ArticleCBE life sciences education2022
Longitudinal Education and Career Outcomes of a Cancer Research Training Program for Underrepresented Students: The Meharry-Vanderbilt-Tennessee State University Cancer Partnership.
Article in CBE life sciences education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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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
4 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
- Building the Oncology Workforce: A Qualitative Evaluation of an Inter-Institutional Cancer Research Internship for Underrepresented Undergraduate Students.Journal of cancer education : the official journal of the American Association for Cancer Education · 2026Article
- Building the cancer research workforce through implementation of theDiscover education · 2026Article
- Increasing Diversity, Equity, and Inclusion in the Health and Health Services Research Workforce: A Systematic Scoping Review.Journal of general internal medicine · 2025Article
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Authors and funding
6 authors.
Funding
Abstract
This study examined longitudinal education and career outcomes of the Meharry-Vanderbilt-Tennessee State University Cancer Partnership, the longest-running National Cancer Institute (NCI) Comprehensive Partnerships in Advancing Cancer Health Equity (CPACHE) program site in the United States. Degree completion rates were calculated and progression along the entire postsecondary "pipeline" was quantified for 204 participants recruited between 2011 and 2020. For participants who had entered the workforce, career outcomes were also analyzed. Relative to comparison data, participants completed degrees and progressed through the higher education "pipeline" to earn advanced degrees at remarkably high rates; the majority entered careers in which they support or conduct cancer research. The latter is important, because most participants identify with demographic categories currently underrepresented in the cancer research workforce. This article makes two contributions to knowledge on research training programs for underrepresented students: 1) it quantifies participants' progression along the entire postsecondary education pipeline as well as into the workforce, and 2) it identifies points where participants are most prone to exit the pipeline rather than progress. We identify two types of exits-permanent and temporary-and offer empirically supported operational definitions for both. Evaluators may find the quantitative model and/or definitions useful for analyzing similar programs.
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Registered trials
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