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Cited by 129Career Development and DiversityHealth and Medical Research ImpactsHigher Education Research Studies

Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program

Open access
Salto, Lorena M., Riggs, Matt L., Delgado De Leon, Daisy, Casiano, Carlos A., De Leon, Marino·2014·PLoS ONE
DOI 10.1371/journal.pone.0108497PMC PMC4177228
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Abstract

An urgent need exists for graduate and professional schools to establish evidence-based STEM (science, technology, engineering, and math) pipeline programs to increase the diversity of the biomedical workforce. An untapped yet promising pool of willing participants are capable high school students that have a strong STEM interest but may lack the skills and the guided mentoring needed to succeed in competitive STEM fields. This study evaluates and compares the impact of the Loma Linda University (LLU) Summer Health Disparities Research Program on high school (HS) and undergraduate (UG) student participants. The primary focus of our summer research experience (SRE) is to enhance the research self-efficacy of the participants by actively involving them in a research project and by providing the students with personalized mentoring and targeted career development activities, including education on health disparities. The results of our study show that our SRE influenced terminal degree intent and increased participant willingness to incorporate research into future careers for both the HS and the UG groups. The quantitative data shows that both the HS and the UG participants reported large, statistically significant gains in self-assessed research skills and research self-efficacy. Both participant groups identified the hands-on research and the mentor experience as the most valuable aspects of our SRE and reported increased science skills, increased confidence in science ability and increased motivation and affirmation to pursue a science career. The follow-up data indicates that 67% of the HS participants and 90% of the UG participants graduated from college with a STEM degree; for those who enrolled in graduate education, 61% and 43% enrolled in LLU, respectively. We conclude that structured SREs can be highly effective STEM strengthening interventions for both UG and HS students and may be a way to measurably increase institutional and biomedical workforce diversity.

AI snapshot

Written from the paper’s full text.

TL;DR

In a retrospective evaluation of the Loma Linda University Summer Health Disparities Research Program, high school (ABC) and undergraduate (UTP) underrepresented minority participants reported significant gains in research skills and research self-efficacy and increased intent to incorporate research into future careers. Follow-up data showed 67% of ABC and 90% of UTP college graduates earned STEM degrees, with many enrolling in graduate education.

Key findings

  • Both groups reported large gains in research self-efficacy (ABC η²=0.33; UTP η²=0.49) and research skills, with the greatest gains in “conducting research” (ABC η²=0.42; UTP η²=0.47) and “scientific writing” (ABC η²=0.45; UTP η²=0.44).
  • Intent to incorporate research into future careers rose from 23% to 87% for ABC and from 47% to 92% for UTP; combined, it rose from 33% to 89% (p<0.001). In the combined paired sample, terminal degree intent shifted from MD (55% pre) to MD/PhD (44% post).
  • Follow-up showed 67% of ABC and 90% of UTP college graduates earned STEM degrees; among those enrolled in graduate education, 61% of ABC and 43% of UTP enrolled at LLU, and combined 47% enrolled at LLU.
  • Content analysis found 74% identified mastery experiences as the most valuable aspect; about 80% reported science-pipeline sustaining gains, and 58% reported science career affirmation.

Methods

  • Retrospective evaluation of 8-week paid summer research internships for underrepresented minority high school (ABC) and college (UTP) students at LLU, using program years 1997–1999 and 2001–2012; 132 ABC and 139 UTP participants (271 total).
  • Data came from program applications, follow-up files, National Student Clearinghouse records, and PRE/POST exit surveys; paired-data subgroups included intent (ABC N=53, UTP N=38), skills/self-efficacy (ABC N=47, UTP N=45), and follow-up (ABC N=116, UTP N=136).
  • Analyses used chi-square and McNemar tests for intent changes, GLM repeated measures with η² effect sizes for skills/self-efficacy, binary logistic regression, and content analysis of free-answer exit survey responses.

Limitations

  • Stated by the paper: selection bias from eligibility and selection criteria cannot be completely accounted for; paired-data analyses represent a subsample; self-efficacy is domain-specific and was measured separately from academic efficacy; some participants were lost to follow-up.
  • Evident from the text: there was no randomized control group; outcomes rely on self-report and retrospective follow-up; educational progress is cross-sectional as of January 2013; some paired analyses use small samples.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.1371/journal.pone.0108497

Cites

43 of 43 references verified0 citation errors · 0 not checkable

Statistics

Claims the paper makes

24 of 83 cited sources checked · 9 supported · 0 flagged · accuracy not yet measured

  • Premisecitation

    A summer research experience in high school can develop science self-efficacy.

    “A summer research experience in high school can develop science self-efficacy, improve science process skills and begin a lifelong commitment to inquiry-based learning”
    Quote in the paperSubstantial claim1 of 3 sources checked
    • cites [2] National Academy of Sciences, National Academy of Engineering, and Institute of Medicine (2011) Expanding Underrepresented Minority Participation: America’s Science and Technology Talent at the Crossroads: Washington, DC: The National Academies Press.

      Not checked in the free run.

    • cites [13] The Boyer Commission on Educating Undergraduates in the Research University (1998) Reinventing Undergraduate Education: A Blueprint for America’s Research Universities. Carnegie Foundation for the Advancement of Teaching. <ext-link xmlns:xlink="http://www.w3.org/1999/xlink" ext-link-type="uri" xlink:href="http://www.niu.edu/engagedlearning/research/pdfs/Boyer_Report.pdf" xlink:type="simple">http://www.niu.edu/engagedlearning/research/pdfs/Boyer_Report.pdf</ext-link>.

      Not checked in the free run.

    • cites [14] C Dirks, 2006, Enhancing diversity in science: is teaching science process skills the answer?, CBE Life Sci Educ source

      The Discussion (page not provided) suggests that the undergraduate Biology Fellows Program helps students build confidence in doing science. It does not establish that a summer research experience during high school develops science self-efficacy; that population and setting differ from those studied. (LLM, conf=0.78)

      Experimental — accuracy not yet measured
  • Premisecitation

    With some notable exceptions, interventions aimed at strengthening the STEM academic pipeline have had limited success in propelling an adequate number of underrepresented minorities into graduate and professional schools.

    “With some notable exceptions, these measures have had limited success in propelling an adequate number of URMs into graduate and professional schools”
    Quote in the paperSubstantial claim1 of 2 sources checked
    • cites [6] HERI Research Brief (2010) Degrees of Success: Bachelor’s Degree Completion Rates Among Initial STEM Majors. Higher Education Research Institute at UCLA.

      Not checked in the free run.

