ArticleAdvances in physiology education2024
"All of us are capable, and all of us can be scientists." The impact of Scientist Spotlight assignments with undergraduates in physiology courses.
Article in Advances in physiology education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed.
- Investigating Undergraduate Student Perceptions of Classroom Inclusion-Emergence of the Student Perceptions of Instructor Practices-Inclusion/Exclusion (SPIP-I/E) Framework.CBE life sciences education · 2026Article
- Student Perceptions of Obstacles in Science Careers are Not Altered by Scientist Stories of Challenges.CBE life sciences education · 2026Article
- Factors Shaping Learning Enthusiasm of the Medical Students: A Comparative Study of Eight-Year and Five-Year Programs.Advances in medical education and practice · 2026Article
- Investigating How Biology Faculty of Color Integrate Their Social Identities into Their Teaching and Mentoring.CBE life sciences education · 2025Article
- Grade Disparities Associated with Student Demographics in Upper-Division Biology Courses Across Multiple Institutions.CBE life sciences education · 2025Article
- Highlighting Counterstereotypical Scientists in Undergraduate Life Science Courses.CBE life sciences education · 2025Article
- More than a token photo: humanizing scientists enhances student engagement.Proceedings. Biological sciences · 2025Article
- Breaking Stereotypes: How Undergraduates' Life Experiences of Scientists Shape their Scopes of Possibility.CBE life sciences education · 2024Article
Corrections and comments
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
To advance ongoing efforts to diversify the healthcare field and promote inclusion in physiology education, the present study investigates the potential for an evidence-based intervention, Scientist Spotlight assignments, to highlight counterstereotypical representations of scientists in the context of majors and nonmajors physiology courses. Undergraduate students at an emerging Hispanic serving R1 institution completed six Scientist Spotlights assignments in their physiology courses. We conducted semistructured interviews and disseminated an established pre- and postsurvey protocol at the beginning and end of the courses. Our findings from interviews with 31 students from a range of marginalized backgrounds revealed that
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