ArticleJournal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience2026
"I Can Code": An Innovative Workshop Introducing Students to Coding in the Context of Neuroscience Research.
Article in Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience, 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
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Learning to code and teaching it present distinct challenges for both students and instructors. This paper describes a workshop designed to help instructors introduce coding to neuroscience undergraduates and to help students get started with coding. The workshop integrates learning within a neuroscience context: instead of using abstract examples, students apply coding directly to real data from a published neuroscience research paper. The workshop was delivered as a brief (2-3-hour) session embedded within a required undergraduate neuroscience laboratory course. Survey data showed the workshop significantly enhanced students' learning experience, boosting enjoyment, confidence, self-rated coding ability, and perceived usefulness. These findings suggest that the workshop can enhance students' motivation, leading to better engagement and learning outcomes. We propose that this model of contextualized learning could help overcome current barriers in computational education for neuroscience.
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.