    • cites [7] H Garrison, 2013, Underrepresentation by Race-Ethnicity across Stages of U.S. Science and Engineering Education, CBE Life Sci Educ source

      The Discussion says many federal STEM initiatives are too small or narrowly focused to have a substantial impact, and that URM disparities persist despite gains in science and engineering doctorates. This supports the claim's general point about limited progress toward graduate-level participation, but the paper does not assess entry into professional schools or establish the success rate of the interventions as a group. (LLM, conf=0.86)

      Experimental — accuracy not yet measured
  • Premisecitation

    A summer research experience in high school can begin a lifelong commitment to inquiry-based learning.

    “A summer research experience in high school can develop science self-efficacy, improve science process skills and begin a lifelong commitment to inquiry-based learning”
    Quote in the paperSubstantial claim1 of 3 sources checked
    • cites [2] National Academy of Sciences, National Academy of Engineering, and Institute of Medicine (2011) Expanding Underrepresented Minority Participation: America’s Science and Technology Talent at the Crossroads: Washington, DC: The National Academies Press.

      Not checked in the free run.

    • cites [13] The Boyer Commission on Educating Undergraduates in the Research University (1998) Reinventing Undergraduate Education: A Blueprint for America’s Research Universities. Carnegie Foundation for the Advancement of Teaching. <ext-link xmlns:xlink="http://www.w3.org/1999/xlink" ext-link-type="uri" xlink:href="http://www.niu.edu/engagedlearning/research/pdfs/Boyer_Report.pdf" xlink:type="simple">http://www.niu.edu/engagedlearning/research/pdfs/Boyer_Report.pdf</ext-link>.

      Not checked in the free run.

    • cites [14] C Dirks, 2006, Enhancing diversity in science: is teaching science process skills the answer?, CBE Life Sci Educ source

      The ‘Biology Fellows Form a Community of Science Scholars’ section describes undergraduate research beginning in students’ freshman or sophomore years, not a high-school summer experience. The Discussion says long-term studies are needed to assess lasting effects. Searches for high-school summer research and lifelong inquiry-based learning found no passage addressing the claim. (LLM, conf=0.76)

      Experimental — accuracy not yet measured
  • Premisecitation

    A summer research experience in high school can improve science process skills.

    “A summer research experience in high school can develop science self-efficacy, improve science process skills and begin a lifelong commitment to inquiry-based learning”
    Quote in the paperSubstantial claim1 of 3 sources checked
    • cites [2] National Academy of Sciences, National Academy of Engineering, and Institute of Medicine (2011) Expanding Underrepresented Minority Participation: America’s Science and Technology Talent at the Crossroads: Washington, DC: The National Academies Press.

      Not checked in the free run.

    • cites [13] The Boyer Commission on Educating Undergraduates in the Research University (1998) Reinventing Undergraduate Education: A Blueprint for America’s Research Universities. Carnegie Foundation for the Advancement of Teaching. <ext-link xmlns:xlink="http://www.w3.org/1999/xlink" ext-link-type="uri" xlink:href="http://www.niu.edu/engagedlearning/research/pdfs/Boyer_Report.pdf" xlink:type="simple">http://www.niu.edu/engagedlearning/research/pdfs/Boyer_Report.pdf</ext-link>.

      Not checked in the free run.

    • cites [14] C Dirks, 2006, Enhancing diversity in science: is teaching science process skills the answer?, CBE Life Sci Educ source

      The section “Students Show Gains in Science Process Skills after BFP” reports improved experimental-design and graphing scores among university students in the Biology Fellows Program. It does not establish that a summer research experience improves these skills in high school students; the studied population and activity differ from the claim. (LLM, conf=0.86)

      Experimental — accuracy not yet measured
  • Interpretationcitation

    The number of pipeline college graduates who enrolled in a graduate program (71%) is comparable to or higher than what has previously been reported by other groups.

    “The number of pipeline college graduates who enrolled in a graduate program (71%) is comparable to or higher than what has previously been reported by other groups [25], [26], [34], [41].”
    Quote in the paperSubstantial claim2 of 4 sources checked
    • cites [25] B Junge, 2010, Promoting undergraduate interest, preparedness, and professional pursuit in the sciences: An outcomes evaluation of the SURE program at Emory University, CBE Life Sci Educ source
    • cites [26] RS Hathaway, 2002, The Relationship of Undergraduate Research Participation to Graduate and Professional Education Pursuit: An Empirical Study, Journal of College Student Development
    • cites [34] Humphreys SM, Summer Undergraduate Program in Engineering Research at Berkeley

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites [41] L Alfred, 2011, Increasing underrepresented scientists in cancer research: the UCSD CURE program, J Cancer Educ source
  • Classified as probably not a substantial claim. 37
  • May combine two claims. 32

  • Classified as probably not a substantial claim.

    Premisecitation

    A summer research experience in high school may subsequently stem the tide of attrition before the freshman year in college occurs.

    “that may subsequently stem the tide of attrition before the freshman year in college occurs [2], [13], [14].”
    Quote in the paperSubstantial claim1 of 3 sources checked
    • cites [2] National Academy of Sciences, National Academy of Engineering, and Institute of Medicine (2011) Expanding Underrepresented Minority Participation: America’s Science and Technology Talent at the Crossroads: Washington, DC: The National Academies Press.

      Not checked in the free run.

    • cites [13] The Boyer Commission on Educating Undergraduates in the Research University (1998) Reinventing Undergraduate Education: A Blueprint for America’s Research Universities. Carnegie Foundation for the Advancement of Teaching. <ext-link xmlns:xlink="http://www.w3.org/1999/xlink" ext-link-type="uri" xlink:href="http://www.niu.edu/engagedlearning/research/pdfs/Boyer_Report.pdf" xlink:type="simple">http://www.niu.edu/engagedlearning/research/pdfs/Boyer_Report.pdf</ext-link>.

      Not checked in the free run.

    • cites [14] C Dirks, 2006, Enhancing diversity in science: is teaching science process skills the answer?, CBE Life Sci Educ source

      The Discussion (page unavailable) says the Biology Fellows Program aims to sustain enthusiasm because students often leave science majors early in college, and suggests that undergraduate research may benefit participants. The section “Biology Fellows Form a Community of Science Scholars” (page unavailable) says many began research during their freshman or sophomore years. Neither passage supports the specific suggestion that a summer research experience in high school could reduce attrition before college begins. (LLM, conf=0.78)

      Experimental — accuracy not yet measured

  • May combine two claims.

    Interpretationcitation

    For the UTP participants, the benefits of improved research abilities and increased efficacy are likely to affect subsequent performance in science courses and positively influence the self-assurance with which UTP students approach graduate education.

