ReviewBMC medical education2023
The impact of underrepresented minority or marginalized identity status on training outcomes of MD-PhD students.
Review in BMC medical education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 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
14 citing papers in PubMed, 25 citations in OpenAlex.
- Physician-Scientist Pipeline for Pediatric Rheumatology: The Current Landscape and Future Perspectives.Arthritis care & research · 2026Review
- Efficacy of Early Exposure Medical Programs for Underrepresented Students: A Systematic Review.Cureus · 2026Review
- Article
- Mentorship needs and satisfaction of MD-PhD and MD-MSc trainees with marginalized identities: the Canadian experience.BMC medical education · 2025Article
- Why do I need to belong? Black women and Latinas navigate medical education beyond belonging toward rightful presence.BMC medical education · 2025Article
- Training physician-scientists, a view from inside.Nature medicine · 2025Article
- Paradigm shift: outcomes from a physician-scientist undergraduate pathway program.BMC medical education · 2025Article
- Brief mindfulness coaching enhances selective attention in medical scientists: A pilot study.PloS one · 2025Article
- Tutorial action during the veterinary doctoral program at the Complutense University of Madrid, Spain.Frontiers in veterinary science · 2025Article
- The influence of social determinants of health on orthopedic trauma outcomes in the United States: A scoping review.PLOS global public health · 2025Article
- Paradigm Shift: Outcomes from a Physician-Scientist Undergraduate Pipeline Program.Research square · 2024Article
- Academic difficulties, education-related problems, and discrimination among Thai gender-diverse medical students: a cross-sectional study of Thai medical schools.BMC medical education · 2024Article
- COVID-19 Research Delays Disproportionately Affected Pediatrician-Scientists from Backgrounds Under-Represented in Medicine.The Journal of pediatrics · 2024Article
- A commentary on forging a path for CHANGE: culturally focused HIV training for the next generation in pursuit of equity.Critical public health · 2024Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors at 1 institution in 1 country.
Funding
Abstract
Dual-degree MD-PhD programs have historically lacked diversity of race, ethnicity, gender, sexual orientation, and other facets of identity. Like MD- and PhD-granting programs, MD-PhD program training environments are also marked by structural barriers that negatively impact measurable academic outcomes of underrepresented and/or marginalized students in academic medicine (racial and ethnic minority groups considered underrepresented by the National Institute of Health, sexual and gender minorities, individuals with disabilities, and individuals of low socioeconomic status). In this article, we review the existing literature on MD-PhD program disparities affecting students from these groups and provide recommendations grounded on the reviewed evidence. Our literature review identified four generalizable barriers that can impact the training outcomes of students from these marginalized and/or underrepresented groups: 1) discrimination and bias, 2) impostor syndrome and stereotype threat, 3) lack of identity-similar mentors, and 4) suboptimal institutional policies and procedures. We propose goal-oriented interventions that may begin to ameliorate the disparities present in MD-PhD program training environments that affect students from marginalized and/or underrepresented groups in academic medicine.
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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.