ArticleCBE life sciences education2021
Undergraduate STEM Majors on and off the Pre-Med/Health Track: A STEM Identity Perspective.
Article in CBE life sciences education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 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
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.
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Who cites it
3 citing papers in PubMed.
- "When I talk about it, my eyes light up!" Impacts of a national laboratory internship on community college student success.PloS one · 2025Article
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Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Despite the wealth of research exploring science, technology, engineering, and mathematics (STEM) identity and career goals in both formal and informal settings, existing literature does not consider STEM identity for undergraduate students pursuing health and medical careers through STEM pathways. We address this gap by examining the STEM identity of undergraduate STEM majors on pre-med/health tracks as it compares with that of other STEM majors, thus focusing on a population that is chronically understudied in STEM education research. We surveyed 440 undergraduate STEM students enrolled in entry-level STEM courses to assess their STEM identities and three identity precursors: interest, performance-competence, and recognition. Through regression analyses accounting for gender, major, and perceived home support around STEM, we found that pre-med/health students were
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