    “For the UTP participants, the benefits of improved research abilities and increased efficacy are likely to affect subsequent performance in science courses [25] as well as positively influence the self-assurance with which UTP students approach graduate education [20], [26]–[28].”
    Quote in the paperSubstantial claim3 of 5 sources checked
    • cites [25] B Junge, 2010, Promoting undergraduate interest, preparedness, and professional pursuit in the sciences: An outcomes evaluation of the SURE program at Emory University, CBE Life Sci Educ source
    • cites [20] Bandura A (1997) Self-Efficacy: The Exercise of Control New York: W.H. Freeman and Company.

      Not checked in the free run.

    • cites [26] RS Hathaway, 2002, The Relationship of Undergraduate Research Participation to Graduate and Professional Education Pursuit: An Empirical Study, Journal of College Student Development
    • cites [27] D Lopatto, 2004, Survey of Undergraduate Research Experiences (SURE): first findings, Cell Biol Educ source

      Split into 2 atoms — 0 confirmed, 2 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.

      Experimental — accuracy not yet measured
    • cites [28] D Lopatto, 2007, Undergraduate research experiences support science career decisions and active learning, CBE Life Sci Educ source

  • May combine two claims.

    Interpretationcitation

    A resilient sense of efficacy will likely contribute to STEM course success for the ABC participants and may commit the high school students, early-on, to a STEM research career over a clinical or professional career.

    “A resilient sense of efficacy will also likely contribute to STEM course success for the ABC participants, but, more importantly, it may commit the high school students, early-on, to a STEM research career over a clinical or professional career [22], [29], [30].”
    Quote in the paperSubstantial claim1 of 3 sources checked
    • cites [22] L Oseguera, 2006, The Characteristics and Experiences of Minority Freshmen Committed to Biomedical and Behavioral Science Research Careers, Journal of Women and Minorities in Science and Engineering source
    • cites [29] M Villarejo, 2008, Encouraging minority undergraduates to choose science careers: career paths survey results, CBE Life Sci Educ source

      The Results report that undergraduate research led some premedical students to pursue a biomedical Ph.D. rather than medical school, supporting the proposed shift toward research careers. But the study concerns undergraduates, not high school students, and it does not attribute course success or career choice to a resilient sense of efficacy; its course-success discussion concerns supplemental instruction. (LLM, conf=0.88)

      Experimental — accuracy not yet measured
    • cites [30] S Hurtado, 2008, Training Future Scientists: Predicting First-year Minority Student Participation in Health Science Research, Res High Educ source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    The work of Chemers, Estrada-Hollenbeck and Schultz sheds light on the foundational role of self-efficacy in the long-term commitment to a science career.

    “the work of Chemers, Estrada-Hollenbeck and Schultz sheds light on the foundational role of self-efficacy in the long-term commitment to a science career [42]–[44].”
    Quote in the paperNot a substantial claim2 of 3 sources checked
    • cites [42] MM Chemers, 2011, The Role of Efficacy and Identity in Science Career Commitment Among Underrepresented Minority Students, Journal of Social Issues source
    • cites [43] M Estrada, 2011, Toward a model of social influence that explains minority student integration into the scientific community, Journal of Educational Psychology source

      The Discussion (page unavailable) reports that scientific self-efficacy was significantly associated with students’ intention to continue pursuing a science career. But it also says self-efficacy had no unique predictive effect once identity and values were included, and that its long-term unique predictive power may not exist. Calling its role in long-term commitment “foundational” overstates these findings. (LLM, conf=0.87)

      Experimental — accuracy not yet measured
    • cites [44] DM Merolla, 2012, Structural Precursors to Identity Processes: The Role of Proximate Social Structures, Social Psychology Quarterly source

      The Results (page unavailable) report that commitment to a science identity predicts intention to pursue a scientific career. The paper does not establish a foundational role for self-efficacy, and its outcome is career intention rather than long-term career commitment. (LLM, conf=0.81)

      Experimental — accuracy not yet measured

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Proficiency in science process skills has been shown to improve performance in rigorous entry-level biology courses.

    “Proficiency in science process skills (such as identifying variables, recognizing operational definitions, data and graph interpretation, experimental design, and identifying hypotheses) has been shown to improve performance in rigorous entry-level biology courses [14].”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites [14] C Dirks, 2006, Enhancing diversity in science: is teaching science process skills the answer?, CBE Life Sci Educ source

      The “A Correlation between Science Process Skills and Biology 180 Grades” section reports a significant relationship between skill scores and grades in an introductory biology course. But the Discussion calls the idea that increasing those skills would improve course performance a hypothesis, not a demonstrated effect. Our copy therefore supports an association, not the claim that proficiency has been shown to improve performance. (LLM, conf=0.88)

      Experimental — accuracy not yet measured

  • May combine two claims.

    Interpretationcitation

    Students who have participated in high school summer research experiences may be more likely to pursue structured research activities as undergraduates, indicating that the selection processes following a high school summer research experience will likely lead to an even stronger commitment for STEM disciplines and terminal degree goals.

    “Students who have participated in high school summer research experiences may be more likely to pursue structured research activities as undergraduates, indicating that the selection processes following a high school summer research experience will likely lead to an even stronger commitment for STEM disciplines and terminal degree goals [22], [30], [31].”
    Quote in the paperNot a substantial claim1 of 3 sources checked
    • cites [22] L Oseguera, 2006, The Characteristics and Experiences of Minority Freshmen Committed to Biomedical and Behavioral Science Research Careers, Journal of Women and Minorities in Science and Engineering source
    • cites [30] S Hurtado, 2008, Training Future Scientists: Predicting First-year Minority Student Participation in Health Science Research, Res High Educ source
    • cites [31] FD Carter, 2009, The Influence of On-Campus, Academic Year Undergraduate Research on STEM PhD Outcomes: Evidence from the Meyerhoff Scholarship Program, Educ Eval Policy Anal source

      Split into 2 atoms — 0 confirmed, 1 partially supported, 0 disputed, 0 misattributed, 1 unverifiable. Expand the claim to see per-atom verdicts.

      Experimental — accuracy not yet measured

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Free-format narrative responses and interviews have previously been effective in identifying the utility and the broad gains of undergraduate research experiences.

    “Free-format narrative responses and interviews have previously been effective in identifying the utility and the broad gains of undergraduate research experiences [32]–[38].”
    Quote in the paperNot a substantial claim1 of 7 sources checked
    • cites [32] Alexander BB, Foertsch J, Daffinrud S (1998) The Spend a Summer with a Scientist Program: An evaluation of program outcomes and the essential elements for success. Madison, WI: University of Madison-Wisconsin, LEAD Center.

