ArticlemBio2017
Graduate Biomedical Science Education Needs a New Philosophy.
Article in mBio, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 27 papers, 1 of them a synthesis that pooled it.
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
27 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Content and outcomes of narrative medicine programmes: a systematic review of the literature through 2019.BMJ open · 2020Pooled it
- Cultivating well-being in engineering graduate students through mindfulness training.PloS one · 2023Trial
- Positivity bias in scientific research: Solutions for change.Science advances · 2026Review
- Truth, tone, and trust: integrating an AI exercise to foster responsible science communication in a graduate biomedical science course.Journal of microbiology & biology education · 2026Article
- Article
- An exploration of instructional design for graduate education system in biomedical science: a mixedmethod design.BMC medical education · 2025Article
- Introducing a Professional Development Skill Building Platform Into a Biomedical Sciences Graduate Program Curriculum in Pharmacology.Pharmacology research & perspectives · 2025Article
- Interdisciplinarity at the nexus of biomedical science training: The R3 Center for Innovation in Science Education.iScience · 2025Article
- The effect of trainee career intentions on mentor's interest in the trainee: Experimental evidence from academia.Research policy · 2025Article
- Reflections: enhancing critical thinking in science education by implementing philosophy elements into training.mSphere · 2024Article
- Promoting crucial team building, collaboration, and communication skills in graduate students through interactive retreats.Advances in physiology education · 2023Article
- Training doctoral students in critical thinking and experimental design using problem-based learning.BMC medical education · 2023Article
- Article
- Teaching students to R3eason, not merely to solve problem sets: The role of philosophy and visual data communication in accessible data science education.PLoS computational biology · 2023Article
- An emerging field: An evaluation of biomedical graduate student and postdoctoral education and training research across seven decades.PloS one · 2023Article
- A Review of Clinical Laboratory Education, Training and Progression: Historical Challenges, the Impact of COVID-19 and Future Considerations.British journal of biomedical science · 2023Review
- An Innovative Workshop Embedding Pathology Service Users into the Undergraduate Biomedical Science Curriculum.British journal of biomedical science · 2023Article
- Improving research integrity: a framework for responsible science communication.BMC research notes · 2022Article
- Anatomy Education in Nigeria: A Study of Program Curricula Toward Advancing Training and Improving Program Outcomes.Cureus · 2022Article
- FastTrack, a strategy to shorten time to degree.FASEB bioAdvances · 2021Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
There is a growing realization that graduate education in the biomedical sciences is successful at teaching students how to conduct research but falls short in preparing them for a diverse job market, communicating with the public, and remaining versatile scientists throughout their careers. Major problems with graduate level education today include overspecialization in a narrow area of science without a proper grounding in essential critical thinking skills. Shortcomings in education may also contribute to some of the problems of the biomedical sciences, such as poor reproducibility, shoddy literature, and the rise in retracted publications. The challenge is to modify graduate programs such that they continue to generate individuals capable of conducting deep research while at the same time producing more broadly trained scientists without lengthening the time to a degree. Here we describe our first experiences at Johns Hopkins and propose a manifesto for reforming graduate science education.
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.