ArticleJournal of microbiology & biology education2026
Establishing communities of practice in undergraduate science classrooms.
Article in Journal of microbiology & biology education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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.
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Authors and funding
6 authors.
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Abstract
There has been a shift in higher educational practices from instructionalism to project-based active learning. However, the implementation of student-centered learning methods such as peer-led teaching and learning designs has shown various degrees of effectiveness. Here, we describe the implementation of peer-led teaching and learning strategies in a new course offering at two distinct undergraduate institutions. The design of these courses is based on the formation of communities of practice and the application of the common principles of this framework. Despite differences in demographics and educational backgrounds, this course design successfully created communities of practice and led to the same degree of self-reported positive student outcomes at both institutions.
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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.