ArticleCBE life sciences education2026
Enhancing Research Dissemination, Science Identity, and Research Self-Efficacy among Underrepresented Biomedical Science Majors: The Impact of Undergraduate Research Experiences.
Article in CBE life sciences education, 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
9 authors.
Funding
Abstract
Few studies measuring undergraduate research participation assess research dissemination, despite being a more objective assessment of research participation than self-reported measures. Therefore, this study examined research dissemination activities, science social (SSI) and science personal (SPI) identities, and research self-efficacy (RSE), among undergraduate biomedical science majors from primarily underrepresented groups (URG). Data were stratified into the following groups: 1) students in BUILD PODER (BP), a research training program with faculty mentorship and mandatory research dissemination; 2) nonBP students with a faculty mentor (nonBP+M), and 3) nonBP students without mentorship (nonBP-M). Results indicate that all groups reported similar SSI levels during the freshman year of college, yet BP students reported the highest levels of SSI, SPI, and RSE by graduation. Another key finding was that, among all groups, involvement in research dissemination activities strongly predicted higher levels of SPI and RSE. Examining the predictive value of research dissemination helps clarify how BP participation produces such strong outcomes for URG students. Given that higher science identity and RSE are associated with pursuing a science, technology, engineering, and mathematics (STEM) graduate degree and career, undergraduates from URGs should be provided opportunities and support to conduct research dissemination activities, access faculty mentorship, and, if possible, access to comprehensive training programs like BP.
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.