      Not checked in the free run.

    • cites [33] Foertsch JA, Alexander BB, Penberthy DL (1997) Evaluation of the UW-Madison’s Summer Undergraduate Research Programs, Final Report: Integrated Analysis of Program Outcome Data, Student Surveys, and Student and Mentor Interviews. Madison, WI: University of Wisconsin-Madison, LEAD Center.

      Not checked in the free run.

    • cites [34] Humphreys SM, Summer Undergraduate Program in Engineering Research at Berkeley

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites [35] Mabrouk PA, Peters K (2000) Student Perspectives on Undergraduate Research Experiences in Chemistry and Biology. Council on Undergraduate Research Quarterly: 25–33.

      Not checked in the free run.

    • cites [36] E Seymour, 2004, Establishing the Benefits of Research Experiences for Undergraduates in the Sciences: First Findings from a Three-Year Study, Science Education source
    • cites [37] Ward C, Bennett JS, Bauer KW (2002) Content Analysis of Undergraduate Research Student Evaluations.

      Not checked in the free run.

    • cites [38] S Hurtado, 2009, Diversifying Science: Underrepresented Student Experiences in Structured Research Programs, Res High Educ source

      The Methodology (Data Source and Sample; Analysis, page unavailable) describes semi-structured student focus groups whose transcripts were coded for themes. The Findings and Discussion use students’ accounts to identify benefits of undergraduate research. The paper does not describe free-format narrative responses; its evidence comes primarily from focus-group discussions rather than individual interviews. (LLM, conf=0.82)

      Experimental — accuracy not yet measured

  • May combine two claims.

    Interpretationcitation

    Other factors besides intent may play a more prominent role in terminal degree pursuit and may result in a lower proportion of students actually completing an MD/PhD.

    “While this change in intent is dramatic, other factors besides intent may play a more prominent role in terminal degree pursuit and may result in a lower proportion of students actually completing an MD/PhD [23]; this is also apparent in the Table 6 enrollment data.”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites [23] R McGee, 2007, Identifying future scientists: predicting persistence into research training, CBE Life Sci Educ source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Estrada-Hollenbeck's work found that while self-efficacy was related to identity and values, the relative influence of each on long-term STEM career commitment may be mediated by the progression of the student through the academic pipeline.

    “Estrada-Hollenbeck’s work that found that while self-efficacy was related to identity and values, the relative influence of each on long-term STEM career commitment may be mediated by the progression of the student through the academic pipeline [43].”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites [43] M Estrada, 2011, Toward a model of social influence that explains minority student integration into the scientific community, Journal of Educational Psychology source

  • Classified as probably not a substantial claim. May combine two claims.

    Premisecitation

    The positive benefits of undergraduate research experiences have previously been demonstrated; undergraduate students have widely regarded their research experience as beneficial and have credited the research experience for developing self-confidence, analytical skills, independence, and motivation to learn.

    “The positive benefits of undergraduate research experiences have previously been demonstrated; undergraduate students have widely regarded their research experience as beneficial [29], [39], [45] and have credited the research experience for developing self-confidence, analytical skills, independence, and motivation to learn [29], [31], [45].”
    Quote in the paperSubstantial claim1 of 3 sources checked
    • cites [29] M Villarejo, 2008, Encouraging minority undergraduates to choose science careers: career paths survey results, CBE Life Sci Educ source

      Split into 2 atoms — 1 confirmed, 1 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.

      Experimental — accuracy not yet measured
    • cites [39] AEL Barlow, 2004, Making a Difference for Minorities: Evaluation of an Educational Enrichment Program, Journal of Research in Science Teaching source
    • cites [45] BA Nagda, 1998, Undergraduate Student-Faculty Research Partnerships Affect Student Retention, The Review of Higher Education source

  • Classified as probably not a substantial claim.

    Premisecitation

    The work of Hurtado suggests that an early, structured research experience may catalyze the initial domain identity development needed for persistence in a STEM major.

    “The work of Hurtado suggests that an early, structured research experience may catalyze the initial domain identity development needed for persistence in a STEM major [38], [46].”
    Quote in the paperSubstantial claim2 of 2 sources checked
    • cites [38] S Hurtado, 2009, Diversifying Science: Underrepresented Student Experiences in Structured Research Programs, Res High Educ source

      In Findings > Becoming a Scientist (page unavailable), students describe research experiences as helping them see themselves as scientists and reinforcing their interest in science. The paper does not establish that an early structured experience initiates that identity or that identity development is necessary for persistence in a STEM major; it notes that many participants’ interest in science began before college. (LLM, conf=0.82)

      Experimental — accuracy not yet measured
    • cites [46] MJ Chang, 2011, Considering the Impact of Racial Stigmas and Science Identity: Persistence Among Biomedical and Behavioral Science Aspirants, J Higher Educ source

      The “Biomedical and Behavioral Science Persistence and Identity” section (page unavailable) suggests that well-structured undergraduate research can help URM students develop a science identity and, in turn, improve their chances of persisting in a biomedical or behavioral science (BBS) field. The Discussion (page unavailable) links domain identification to BBS-major persistence. The paper does not specifically establish that an early research experience catalyzes initial identity development, and its discussion concerns URM students in BBS fields rather than STEM majors generally. (LLM, conf=0.83)

      Experimental — accuracy not yet measured

  • May combine two claims.

    Findingown data

    Both participant groups reported increased motivation and affirmation to pursue a science career after the summer research experience.

    “reported increased science skills, increased confidence in science ability and increased motivation and affirmation to pursue a science career.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Both ABC and UTP participants reported large, statistically significant gains in research self-efficacy at the end of the summer research experience.

    “However, both the ABC and the UTP participants reported large, statistically significant gains in research self-efficacy at the end of the summer research experience (ABC η2, 0.33; UTP η2, 0.49, see Table 3).”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Changes in scientific writing, oral presentation, library and literature search, and conducting research were all large in magnitude from PRE to POST for the ABC and UTP groups and when both groups were combined.

    “The changes in scientific writing, oral presentation, library and literature search, and in conducting research were all large in magnitude (See Table 3) from PRE to POST for the ABC and the UTP groups and when both groups were combined.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Five broad themes were observed when participant responses were coded for content analysis: science career affirmation, increased science skills, increased confidence in science ability, increased motivation to pursue a science career, and increased time management and study skills.

    “We observed five broad themes when the participant responses were coded for content analysis: science career affirmation, increased science skills, increased confidence in science ability, increased motivation to pursue a science career, and increased time management and study skills.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    In the ABC and UTP participants, 16% (16 of 102) reported the mentor experience as the most valuable aspect of the summer research experience.

