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

In the paper

“that may subsequently stem the tide of attrition before the freshman year in college occurs [2], [13], [14].”

What the sources say

• Not checked yetcites [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 yetcites [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. http://www.niu.edu/engagedlearning/research/pdfs/Boyer_Report.pdf.
• Partly supported

  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)

  cites [14] C Dirks, 2006, Enhancing diversity in science: is teaching science process skills the answer?, CBE Life Sci Educ sourceExperimental — accuracy not yet measured

In the paper

“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].”

What the sources say

• Supported

  The Discussion (Study 1; page unavailable) reports gains in perceived scientific abilities, and the Results (Study 2; page unavailable) report higher subsequent science-course GPA among SURE participants than comparable nonparticipants. This supports the cited point that gains from undergraduate research may benefit later science-course performance; the sentence’s separate graduate-education point is assigned to other citations. (LLM, conf=0.88)

  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
• Not checked yetcites [20] Bandura A (1997) Self-Efficacy: The Exercise of Control New York: W.H. Freeman and Company.
• ?Not checked — no full text of the sourcecites [26] RS Hathaway, 2002, The Relationship of Undergraduate Research Participation to Graduate and Professional Education Pursuit: An Empirical Study, Journal of College Student Development
• Partly supported

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

  cites [27] D Lopatto, 2004, Survey of Undergraduate Research Experiences (SURE): first findings, Cell Biol Educ sourceExperimental — accuracy not yet measured
• Supported

  The citation to this paper is attached to the claim about subsequent science-course performance, not the separate claim about approaching graduate education. In the Discussion (page unavailable), Lopatto says a positive research experience may produce a better student in the classroom and reports that students taking subsequent courses in their research field described gains in independence, motivation, and active learning. This supports the citing sentence’s qualified prediction, though the reported course outcomes are self-reported. (LLM, conf=0.88)

  cites [28] D Lopatto, 2007, Undergraduate research experiences support science career decisions and active learning, CBE Life Sci Educ source

In the paper

“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].”

What the sources say

• ?Not checked — no full text of the sourcecites [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
• Partly supported

  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)

  cites [29] M Villarejo, 2008, Encouraging minority undergraduates to choose science careers: career paths survey results, CBE Life Sci Educ sourceExperimental — accuracy not yet measured
• ?Not checked — no full text of the sourcecites [30] S Hurtado, 2008, Training Future Scientists: Predicting First-year Minority Student Participation in Health Science Research, Res High Educ source

In the paper

“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].”

What the sources say

• ?Not checked — no full text of the sourcecites [42] MM Chemers, 2011, The Role of Efficacy and Identity in Science Career Commitment Among Underrepresented Minority Students, Journal of Social Issues source
• Partly supported

  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)

  cites [43] M Estrada, 2011, Toward a model of social influence that explains minority student integration into the scientific community, Journal of Educational Psychology sourceExperimental — accuracy not yet measured
• Partly supported

  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)

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

In the paper

“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].”

What the sources say

• Partly supported

  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)

  cites [14] C Dirks, 2006, Enhancing diversity in science: is teaching science process skills the answer?, CBE Life Sci Educ sourceExperimental — accuracy not yet measured

In the paper

“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].”

What the sources say

• ?Not checked — no full text of the sourcecites [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
• ?Not checked — no full text of the sourcecites [30] S Hurtado, 2008, Training Future Scientists: Predicting First-year Minority Student Participation in Health Science Research, Res High Educ source
• Partly supported

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

  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 sourceExperimental — accuracy not yet measured

In the paper

“Free-format narrative responses and interviews have previously been effective in identifying the utility and the broad gains of undergraduate research experiences [32]–[38].”

What the sources say

• Not checked yetcites [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 yetcites [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 matched

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

  cites [34] Humphreys SM, Summer Undergraduate Program in Engineering Research at Berkeley
• Not checked yetcites [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 — no full text of the sourcecites [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
• Not checked yetcites [37] Ward C, Bennett JS, Bauer KW (2002) Content Analysis of Undergraduate Research Student Evaluations.
• Partly supported

  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)

  cites [38] S Hurtado, 2009, Diversifying Science: Underrepresented Student Experiences in Structured Research Programs, Res High Educ sourceExperimental — accuracy not yet measured

In the paper

“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.”

What the sources say

• Supported

  The Results describe two students who began M.D./Ph.D. programs but left the Ph.D. portion, despite strong research interests. The same section identifies competing interests in patient care and a predictable future as reasons students chose paths other than the M.D./Ph.D. These findings support the hedged claim that intent alone may not determine degree completion. (LLM, conf=0.88)

  cites [23] R McGee, 2007, Identifying future scientists: predicting persistence into research training, CBE Life Sci Educ source

In the paper

“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].”

What the sources say

• Supported

  The Discussion reports that self-efficacy, identity, and values are intercorrelated, but may differ in predictive value with students’ depth of integration into science. It also reports that self-efficacy was less predictive for graduate students than for undergraduates, while identity and values remained predictive. The paper treats a developmental explanation as a possibility, not an established effect. (LLM, conf=0.88)

  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

In the paper

“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].”

