ArticleAdvances in physiology education2022
Flipped teaching transition to online teaching by STEM educators during the COVID-19 pandemic.
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 3 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
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Who cites it
3 citing papers in PubMed.
- Exploring educational transformations through the Innovative Flipped Learning Instruction Project Symposium.Advances in physiology education · 2024Article
- Leveraging digital assets: lessons from a 14-year-old isotope tracer course for professional scientists.Advances in physiology education · 2024Article
- Doubling down on best practices: reflecting on teaching physiology during the COVID-19 pandemic.Advances in physiology education · 2023Review
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
10 authors.
Funding
Abstract
COVID-19 necessitated online teaching (OT) during the second half of the spring 2020 semester. The perceptions of science, technology, engineering, and math (STEM) faculty of OT at a two-year (2-YI) and a four-year (4-YI) institution were examined during this sudden switchover. One group of educators had received flipped teaching (FT) training (FTEs,
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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.