    “The mentor experience | 18% (9 of 49) | 13% (7 of 53) | 16% (16 of 102)”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Moderate gains in academic self-efficacy from baseline to post summer research experience were apparent for the UTP participant group and for the combined group but not for the ABC participant group alone.

    “Moderate gains in academic self-efficacy from baseline to post summer research experience were apparent for the UTP participant group (η2, 0.19) and for the combined group (η2, 0.12) but not for the ABC participant group alone (η2, 0.06, see Figure 2).”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    At baseline, academic and research self-efficacy ratings were correlated for UTP participants but not for ABC participants.

    “At baseline, the participant academic and research self-efficacy ratings were correlated for the UTP participants (r(43) = 0.42, p = 0.004) but not for the ABC participants (r(45) = 0.27, p = 0.065).”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    In the UTP participants, 8% (4 of 53) reported verbal persuasion as the most valuable aspect of the summer research experience.

    “Verbal Persuasionb (Total) | - | 8% (4 of 53) | 4% (4 of 102)”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    When combined and after the summer research experience, the proportion of ABC and UTP participants that indicated an intent to incorporate research into their future careers increased to 89% of the sample, and this change was statistically significant.

    “Of particular significance, when combined and after the summer research experience, the proportion of ABC and UTP participants that indicated an intent to incorporate research into their future careers increased dramatically to 89% of the sample, and this change was statistically significant (χ 2(1, N = 91) = 2.68, p<0.001).”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Of the 271 participants included in this study, 51 students participated in the summer research internship program more than once, and 16 participated in both the UTP and the ABC program.

    “Of the 271 participants included in this study, 51 students have participated in this summer research internship program more than once, and 16 have participated in both the UTP and the ABC program.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Findingnone given

    At the time of the summer research experience, the ABC participants were different than the UTP participants in two crucial ways: unlike the undergraduates, the high school students had not yet cleared the hurdle of STEM college gateway courses or faced the complex acquisition of science identity.

    “At the time of the summer research experience the ABC participants were different than the UTP participants in two crucial ways: unlike the undergraduates, the high school students had not yet cleared the hurdle of STEM college gateway courses or faced the complex acquisition of science identity.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingnone given

    For a small number of participants, it was a combination of two of the listed elements that proved to be the most beneficial.

    “It is important to note that for a small number of participants, it was a combination of two of the listed elements that proved to be the most beneficial.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Despite baseline differences, the effect of the research internship was comparable across both groups; both groups reported large, statistically significant gains in research skills and research self-efficacy as a result of the summer research experience.

    “Despite the baseline differences, the effect of the research internship was comparable across both groups; that is, both groups reported large, statistically significant gains in research skills and research self-efficacy as a result of the summer research experience.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Table 2 provides convincing evidence that both the ABC and the UTP participants were more likely to consider incorporating research into their future careers after the summer research internship.

    “Table 2 provides convincing evidence that both the ABC and the UTP participants were more likely to consider incorporating research into their future careers after the summer research internship.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    The academic self-efficacy means were not statistically different between the ABC and UTP groups, whereas the research self-efficacy means were statistically higher for the UTP participants at both time points.

    “the academic self-efficacy means were not statistically different between the two groups whereas the research self-efficacy means were statistically higher for the UTP participants at both time points.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Academic and research-efficacy were distinct domains and were poorly correlated for the ABC participants before the summer research experience.

    “we found that academic and research-efficacy were distinct domains and were poorly correlated for the ABC participants before the summer research experience.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

    Findingnone given

    The ABC students were not science majors and had limited laboratory experience prior to participation in the research internship.

    “These findings are not surprising given that the ABC students were not science majors and had limited laboratory experience prior to participation in the research internship.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Study design and conductown data

    The academic self-efficacy scale items had a Cronbach's α of 0.732 and the research self-efficacy scale items had a Cronbach's α of 0.770, indicating adequate reliability.

    “A Cronbach’s α coefficient of 0.732 for the academic self-efficacy scale items and a Cronbach’s α coefficient of 0.770 for the research self-efficacy scale items indicate adequate reliability.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    If population projections prove true, the overall minority population will become the majority population by the year 2050.

    “If population projections prove true, the overall minority population will become the majority population by the year 2050 [5]”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [5] Ortman JM, Guarneri CE (2009) United States Population Projections: 2000 to 2050.

      Not checked in the free run.

  • Classified as probably not a substantial claim.

    Interpretationreasoning

    Current underrepresentation trends in STEM fields will continue or worsen unless aggressive measures to prepare, recruit and retain underrepresented minorities are adopted.

    “and the current underrepresentation trends in STEM fields will continue or worsen unless aggressive measures to prepare, recruit and retain URMs are adopted.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    In 2010, African Americans, Hispanics, Native Americans, and Native Hawaiian and Pacific Islanders together comprised 31.1% of the total U.S. population.

    “As of 2010, African Americans, Hispanics, Native Americans, and Native Hawaiian and Pacific Islanders together comprised 31.1% of the total U.S. population”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites U.S. Census Bureau: www.census.gov

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Classified as probably not a substantial claim.

    Study design and conductnone given

    When possible, enrollment, graduation and posted degree for both undergraduate and graduate education were tracked through the National Student Clearinghouse.

    “When possible, enrollment, graduation and posted degree for both undergraduate and graduate education were tracked through the National Student Clearinghouse (www.studentclearinghouse.org).”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductreasoning

    A waiver of informed consent for research was approved for this study because the research risks would be minimal and would not adversely affect the rights and welfare of the participants.

    “A waiver of informed consent for research was approved for this study because the research risks would be minimal and would not adversely affect the rights and welfare of the participants.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductnone given

    Data sources for age and GPA were verified using employee files and official application transcripts, respectively.

    “Data sources for age and GPA were verified using employee files and official application transcripts, respectively.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductcitation

    The Loma Linda University Institutional Review Board determined that this study was exempt from IRB approval under 45 CFR Part 46.101(b).

    “The LLU Institutional Review Board (IRB) determined that this study was exempt from IRB approval as outlined in the federal regulations for the protection of human subjects, 45 CFR Part 46.101(b).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites 45 CFR Part 46.101(b)

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Premisecitation

    Interventions aimed at strengthening the STEM academic pipeline have prioritized undergraduates and have focused on the undergraduate to graduate level leakage point.

    “Interventions aimed at strengthening the STEM academic pipeline have prioritized undergraduates and have focused on the undergraduate to graduate level leakage point [2].”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [2] National Academy of Sciences, National Academy of Engineering, and Institute of Medicine (2011) Expanding Underrepresented Minority Participation: America’s Science and Technology Talent at the Crossroads: Washington, DC: The National Academies Press.

