 36173341›Full record

ArticleAdvances in physiology education2022

Learning design in science education: perspectives from designing a graduate-level course in evidence-based teaching of science.

Ryan M Downey, K Breana Downey, Jessica Jacobs, Holly Korthas, George S Melchor, Andrew Speidell, Hannah Waguespack, Susan E Mulroney, Adam K Myers

Open access · diamondAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Advances in physiology education, 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
1.2field-weighted citation impact, top 17% of its field
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, 3 citations in OpenAlex.

  1. Article
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

9 authors at 3 institutions in 2 countries.

Ryan M DowneyDepartment of Pharmacology and Physiology, Georgetown University Medical Center, Washington, District of Columbia.
K Breana DowneyDepartment of Pediatrics, Georgetown University Medical Center, Washington, District of Columbia.
Jessica JacobsDepartment of Neuroscience, Georgetown University Medical Center, Washington, District of Columbia.
Holly KorthasDepartment of Neuroscience, Georgetown University Medical Center, Washington, District of Columbia.
George S MelchorDepartment of Biology, Georgetown University, Washington, District of Columbia.
Andrew SpeidellDepartment of Neuroscience, Georgetown University Medical Center, Washington, District of Columbia.
Hannah WaguespackDepartment of Pharmacology and Physiology, Georgetown University Medical Center, Washington, District of Columbia.
Susan E MulroneyDepartment of Pharmacology and Physiology, Georgetown University Medical Center, Washington, District of Columbia.
Adam K MyersDepartment of Pharmacology and Physiology, Georgetown University Medical Center, Washington, District of Columbia.
Georgetown University · USAmerican University of the Caribbean School of Medicine · SXGeorgetown University Medical Center · US

Funding

Predoctoral Training in Intergrative NeuroscienceT32NS041231 · NINDS · GEORGETOWN UNIVERSITY · PI Ludise Malkova, Ashley S VanMeter · 2001 to 2026
$6.8M
Training in Neural Injury &PlasticityT32NS041218 · NINDS · GEORGETOWN UNIVERSITY · PI MARK P BURNS, Kathleen Anne Maguire-Zeiss · 2001 to 2026
$3.5M
American Physiological Society (APS) n/aHHS | NIH | National Institute of Neurological Disorders and Stroke (NINDS) T32-041218HHS | NIH | National Institute of Neurological Disorders and Stroke (NINDS) T32-041231National Science Foundation (NSF) DUE 1822245NINDS NIH HHS T32 NS041218NINDS NIH HHS T32 NS041231
6 · The paper itself

Abstract

Graduate students intending to pursue an academic career in the sciences have much to gain by learning to teach science but often have limited training opportunities. In response to this need, we designed a one-semester course, Learning Design in Science Education (LDSE), in which students receive formal training in pedagogical theory with role model demonstration of current best practices in active learning. Building from previous descriptions of similar courses, we added a practical experience for the students to utilize their new skills to design and teach a mini science course at the end of the semester. Additionally, students developed a teaching portfolio, complete with a personal teaching statement, syllabus, course materials, and evaluations from peers and faculty. Overall, the course was well received by the students and there are early indications that students benefited from their participation in the course. In this manuscript, we present the design and outcomes of the course, faculty and student perceptions, and thoughts on improvements for future semesters and its potential for use by others.

Indexed as

CurriculumEducation, GraduateFacultyHumansProblem-Based LearningStudentsTeachingactive learningeducational technologyevidence-based teachingscientific teachingSTEM education

Identifiers

PMID36173341
PMCPMC9639774
OpenAlexW4297964944

What OpenQuestion holds

Textmetadata
Read underepoch 390

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.