ArticleCBE life sciences education2023
The Aspects of Active-Learning Science Courses That Exacerbate and Alleviate Depression in Undergraduates.
Article in CBE life sciences education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 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
14 citing papers in PubMed, 31 citations in OpenAlex.
- Equitable Group Work in Undergraduate Biology Courses: Leveraging a Complex Instruction Framework to Identify Pedagogical Strategies.CBE life sciences education · 2026Article
- Active learning through journal clubs in pharmacy education: assessment of student experiences, outcomes, and attitudes.Frontiers in medicine · 2026Article
- The Experiences of Students with Concealable Muslim Identities During Peer Interactions in Undergraduate Biology Courses.CBE life sciences education · 2025Article
- Nine Undergraduate Biology Instructors Revealing their LGBTQ+ Identities in Class Resulted in Benefits for their LGBTQ+ Students and Students with Other Marginalized Identities.CBE life sciences education · 2025Article
- Exploring pre-clinical medical students' perception of and participation in active learning: A mixed-methods transnational study.Medical education · 2025Article
- Alone and Together: Exploring the Relationship Between Individual and Social Metacognition in College Biology Students During Problem Solving.CBE life sciences education · 2025Article
- STEM, gender, and mental health: Understanding depression and anxiety in a national undergraduate sample.PLOS mental health · 2025Article
- The upside to depression: undergraduates benefit from an instructor revealing depression in a large-enrollment physiology course.Advances in physiology education · 2024Article
- Confronting the Legacy of Eugenics and Ableism: Towards Anti-Ableist Bioscience Education.CBE life sciences education · 2024Article
- Empowering Disabled Voices: A Practical Guide for Methodological Shifts in Biology Education Research.CBE life sciences education · 2024Article
- Beyond Gender and Race: The Representation of Concealable Identities Among College Science Instructors at Research Institutions.CBE life sciences education · 2024Article
- Why U.S. science and engineering undergraduates who struggle with mental health are left without role models.PLOS mental health · 2024Article
- Women drive efforts to highlight concealable stigmatized identities in U.S. academic science and engineering.PloS one · 2023Article
- Face negotiation in graduate school: the decision to conceal or reveal depression among life sciences Ph.D. students in the United States.International journal of STEM 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
3 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
College science courses continue to transition from traditional lecture to active learning, which has been shown to have both alleviating and exacerbating effects on undergraduate mental health. Notably, existing studies have primarily examined the relationship between active learning and anxiety, and no studies have specifically assessed the relationship between active learning and depression. To address this gap, we conducted hourlong exploratory interviews with 29 undergraduates from six institutions who identify as having depression and who had been enrolled in at least one active-learning college science course. We probed how undergraduates' depression affects their experiences in active learning, and in turn, what aspects of active-learning practices exacerbate or alleviate students' depressive symptoms. Students described that their depression negatively impacted their cognitive domains, which could make learning and social interactions challenging. Additionally, we found that the underlying aspects of active-learning practices that impact students' depression fall into four overarching categories: opportunities to compare oneself with others, socializing with others while learning, frequent formative evaluation, and engagement in learning. Each of these aspects of active learning could alleviate and/or exacerbate depressive symptoms. This work supports recommendations to create more inclusive active-learning courses for students with depression.
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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.