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S2 (checkable).

    Premisecitation

    Pre-college programs that capitalize on STEM interest and bolster science skills are crucial for a successful science career trajectory.

    “making pre-college programs that capitalize on STEM interest and bolster science skills crucial for a successful science career trajectory [10]–[12].”
    Quote in the paperNot a substantial claim0 of 3 sources checked
    • cites [10] Seymour E, Hewitt NM (1997) Talking about leaving: why undergraduates leave the sciences. Boulder, CO: Westview Press.

      Not checked in the free run.

    • cites [11] RA Cooper, 2003, Impact of trends in primary, secondary, and postsecondary education on applications to medical school. II: considerations of race, ethnicity, and income, Acad Med source
    • cites [12] American Association for the Advancement of Science (2001) In Pursuit of a Diverse Science, Technology, Engineering and Mathematics Workforce: Recommended Research Priorities to Enhance Participation by Underrepresented Minorities. <ext-link xmlns:xlink="http://www.w3.org/1999/xlink" ext-link-type="uri" xlink:href="http://ehrweb.aaas.org/mge/Reports/Report1/AGEP/" xlink:type="simple">http://ehrweb.aaas.org/mge/Reports/Report1/AGEP/</ext-link>.

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Interpretationcitation

    ABC students with a STEM interest may be more influenced by an early hands-on research experience than their UTP college student counterparts and may be more likely to choose a research career as a result of this early exposure.

    “it may also point out that ABC students with a STEM interest may be more influenced by an early hands-on research experience than their UTP college student counterparts and may be more likely to choose a research career as a result of this early exposure [22].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [22] L Oseguera, 2006, The Characteristics and Experiences of Minority Freshmen Committed to Biomedical and Behavioral Science Research Careers, Journal of Women and Minorities in Science and Engineering source

  • Classified as probably not a substantial claim.

    Study design and conductreasoning

    We present the participant self-assessed research skill mean ratings and the research-efficacy mean ratings alongside the self-assessed general academic skill mean ratings and the academic-efficacy mean ratings as standards for comparison.

    “we present the participant self-assessed research skill mean ratings and the research-efficacy mean ratings alongside the self-assessed general academic skill mean ratings and the academic-efficacy mean ratings as standards for comparison.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Study design and conductreasoning

    By using the participants as their own controls and focusing on changes from baseline values, we dismiss as many extraneous sources of variation as possible and account for the effect of participating in a research internship once.

    “By using the participants as their own controls and by focusing on the changes from their baseline values, we not only dismiss as many of these extraneous sources of variation as possible but also account for the effect of participating in a research internship once.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Within the social cognitive framework, efficacy beliefs have diverse effects on cognitive, motivational, affective and selection processes.

    “Within the social cognitive framework, efficacy beliefs have diverse effects on cognitive, motivational, affective and selection processes [19], [20].”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites [19] A Bandura, 1982, Self-efficacy mechanism in human agency, American Psychologist source
    • cites [20] Bandura A (1997) Self-Efficacy: The Exercise of Control New York: W.H. Freeman and Company.

      Not checked in the free run.

  • May combine two claims.

    Interpretationown data

    The number of multiple-summer participants may convey participant satisfaction with the summer research internship and is evidence that the participants see the benefits of continued training in the research environment.

    “The number of multiple-summer participants may convey participant satisfaction with the summer research internship and is evidence that the participants see the benefits of continued training in our research environment.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Premisecitation

    Self-efficacy is widely believed to be a domain specific, or situation specific, competence belief.

    “We point out that self-efficacy is widely believed to be a domain specific, or situation specific, competence belief [20]; therefore, it is appropriate to measure research efficacy independently of academic efficacy in a research internship intervention.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [20] Bandura A (1997) Self-Efficacy: The Exercise of Control New York: W.H. Freeman and Company.

      Not checked in the free run.

  • May combine two claims.

    Premisecitation

    Research experiences have been linked to improved STEM course persistence and improved college graduation rates and GPA outcomes, and have provided career path clarification for those with and without prior research interest.

    “Research experiences have also been linked to improved STEM course persistence and improved college graduation rates and GPA outcomes [26], [32], [33], [36], and have provided career path clarification for those with and without prior research interest [27], [29], [31], [34], [39].”
    Quote in the paperSubstantial claim0 of 4 sources checked
    • cites [26] RS Hathaway, 2002, The Relationship of Undergraduate Research Participation to Graduate and Professional Education Pursuit: An Empirical Study, Journal of College Student Development
    • cites [32] Alexander BB, Foertsch J, Daffinrud S (1998) The Spend a Summer with a Scientist Program: An evaluation of program outcomes and the essential elements for success. Madison, WI: University of Madison-Wisconsin, LEAD Center.

      Not checked in the free run.

    • cites [33] Foertsch JA, Alexander BB, Penberthy DL (1997) Evaluation of the UW-Madison’s Summer Undergraduate Research Programs, Final Report: Integrated Analysis of Program Outcome Data, Student Surveys, and Student and Mentor Interviews. Madison, WI: University of Wisconsin-Madison, LEAD Center.

      Not checked in the free run.

    • cites [36] E Seymour, 2004, Establishing the Benefits of Research Experiences for Undergraduates in the Sciences: First Findings from a Three-Year Study, Science Education source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    According to social cognitive theory, shifts in career selection processes may stem from changes in self-efficacy beliefs.

    “According to the social cognitive theory, shifts in career selection processes may stem from changes in self-efficacy beliefs [20].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [20] Bandura A (1997) Self-Efficacy: The Exercise of Control New York: W.H. Freeman and Company.

      Not checked in the free run.

  • May combine two claims.

    Interpretationreasoning

    Since 90% of the UTP students were majoring in a STEM discipline at the time of participation, the 90% STEM degree completion rate in an average of 4 years represents their success in STEM disciplines.

    “Since 90% of the UTP students were majoring in a STEM discipline at the time of participation in the program, the 90% STEM degree completion rate in an average of 4 years represents their success in STEM disciplines, especially for those who participated in the research internship after their freshman or sophomore year in college.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    According to Chemers, participation in a research experience increases science self-efficacy which in turn enhances science identity and, consequently, leads to a stronger commitment to a STEM career.

    “According to Chemers, participation in a research experience increases science self-efficacy which in turn enhances science identity and, consequently, leads to a stronger commitment to a STEM career [42].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [42] MM Chemers, 2011, The Role of Efficacy and Identity in Science Career Commitment Among Underrepresented Minority Students, Journal of Social Issues source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationnone given

    The ABC participants chose mainly biology and biochemistry majors that were consistent with their application interests and with the likely influence of a biomedical research internship.

