ArticleBiochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology
Exploration of Literature-Based Discussion Teaching in Biology and Cell Biology Laboratory Courses.
Article in Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology. 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.
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
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
Abstract
The teaching team optimized and reformed the teaching methods and assessment strategies of Biology and Cell Biology laboratory courses to enhance students' interest and teaching quality. This reform was based on the existing theoretical framework and experimental content of the course, introducing cutting-edge research topics related to the curriculum for discussion. Students selected topics of interest, conducted literature searches and readings in teams, and reported on their findings in class. This study collected self-reported data from students via questionnaire surveys, focusing on analyzing students' understanding of the difficulty of the course, prior knowledge of related fields, interest in the discussion topics, and exploring the correlation between these factors and students' self-reported level of comprehension of the seminar content. It was found that students' self-reported strong interest in the discussion topics was more strongly correlated with a higher self-assessed understanding of the seminar content. Course questionnaire results showed that over 80.3% (≥ 49/61) of students expressed interest in the seminar topics, and over 98.1% (≥ 60/61) of students reported fully or partially understanding the seminar content, gaining valuable insights from the discussions. Students' satisfaction with the seminars exceeded 95.0% (≥ 58/61), with evaluations indicating that the seminars played a positive role in providing learning opportunities, understanding academic frontiers, and improving comprehensive abilities. In conclusion, the literature-based discussion teaching has promoted teaching practices and laid the foundation for further deepening teaching reforms.
Indexed as
Identifiers
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.