Evidence map›Paper›PMID 40529009›Full record

ArticleJournal of clinical and translational science2025

Boosting scientific community values: The impact of social inclusion interventions on biomedical instructors.

Paul R Hernandez, Wenyi Du, Cristian Cervantes Aldana, Nichole A Broderick, Jo Handelsman, Hyewon Lee, Linlin Luo, Natalia Maldonado, Holly A Miller, Sarah Miller and 5 more

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of clinical and translational science, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing 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

1 citing paper in PubMed.

  1. Advancing the science and practice of effective mentorship.Journal of clinical and translational science · 2025
    Article
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

15 authors.

Paul R HernandezDepartment of Teaching, Learning, and Culture, Texas A&M University, College Station, TX, USA.ORCID https://orcid.org/0000-0002-4063-357X
Wenyi DuDepartment of Teaching, Learning, and Culture, Texas A&M University, College Station, TX, USA.ORCID https://orcid.org/0000-0003-4737-9268
Cristian Cervantes AldanaDepartment of Social and Behavioral Sciences, University of California San Francisco, San Francisco, CA, USA.ORCID https://orcid.org/0000-0001-7689-8062
Nichole A BroderickDepartment of Biology, Johns Hopkins University, Baltimore, MD, USA.ORCID https://orcid.org/0000-0002-6830-9456
Jo HandelsmanWisconsin Institute for Discovery, University of Wisconsin-Madison, Madison, WI, USA.ORCID https://orcid.org/0000-0003-3488-5030
Hyewon LeeDepartment of Teaching, Learning, and Culture, Texas A&M University, College Station, TX, USA.ORCID https://orcid.org/0000-0003-0710-9108
Linlin LuoDepartment of Teaching, Learning, and Culture, Texas A&M University, College Station, TX, USA.ORCID https://orcid.org/0000-0002-3648-4727
Natalia MaldonadoDepartment of Social and Behavioral Sciences, University of California San Francisco, San Francisco, CA, USA.ORCID https://orcid.org/0009-0009-7522-3966
Holly A MillerDepartment of Teaching, Learning, and Culture, Texas A&M University, College Station, TX, USA.ORCID https://orcid.org/0000-0002-2344-8989
Sarah MillerWisconsin Institute for Discovery, University of Wisconsin-Madison, Madison, WI, USA.ORCID https://orcid.org/0000-0003-3348-4470
Megan PattersonDepartment of Health Behavior, Texas A&M University, College Station, TX, USA.ORCID https://orcid.org/0000-0001-6876-2931
Rachelle PedersenDepartment of Teaching, Learning, and Culture, Texas A&M University, College Station, TX, USA.ORCID https://orcid.org/0000-0001-8530-9071
Perla SandovalDepartment of Social and Behavioral Sciences, University of California San Francisco, San Francisco, CA, USA.ORCID https://orcid.org/0009-0009-9281-2084
Janice VongDepartment of Social and Behavioral Sciences, University of California San Francisco, San Francisco, CA, USA.ORCID https://orcid.org/0000-0002-3116-9605
Mica EstradaDepartment of Social and Behavioral Sciences, University of California San Francisco, San Francisco, CA, USA.ORCID https://orcid.org/0000-0003-3933-2929

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Interventions to foster inclusive learning environments may benefit college STEMM instructors (NASEM, 2019). We investigated the impact of a social inclusion intervention (SII) on scientific self-efficacy, identity, community values, and persistence intentions in a large and diverse sample of biomedical college instructors (

Indexed as

facultyhigher educationMentoringSTEMMTIMSI

Identifiers

PMID40529009
PMCPMC12171922

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

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.