ArticleJournal of microbiology & biology education2025
Training learning assistants to employ inclusive pedagogy and teaching tools in the classroom.
Article in Journal of microbiology & biology education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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.
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.
Who cites it
2 citing papers in PubMed.
- Maximizing the Value of Learning Assistants for Students' Belonging, Mattering, and Confidence in Gateway STEM Courses.CBE life sciences education · 2026Article
- Examination of undergraduate learning assistants' science communication and science teaching approaches.Journal of microbiology & biology education · 2026Article
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.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Learning assistant (LA) programs empower undergraduate students to act as near-peer mentors, fostering active learning and inclusivity in science, technology, engineering, and mathematics (STEM) education. While LAs typically possess strong content knowledge, most lack formal training in pedagogy, teaching methods, and principles of diversity, equity, inclusion, and justice (DEIJ). This paper explores the design, implementation, and impact of an inclusive pedagogy training program tailored for LAs supporting microbiology courses. This professional development program focuses on inclusive teaching practices. Program evaluation revealed LAs reported increased knowledge of inclusivity and pedagogical strategies, enhanced self-awareness, and confidence in their teaching roles. Quantitative assessments using Likert scales demonstrated high satisfaction with the training, with participants agreeing they could apply the knowledge gained to create inclusive classroom environments.
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What OpenQuestion holds
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.