ArticlePloS one2026
Lessons learned from interdisciplinary US national science foundation research traineeship-supported graduate programs.
Article in PloS one, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The National Science Foundation's (NSF) Research Traineeship (NRT) Program fosters interdisciplinarity. It is designed to train scholars with the agility to move beyond their strict disciplinary boundaries. The goal of the Program is to create innovative graduate educational opportunities for broad workforce development. We assessed the professional development skills and activities documented in the annual reports of 20 NRT projects to assess which technical and transferable skills were commonly highlighted, how these skills were integrated into their educational programming, which stakeholders were targeted, and how much time was allocated to the associated activities. We found communication (43%), job readiness (42%), and team science (26%) to be the most common professional development skills provided by the 20 NRT projects. We go into greater depth about three of these NRT projects to more deeply characterize programmatic challenges and successes. Then, we highlight strategies to manage potential points of friction and to recommend approaches that could be adopted as part of other graduate professional development projects. These innovations have the potential to promote transformative change in graduate STEAM education, nationwide.
Indexed as
Identifiers
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.