Evidence map›Paper›PMID 38107994›Full record

ArticleJournal of microbiology & biology education2023

Measuring undergraduates' understanding of the culture of scientific research as an outcome variable in research on CUREs.

Lexi Wachtell, Amanda Gardiner, Matt Sievers, Katie Dickinson, Grace E C Dy, Elizabeth H Glenski, Joya Mukerji, Elli Theobald, Elisa T Tran, Vicente Velasco and 1 more

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of microbiology & biology education, 2023. 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. Breaking confirmatory spells by implementing research-integrated CUREs.Journal of microbiology & biology education · 2025
    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

11 authors.

Lexi WachtellDepartment of Biology, University of Washington, Seattle, Washington, USA.
Amanda GardinerDepartment of Biology, University of Washington, Seattle, Washington, USA.
Matt SieversDepartment of Biology, University of Washington, Seattle, Washington, USA.
Katie DickinsonDepartment of Biology, University of Washington, Seattle, Washington, USA.
Grace E C DyDepartment of Biology, University of Washington, Seattle, Washington, USA.
Elizabeth H GlenskiDepartment of Biology, University of Washington, Seattle, Washington, USA.
Joya MukerjiDepartment of Biology, University of Washington, Seattle, Washington, USA.
Elli TheobaldDepartment of Biology, University of Washington, Seattle, Washington, USA.
Elisa T TranDepartment of Biology, University of Washington, Seattle, Washington, USA.
Vicente VelascoDepartment of Biology, University of Washington, Seattle, Washington, USA.
Scott FreemanDepartment of Biology, University of Washington, Seattle, Washington, USA.ORCID https://orcid.org/0000-0003-0988-1900

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Researchers who work on course-based undergraduate research experiences (CUREs) and issues related to science, technology, engineering, and math (STEM) retention have begun exploring changes in student thinking about what it means to be a scientist. To support this effort, we developed rubrics to score answers to three open-response prompts: What does it mean to think like a scientist? What does it mean to do science? and Did you do real research in your

Indexed as

CUREsdoing sciencereal researchthinking like a scientistundergraduate labsundergraduate STEM education

Identifiers

PMID38107994
PMCPMC10720405

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC-ND
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.