Evidence map›Paper›PMID 40626004›Full record

ArticleMedical science educator2025

Financially Responsible and Equitable Education for Medical, Science, and Health Professions Learners.

Sarah-Ann Keyes, Jessica Thompson Falla, Aimee Gardner, Ashley Mullen, Fred Pereira

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Medical science educator, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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

0 citing papers in PubMed.

No citing paper in PubMed yet.

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

5 authors.

Sarah-Ann KeyesBCM, Houston, TX USA.ORCID 0000-0002-6599-8380
Jessica Thompson FallaLee College, Baytown, TX USA.
Aimee GardnerUniversity of Colorado School of Medicine, Aurora, CO USA.
Ashley MullenBCM, Houston, TX USA.
Fred PereiraBCM, Houston, TX USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Medical, science, and health professions learners lack financial literacy and competency around financial well-being for themselves and patients. We piloted an asynchronous, modular, competency-based certificate curriculum for health professions and graduate learners and alumni to facilitate increased competency in addressing financial well-being. The data demonstrated a significant increase in competence.

Indexed as

Active learningFinancial literacyInclusive learningValuesWell-being

Identifiers

PMID40626004
PMCPMC12228612

What OpenQuestion holds

Textmetadata
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.