What the sources say

• Partly supported

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

  cites [29] M Villarejo, 2008, Encouraging minority undergraduates to choose science careers: career paths survey results, CBE Life Sci Educ sourceExperimental — accuracy not yet measured
• ?Not checked — no full text of the sourcecites [39] AEL Barlow, 2004, Making a Difference for Minorities: Evaluation of an Educational Enrichment Program, Journal of Research in Science Teaching source
• ?Not checked — no full text of the sourcecites [45] BA Nagda, 1998, Undergraduate Student-Faculty Research Partnerships Affect Student Retention, The Review of Higher Education source

In the paper

“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].”

What the sources say

• Partly supported

  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)

  cites [38] S Hurtado, 2009, Diversifying Science: Underrepresented Student Experiences in Structured Research Programs, Res High Educ sourceExperimental — accuracy not yet measured
• Partly supported

  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)

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

In the paper

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

In the paper

“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).”

In the paper

“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.”

In the paper

“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.”

In the paper

“The mentor experience | 18% (9 of 49) | 13% (7 of 53) | 16% (16 of 102)”

In the paper

“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).”

In the paper

“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).”

In the paper

“Verbal Persuasionb (Total) | - | 8% (4 of 53) | 4% (4 of 102)”

In the paper

“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).”

In the paper

“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.”

In the paper

“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.”

In the paper

“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.”

In the paper

“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.”

In the paper

“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.”

In the paper

“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.”

In the paper

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

In the paper

“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.”

In the paper

“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.”

In the paper

“If population projections prove true, the overall minority population will become the majority population by the year 2050 [5]”

What the sources say

• Not checked yetcites [5] Ortman JM, Guarneri CE (2009) United States Population Projections: 2000 to 2050.

In the paper

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

In the paper

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

What the sources say

• ?Not matched

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

  cites U.S. Census Bureau: www.census.gov

In the paper

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

In the paper

“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.”

In the paper

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

In the paper

“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).”

What the sources say

• ?Not matched

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

  cites 45 CFR Part 46.101(b)

In the paper

“Interventions aimed at strengthening the STEM academic pipeline have prioritized undergraduates and have focused on the undergraduate to graduate level leakage point [2].”

What the sources say

• Not checked yetcites [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.

In the paper

“making pre-college programs that capitalize on STEM interest and bolster science skills crucial for a successful science career trajectory [10]–[12].”

What the sources say

• Not checked yetcites [10] Seymour E, Hewitt NM (1997) Talking about leaving: why undergraduates leave the sciences. Boulder, CO: Westview Press.
• ?Not checked — no full text of the sourcecites [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
• Not checked yetcites [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. http://ehrweb.aaas.org/mge/Reports/Report1/AGEP/.

In the paper

“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].”

What the sources say

• ?Not checked — no full text of the sourcecites [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

In the paper

“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.”

In the paper

“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.”

In the paper

“Within the social cognitive framework, efficacy beliefs have diverse effects on cognitive, motivational, affective and selection processes [19], [20].”

What the sources say

• ?Not checked — no full text of the sourcecites [19] A Bandura, 1982, Self-efficacy mechanism in human agency, American Psychologist source
• Not checked yetcites [20] Bandura A (1997) Self-Efficacy: The Exercise of Control New York: W.H. Freeman and Company.

In the paper

“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.”

In the paper

“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.”

What the sources say

• Not checked yetcites [20] Bandura A (1997) Self-Efficacy: The Exercise of Control New York: W.H. Freeman and Company.

In the paper

“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].”

What the sources say

• ?Not checked — no full text of the sourcecites [26] RS Hathaway, 2002, The Relationship of Undergraduate Research Participation to Graduate and Professional Education Pursuit: An Empirical Study, Journal of College Student Development
• Not checked yetcites [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 yetcites [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 — no full text of the sourcecites [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

In the paper

“According to the social cognitive theory, shifts in career selection processes may stem from changes in self-efficacy beliefs [20].”

What the sources say

• Not checked yetcites [20] Bandura A (1997) Self-Efficacy: The Exercise of Control New York: W.H. Freeman and Company.

In the paper

“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.”

In the paper

“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].”

What the sources say

• ?Not checked — no full text of the sourcecites [42] MM Chemers, 2011, The Role of Efficacy and Identity in Science Career Commitment Among Underrepresented Minority Students, Journal of Social Issues source

In the paper

“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.”

In the paper

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

In the paper

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

In the paper

“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.”

In the paper

“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.”

In the paper

“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].”

What the sources say

• Not checked yetcites [20] Bandura A (1997) Self-Efficacy: The Exercise of Control New York: W.H. Freeman and Company.

In the paper

“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.”

In the paper

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

In the paper

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

In the paper

“therefore, it is appropriate to measure research efficacy independently of academic efficacy in a research internship intervention.”

In the paper

“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].”

What the sources say

• ?Not checked — no full text of the sourcecites [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
• ?Not checked — no full text of the sourcecites [30] S Hurtado, 2008, Training Future Scientists: Predicting First-year Minority Student Participation in Health Science Research, Res High Educ source