    “The ABC participants chose mainly biology and biochemistry majors that were consistent with their application interests and with the likely influence of a biomedical research internship.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationreasoning

    The participant-reported increases in motivation and science confidence may indicate changes in motivational processes.

    “Similarly, the participant-reported increases in motivation and science confidence may indicate changes in motivational processes.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Study design and conductreasoning

    We cannot completely account for the selection bias that may be prominent in a research internship program that has both eligibility and selection criteria.

    “We cannot completely account for the selection bias that may be prominent in a research internship program that has both eligibility and selection criteria.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationown data

    The pipeline program is fulfilling its mission to train and build research capacity in the next generation of URM biomedical leaders given that 75% (77 of 103) of those students in graduate programs are enrolled in biomedical research or professional doctoral-level programs.

    “Ultimately, we believe that our pipeline program is fulfilling its mission to train and build research capacity in the next generation of URM biomedical leaders given that 75% (77 of 103) of those students in graduate programs are enrolled in biomedical research or professional doctoral-level programs.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Interpretationown data

    Based on exit surveys, the intensive immersion is critical for the ABC participants because it provides the students with a real taste for research and allows them to rise to the challenge of making an actual contribution to the project they join.

    “Based on exit surveys, this intensive immersion is critical for the ABC participants because it provides the students with a real taste for research and allows them to rise to the challenge of making an actual contribution to the project they join.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationcitation

    This finding is consistent with the social cognitive tenet that cognitive processes are especially influential in the early and intermediate phases of competency development.

    “Rather, this finding is consistent with the social cognitive tenet that maintains that cognitive processes are especially influential in the early and intermediate phases of competency development [20].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [20] Bandura A (1997) Self-Efficacy: The Exercise of Control New York: W.H. Freeman and Company.

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S4 (based). May combine two claims.

    Study design and conductreasoning

    Although the results from the paired-data analyses represent a sub-sample of the overall participant group, we are confident that these results are representative of the larger sample because the main components of research internship have not changed since the beginning of the program.

    “Although the results from the paired-data analyses represent a sub-sample of the overall participant group, we are confident that these results are representative of the larger sample because the main components of research internship (i.e., the mentored hands-on research experience) have not changed since the beginning of the program.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The main components of the research internship have not changed since the beginning of the program.

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

    Interpretationreasoning

    Vicarious experiences, or social modeling, also likely contributed to the participant perceived changes in research efficacy.

    “Vicarious experiences, or social modeling, also likely contributed to the participant perceived changes in research efficacy.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationreasoning

    The ABC students may have been more likely to project the benefits of the research experience into college or science course success.

    “That is, the ABC students may have been more likely to project the benefits of the research experience into college or science course success.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Study design and conductreasoning

    It is appropriate to measure research efficacy independently of academic efficacy in a research internship intervention.

    “therefore, it is appropriate to measure research efficacy independently of academic efficacy in a research internship intervention.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    A pre-college research experience may also increase interest in pursuing a scientific research career as well as increase the likelihood of participating in a health science research opportunity as a first-year college student.

    “A pre-college research experience may also increase interest in pursuing a scientific research career [22] as well as increase the likelihood of participating in a health science research opportunity as a first-year college student [30].”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites [22] L Oseguera, 2006, The Characteristics and Experiences of Minority Freshmen Committed to Biomedical and Behavioral Science Research Careers, Journal of Women and Minorities in Science and Engineering source
    • cites [30] S Hurtado, 2008, Training Future Scientists: Predicting First-year Minority Student Participation in Health Science Research, Res High Educ source
59 of 59

  • The paper relies on this without support.

    The pre-post changes in terminal degree intent, research career intent, research skills, and self-efficacy observed among participants are attributable to the summer research experience rather than to maturation, selection, or other concurrent factors.

    “The results of our study show that our SRE influenced terminal degree intent and increased participant willingness to incorporate research into future careers for both the HS and the UG groups.”

  • The paper relies on this without support.

    The participants' self-reported gains in research skills and self-efficacy reflect actual improvements in those skills and abilities.

    “The quantitative data shows that both the HS and the UG participants reported large, statistically significant gains in self-assessed research skills and research self-efficacy.”

  • The paper relies on this without support.

    The findings from the Loma Linda University Summer Health Disparities Research Program can be generalized to structured summer research experiences for high school and undergraduate underrepresented minority students more broadly.

    “We conclude that structured SREs can be highly effective STEM strengthening interventions for both UG and HS students and may be a way to measurably increase institutional and biomedical workforce diversity.”

  • The paper relies on this without support.

    An urgent need exists for graduate and professional schools to establish evidence-based STEM pipeline programs to increase the diversity of the biomedical workforce.

    “An urgent need exists for graduate and professional schools to establish evidence-based STEM (science, technology, engineering, and math) pipeline programs to increase the diversity of the biomedical workforce.”

  • The paper relies on this without support.

    Capable high school students with strong STEM interest may lack the skills and guided mentoring needed to succeed in competitive STEM fields.

    “An untapped yet promising pool of willing participants are capable high school students that have a strong STEM interest but may lack the skills and the guided mentoring needed to succeed in competitive STEM fields.”

  • The paper relies on this without support.

    There is a need for graduate and professional schools to establish evidence-based pipeline programs to increase student diversity in STEM doctoral programs.

    “There is a dire need for graduate and professional schools to establish evidence-based pipeline programs that will increase the student diversity of their STEM doctoral degree programs.”

  • The paper relies on this without support.

    The main components of the research internship have not changed since the beginning of the program.

    “the main components of research internship (i.e., the mentored hands-on research experience) have not changed since the beginning of the program.”

  • The paper relies on this without support.

    Motivation, affective states and actions are based more on what people believe than on what is objectively true.

    “Because motivation, affective states and actions are based more on what people believe than on what is objectively true”
8 of 8

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Programs incorporating peer and faculty mentorship components demonstrated increased interest in healthcare, higher entry into medical and graduate school, and high student-reported satisfaction.

    “Numerous programs have incorporated peer and faculty mentorship components, demonstrating increased interest in healthcare, higher entry into medical and graduate school, and high student-reported satisfaction [6,17,23].”

