https://www.selleckchem.com/pr....oducts/jnj-64619178.
Women in the course reported lower scientific self-efficacy and greater salience of gender identity. Our results suggest that active learning in itself is not a panacea for STEM equity; rather, to maximize the benefits of active-learning pedagogy, instructors should make a concerted effort to use teaching strategies that are inclusive and encourage equitable participation by all students.Diversity-focused committees continue to play essential roles in the efforts of professional scientific societies to foster inclusion and facilita