Building skill-sets, confidence, and interest for diverse scientific careers in the biological and biomedical sciences.
Building skill-sets, confidence, and interest for diverse scientific careers in the biological and biomedical sciences.
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DOI：
10.1096/fba.2021-00087
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发表时间：
2021-12
影响因子：
2.7
通讯作者：
Baserga S
中科院分区：
文献类型：
--
作者：
Claydon J;Farley-Barnes K;Baserga S
许多生物科学博士毕业生越来越多地追求学术界以外的职业。随后，博士培训计划正在加大力度，以扩大他们对不同职业机会的认识，并掌握成功所需的技能。在耶鲁大学，我们为生物科学研究生开设了两个学期的新课程，名为“多样化科学职业的技能发展”（BBS 550 b）。本课程涉及耶鲁大学任何课程都没有涉及的职业相关主题，例如如何进行临床试验，生物技术的商业方面，如何将简历转换为简历，以及早期职业科学家的弹性。我们试图更好地让学生通过让他们接触非学术生物医学职业途径来广泛思考他们的职业选择。此外，该课程填补了当前课程的空白，为学生提供多种科学职业轨迹。课程前后调查的结果表明，学生对在多个非传统职业领域获得职位的兴趣、知识和信心有所增加。有意的课程设计可以提供一个足够的基础，以扩大对生物科学家无数职业选择的认识。扩大学生的知识和兴趣水平将大大有助于发展一支强大的科学队伍。
Many biological science PhD graduates are increasingly pursuing careers outside of academia. Subsequently, PhD training programs are increasing their efforts to broaden their awareness of diverse career opportunities, with a firm knowledge of the skills necessary for success. At Yale University, for two semesters we have offered a new course for graduate students in the biological sciences titled “Skills Development for Diverse Scientific Careers” (BBS 550b). This course addressed career‐related topics not covered in any curriculum at Yale such as how to run clinical trials, the business side of biotech, how to convert CVs into resumes, and resilience for early career scientists. We sought to better equip students to think broadly about their career options by exposing them to non‐academic biomedical career avenues. Furthermore, the course fulfilled a gap in current curricular offerings to prepare students for multiple science career trajectories. Results on a pre‐post course survey demonstrated increases in students’ interest for, knowledge of, and confidence in securing a position in multiple nontraditional career sectors. Intentional course design can provide an adequate foundation to broaden awareness of myriad career options available to bioscientists. Broadening student knowledge and interest levels will contribute substantially to developing a robust scientific workforce.
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影响因子：
3.2
作者：
Betz, NE
通讯作者：
Betz, NE
DOI：
10.1187/cbe.07-01-0004
发表时间：
2007-01-01
期刊：
CBE life sciences education
影响因子：
--
作者：
Markowitz, Dina G;DuPre, Michael J
通讯作者：
DuPre, Michael J
影响因子：
3.7
作者：
Petrie, Kimberly A.;Carnahan, Robert H.;Gould, Kathleen L.
通讯作者：
Gould, Kathleen L.
评估科学沟通的自我效能感，兴趣和结果对学术医学职业发展的期望。
影响因子：
3.2
作者：
Anderson CB;Lee HY;Byars-Winston A;Baldwin CD;Cameron C;Chang S
通讯作者：
Chang S
影响因子：
3.7
作者：
Gibbs, Kenneth D., Jr.;Griffin, Kimberly A.
通讯作者：
Griffin, Kimberly A.