Evidence map›Paper›PMID 38697124›Full record

ArticleCell genomics2024

Increasing equity in science requires better ethics training: A course by trainees, for trainees.

Roshni A Patel, Rachel A Ungar, Alanna L Pyke, Alvina Adimoelja, Meenakshi Chakraborty, Daniel J Cotter, Malika Freund, Pagé Goddard, Justin Gomez-Stafford, Emily Greenwald and 6 more

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In one paragraph

Article in Cell genomics, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.

0numbers the graph read from it
0cells of the map it votes in
4citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

4 citing papers in PubMed.

  1. Article
  2. Review
  3. Review
  4. Review
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

16 authors.

Roshni A PatelDepartment of Genetics, Stanford University, Stanford, CA 94305, USA. Electronic address: rpatel7@stanford.edu.
Rachel A UngarDepartment of Genetics, Stanford University, Stanford, CA 94305, USA. Electronic address: raungar@stanford.edu.
Alanna L PykeDepartment of Genetics, Stanford University, Stanford, CA 94305, USA.
Alvina AdimoeljaDepartment of Genetics, Stanford University, Stanford, CA 94305, USA.
Meenakshi ChakrabortyDepartment of Genetics, Stanford University, Stanford, CA 94305, USA.
Daniel J CotterDepartment of Genetics, Stanford University, Stanford, CA 94305, USA.
Malika FreundDepartment of Genetics, Stanford University, Stanford, CA 94305, USA.
Pagé GoddardDepartment of Genetics, Stanford University, Stanford, CA 94305, USA.
Justin Gomez-StaffordDepartment of Hematology and Oncology, Boston Children's Hospital, Boston, MA 02115, USA.
Emily GreenwaldDepartment of Genetics, Stanford University, Stanford, CA 94305, USA.
Emily HiggsDepartment of Cardiovascular Genetics, University of California San Francisco, San Francisco, CA 94158, USA.
Naiomi HunterDepartment of Genetics, Stanford University, Stanford, CA 94305, USA.
Tim M G MacKenzieDepartment of Genetics, Stanford University, Stanford, CA 94305, USA.
Anjali NarainDepartment of Genetics, Stanford University, Stanford, CA 94305, USA.
Tamara GjorgjievaDepartment of Genetics, Stanford University, Stanford, CA 94305, USA.
Daphne O MartschenkoCenter for Biomedical Ethics, Stanford University, Stanford, CA 94305, USA; Department of Pediatrics, Stanford University, Stanford, CA 94305, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Despite the profound impacts of scientific research, few scientists have received the necessary training to productively discuss the ethical and societal implications of their work. To address this critical gap, we-a group of predominantly human genetics trainees-developed a course on genetics, ethics, and society. We intend for this course to serve as a template for other institutions and scientific disciplines. Our curriculum positions human genetics within its historical and societal context and encourages students to evaluate how societal norms and structures impact the conduct of scientific research. We demonstrate the utility of this course via surveys of enrolled students and provide resources and strategies for others hoping to teach a similar course. We conclude by arguing that if we are to work toward rectifying the inequities and injustices produced by our field, we must first learn to view our own research as impacting and being impacted by society.

Indexed as

CurriculumScienceBiomedical ResearchGeneticsHumans

Identifiers

PMID38697124
PMCPMC11099339

What OpenQuestion holds

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LicenceCC BY-NC
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Registered trials

None linked

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.