ArticleIntegrative organismal biology (Oxford, England)2026
Strategies to Build Observation Skills for Integrative and Organismal Biology Undergraduates: A Scoping Review.
Article in Integrative organismal biology (Oxford, England), 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.
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
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The ability to observe natural phenomena and connect those observations to theoretical concepts and processes is critical for knowledge integration and scientific inquiry in integrative and organismal biology. However, no published effort had reviewed evidence-based pedagogical methods for teaching scientific observation skills in integrative and organismal biology. This review found 53 papers with relevant pedagogical interventions for increasing observation skills from a diversity of disciplines (e.g., ecology, health sciences, and environmental sciences) and participant populations (preschool through postgraduate). However, only 2 studies assessed interventions aimed at improving observation skills for undergraduate biology students. More research is needed to understand how these pedagogical strategies might translate to undergraduate integrative and organismal biology students. Pedagogical strategies fell into 4 main categories (manipulating the learning environment, scaffolding the observation process, and engaging with arts interpretation or creation), with arts interpretation showing particular promise for translation to integrative and organismal biology applications.
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.