    From Efficacy of Early Exposure Medical Programs for Underrepresented Students: A Systematic Review (2026) · cites this paper as [17]

    The Methods describe faculty mentors and interaction with senior trainees, while the Results report affirmation of biomedical career goals and enrollment in MD and other graduate programs. Those enrollment figures do not establish higher entry than a comparison group, and the passages reviewed do not report high student satisfaction; identifying mentoring as valuable is narrower than a satisfaction finding. The indexed copy provides no page numbers for these sections. (LLM, conf=0.85)

    Experimental — accuracy not yet measured

  • By promoting close guidance with individuals with shared identity, students are more likely to develop the confidence, interest, and skills to pursue higher education.

    “By promoting close guidance with individuals with shared identity, students are more likely to develop the confidence, interest, and skills to pursue higher education [6,17,23].”

    From Efficacy of Early Exposure Medical Programs for Underrepresented Students: A Systematic Review (2026) · cites this paper as [17]

    In the Discussion section on participant-identified best practices (page unavailable), the authors say that seeing similar individuals among mentors and peers likely contributed to research confidence, and that one-to-one mentoring likely conveyed useful strategies. The same section reports gains in science-career interest and skills after the internship, but it does not establish that guidance from people with a shared identity caused all three gains or increased pursuit of higher education generally. (LLM, conf=0.83)

    Experimental — accuracy not yet measured

  • Other positive impacts of pathway programs include improvements to participants' academic and research knowledge, skills, and self-efficacy.

    “Other positive impacts of pathway programs include improvements to participants’ academic and research knowledge, skills, and self-efficacy.17,18,19”

    From Perceived Success After Participation in the Summer Health Professions Education Program (2024) · cites this paper as [18]

  • Hands-on research and mentorship were identified as the most valuable components of the LLU program.

    “Hands-on research and mentorship were identified as the most valuable components of the program [17].”

    From Efficacy of Early Exposure Medical Programs for Underrepresented Students: A Systematic Review (2026) · cites this paper as [17]

  • The LLU Summer Health Disparities Research Program resulted in significant improvements in research self-efficacy and skills among underrepresented high school and undergraduate students.

    “The Loma Linda University (LLU) Summer Health Disparities Research Program provided underrepresented high school and undergraduate students with mentorship, research experience, career development opportunities, and exposure to efforts aimed at reducing health disparities, resulting in significant improvements in research self-efficacy and skills.”

    From Efficacy of Early Exposure Medical Programs for Underrepresented Students: A Systematic Review (2026) · cites this paper as [17]

Statistics recomputed

Every reported test result, recomputed from its test statistic and degrees of freedom. A result shows as not adding up only once an independent check has confirmed it.

  • Consistentt(90) = -3.12reported p = .002 · recomputed p = .002

    “t(90) = −3.12, p = .002”

  • Consistentt(90) = -1.99reported p = .049 · recomputed p = .050

    “t(90) = −1.99, p = .049”

  • Consistentt(90) = -2.83reported p = .006 · recomputed p = .006

    “t(90) = −2.83, p = .006”

  • Consistentt(90) = -2.44reported p = .017 · recomputed p = .017

    “t(90) = −2.44, p = .017”

  • Consistentt(90) = -2.8reported p = .006 · recomputed p = .006

    “t(90) = −2.80, p = .006”

  • Consistentr(43) = 0.42reported p = .004 · recomputed p = .004

    “r(43) = 0.42, p = .004”

  • Consistentr(45) = 0.27reported p = .065 · recomputed p = .066

    “r(45) = 0.27, p = .065”

  • Consistentr(43) = 0.45reported p = .002 · recomputed p = .002

    “r(43) = 0.45, p = .002”

  • Consistentr(45) = 0.42reported p = .003 · recomputed p = .003

    “r(45) = 0.42, p = .003”

9 of 9

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Vicarious-experiences percentage uses an inconsistent denominator

    Minor

    The combined-group entry reports 23%, but 23 of 109 is about 21%. The combined group has 102 participants, for which 23 of 102 would round to 23%.

    Reported 23 · recomputed 21.100917

  • UTP participation dates conflict

    Minor

    The results say the 139 UTP participants took part from 1997-2012, whereas the program history says those 139 participants took part from 2001-2012.

  • Combined verbal-persuasion subcategory is missing despite a nonzero total

    Minor

    Table 4 reports four combined-group responses under verbal persuasion, all four of which are attributed to encouragement and support in the UTP group. Yet the combined-group entry for that subcategory is a dash.

3 of 3

Cites

Flagged first, then by citations

1 of the 44 references couldn’t be matched to a known paper.

Research works printed but not linked: 2

  1. National Academy of Sciences, National Academy of Engineering, and Institute of Medicine (2010) Rising Above the Gathering Storm, Revisited: Rapidly Approaching Category 5: Washington, DC: The National Academies Press.
  2. National Academy of Sciences, National Academy of Engineering, and Institute of Medicine (2011) Expanding Underrepresented Minority Participation: America’s Science and Technology Talent at the Crossroads: Washington, DC: The National Academies Press.

Cited by

Sorted by citations

Related

Authors
Salto, L. M., Riggs, M. L., Delgado De Leon, D., Casiano, C. A., & De Leon, M.
Affiliations
  • Loma Linda University (US)
  • California State University, San Bernardino (US)
ORCID
Venue
PLoS ONE
Publisher
Public Library of Science (PLoS)
Published
2014-09-24
Volume
9
Issue
9
Pages
e108497
ISSN
1932-6203 (ISSN-L)
DOI
10.1371/journal.pone.0108497
PMC
PMC4177228
OpenAlex
W2326430778
Semantic Scholar
eec30acb3ff228b1278555beacda808c9f5bfb02
Cited by
129
References
44
Citations by year
2026: 8 · 2025: 15 · 2024: 12 · 2023: 12 · 2022: 16 · 2021: 15 · 2020: 17 · 2019: 8 · 2018: 13 · 2017: 4 · 2016: 6 · 2015: 2 · 2012: 1
FWCI
11.14
Type
journal article
Language
en
Open access
Licence
Locations
  • PLoS ONE (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • RePEc: Research Papers in Economics (submittedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Funders
  • Loma Linda University
  • National Institutes of Health
  • National Institute on Minority Health and Health Disparities (P20MD006988, P20MD001632)
Topics
  • Social Sciences › Safety Research › Career Development and Diversity
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Health and Medical Research Impacts
  • Social Sciences › Education › Higher Education Research Studies
Keywords
underrepresented minority students, summer research experience, research self-efficacy, mentoring, health disparities research, high school students, undergraduate students, career development, Loma Linda University
MeSH terms
Adolescent, Adult, California, Health Services Research, Humans, Minority Groups, Students, Universities, Health Status Disparities, Young Adult

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-11-03.

Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-11-03.

Cited sources are checked by gpt-6-sol.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

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