ArticleCBE life sciences education2021
Teaching Undergraduates to Communicate Science, Cultivate Mentoring Relationships, and Navigate Science Culture.
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 10 papers.
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
10 citing papers in PubMed.
- Understanding and evaluating the impact of a multi-institutional academic partnership to reduce cancer health disparities.Health research policy and systems · 2026Article
- Establishing and Evaluating an Interdisciplinary Summer Undergraduate Research Training Program in Maternal, Child, and Family Health.Journal of racial and ethnic health disparities · 2026Article
- Integrating Smart Worksheets into mandatory pre-laboratory exercises increased exercise completion rates and laboratory test grades.Emerging topics in life sciences · 2025Article
- Implementing a cancer survivorship seminar course to non-healthcare professional undergraduate students.Supportive care in cancer : official journal of the Multinational Association of Supportive Care in Cancer · 2024Article
- Article
- How undergraduates historically underrepresented in biomedical sciences value multiple components of a research training program.Journal for STEM education research · 2023Article
- Analysis of Inclusivity of Published Science Communication Curricula for Scientists and STEM Students.CBE life sciences education · 2023Article
- Community-based participatory research to improve alumni transition from an intensive research training program for historically underrepresented undergraduates.Journal of women and minorities in science and engineering · 2023Article
- Mentoring and Supporting Our Next Generation of Women Toxicologists.Frontiers in toxicology · 2022Article
- Mentorship in Undergraduate Biomedical Education: Identifying Student Opinions and Expectations.Journal of medical education and curricular developmentArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
8 authors.
Funding
Abstract
The historic underrepresentation of women, certain racial and ethnic minorities, and members of other marginalized groups in careers in science, technology, engineering, and mathematics (STEM) reflects a disproportionate exit of individuals from these academic and career paths due to both environmental and personal factors. To transition successfully from classroom-based learning to the research environment, students must acquire various forms of capital nested within a largely hidden curriculum that most scientists learn informally. We have developed a semester-long course for undergraduate researchers that makes explicit concepts and strategies that contribute to STEM persistence. The course teaches skills for: 1) scientific communication; 2) maximizing the effectiveness of research mentoring relationships; and 3) navigating scientific culture and its interactions with multiple social identities. We offered the course for three consecutive semesters at the University of Massachusetts Boston to 33 students from different backgrounds, academic majors, and educational experiences. Quantitative and qualitative assessments demonstrated student learning in all three areas of emphasis. By deliberately combining instruction and practice in skills, such as those needed to present and critique scientific research, with skills needed to optimize personal interactions and key research relationships, we have created a novel learning experience to promote persistence in STEM.
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.