ArticleCBE life sciences education2016
Scientific Growth and Identity Development during a Postbaccalaureate Program: Results from a Multisite Qualitative Study.
Article in CBE life sciences education, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 24 papers.
What it found
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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
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Who cites it
24 citing papers in PubMed.
- Becoming Biomedical Faculty: An Analysis of Credentials among Successful Academic Career Aspirants.bioRxiv : the preprint server for biology · 2026Article
- PREP-aring is worth it: Success of the Case Western Reserve University Post-baccalaureate Research Education Program and its Scholars.bioRxiv : the preprint server for biology · 2026Article
- PREP-aring is worth it: Success of the Case Western Reserve University post-baccalaureate research education program and its scholars.Journal of clinical and translational science · 2026Article
- Ten simple rules for thriving in a post-baccalaureate research program.PLoS computational biology · 2025Article
- PROPEL: a scalable model for postbaccalaureate training to promote diversity in the biomedical workforce.Journal of microbiology & biology education · 2024Article
- Citizenship status and career self-efficacy: An intersectional study of biomedical trainees in the United States.PloS one · 2024Article
- Fostering student authorship skills in synthetic biology.Frontiers in bioengineering and biotechnology · 2024Article
- Centering Diversity, Equity, and Inclusion in Graduate Admissions.Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience · 2024Article
- Helping mentors address scientific communication in STEM research training helps their mentees stay the course.International journal of STEM education · 2024Article
- Insights Gained into the Use of Individual Development Plans as a Framework for Mentoring NIH Postbaccalaureate Research Education Program (PREP) Trainees.Journal of chemical education · 2022Article
- Article
- Motivating Self-Efficacy in Diverse Biomedical Science Post-baccalaureate and Graduate Students Through Scientific Conference Implementation.Frontiers in education · 2021Article
- The National Center for Advancing Translational Sciences' Intramural Training Program and Fellow Career Outcomes.CBE life sciences education · 2020Article
- The ASPET Mentoring Network: Enhancing Diversity and Inclusion through Career Coaching Groups within a Scientific Society.CBE life sciences education · 2020Article
- Broadening and Strengthening Underrepresented Group Inclusion in Immunological Research.Frontiers in immunology · 2020Article
- Two decades of little change: An analysis of U.S. medical school basic science faculty by sex, race/ethnicity, and academic rank.PloS one · 2020Article
- Comparisons and Approaches of PREP Programs at Different Stages of Maturity: Challenges, Best Practices and Benefits.Ethnicity & disease · 2020Article
- The National Longitudinal Study of Young Life Scientists: Career differentiation among a diverse group of biomedical PhD students.PloS one · 2020Article
- Models and Impacts of Science Research Experiences: A Review of the Literature of CUREs, UREs, and TREs.CBE life sciences education · 2019Review
- A Summary Report from the Research Partnership on Women in Science Careers.Journal of general internal medicine · 2019Review
Corrections and comments
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Authors and funding
4 authors.
Funding
Abstract
This report builds upon our previous study, which described five patterns of why college graduates join National Institutes of Health (NIH)-funded diversity-focused Postbaccalaureate Research Education Programs (PREP). A 2015 report from the NIH showed that a high fraction of PREP participants matriculate into PhD and MD/PhD programs. This current study reveals how participants change during PREP, the program elements that facilitate change, and how identity as a graduate student and future scientist develops. Data come from in-depth interviews done at the beginning and end of PREP with 48 individuals from seven PREP programs. Results reveal three domains of development: academics, research, and presentation of oneself; each domain contains a developmental continuum. Key attributes of PREP enabling development include opportunities to attend graduate-level classes and seminars; time to practice reading literature; extended lab time with one's own project; high and explicit expectations from mentors; and multiple opportunities to talk about science and improve communication skills. PREP enabled participants to develop their identities as graduate students and to anticipate being seen by others as highly prepared for PhD training. After PREP, 85% (n = 41) started the PhD or MD/PhD, making PREP an intervention approach with great potential to broaden participation in biomedical PhD programs.
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Registered trials
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