ArticlePLoS biology2021
A cross-institutional analysis of the effects of broadening trainee professional development on research productivity.
Article in PLoS biology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 16 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
16 citing papers in PubMed.
- Rigorous evaluation needed to advance coaching in the biomedical workforce.Frontiers in medicine · 2026Article
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- Benefits of promoting scholarship among program directors: promoting scholarship among directors is a win-win-win for institutions, trainees, and directors.Frontiers in research metrics and analytics · 2024Article
- Defining Mitochondrial Cristae Morphology Changes Induced by Aging in Brown Adipose Tissue.Advanced biology · 2024Article
- From goal to outcome: Analyzing the progression of biomedical sciences PhD careers in a longitudinal study using an expanded taxonomy.FASEB bioAdvances · 2023Article
- Defining Mitochondrial Cristae Morphology Changes Induced by Aging in Brown Adipose Tissue.bioRxiv : the preprint server for biology · 2023Article
- Increasing faculty support, respect, and ability to help doctoral students explore non-academic research career opportunities.Heliyon · 2023Article
- The role of mentoring in promoting diversity equity and inclusion in STEM Education and Research.Pathogens and disease · 2022Article
- Bridging the gap: increasing collaboration between research mentors and career development educators for PhD and postdoctoral training success.Molecular biology of the cell · 2022Article
- Article
- Creation of a Novel Biomedical Engineering Research Course for Incarcerated Students.Biomedical engineering education · 2022Article
- Developing evidence-based resources for evaluating postgraduate trainees in the biomedical sciences.PloS one · 2022Article
- A cross-institutional analysis of the effects of broadening trainee professional development on research productivity.PLoS biology · 2021Article
- Don't let the perfect be the enemy of the good.PLoS biology · 2021Article
- Modeling individual development plans, mentoring support, and career preparedness relationships among Doctor of Philosophy (Ph.D.) trainees in the life sciences.F1000Research · 2021Article
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Authors and funding
26 authors.
Funding
Abstract
PhD-trained scientists are essential contributors to the workforce in diverse employment sectors that include academia, industry, government, and nonprofit organizations. Hence, best practices for training the future biomedical workforce are of national concern. Complementing coursework and laboratory research training, many institutions now offer professional training that enables career exploration and develops a broad set of skills critical to various career paths. The National Institutes of Health (NIH) funded academic institutions to design innovative programming to enable this professional development through a mechanism known as Broadening Experiences in Scientific Training (BEST). Programming at the NIH BEST awardee institutions included career panels, skill-building workshops, job search workshops, site visits, and internships. Because doctoral training is lengthy and requires focused attention on dissertation research, an initial concern was that students participating in additional complementary training activities might exhibit an increased time to degree or diminished research productivity. Metrics were analyzed from 10 NIH BEST awardee institutions to address this concern, using time to degree and publication records as measures of efficiency and productivity. Comparing doctoral students who participated to those who did not, results revealed that across these diverse academic institutions, there were no differences in time to degree or manuscript output. Our findings support the policy that doctoral students should participate in career and professional development opportunities that are intended to prepare them for a variety of diverse and important careers in the workforce.
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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.