Remote Learning Barriers and Opportunities for Graduate Student and Postdoctoral Learners in Career and Professional Skill Development: A Case Study.
Remote Learning Barriers and Opportunities for Graduate Student and Postdoctoral Learners in Career and Professional Skill Development: A Case Study.
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DOI：
10.1128/jmbe.v22i1.2451
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发表时间：
2021
影响因子：
1.9
通讯作者：
Subramanian S
中科院分区：
文献类型：
--
作者：
Gardner ME;Bodiya EC;Subramanian S
职业和专业发展能力是生物医学博士和博士后培训的关键。在当前的教育环境中，满足这些能力的课程以特设的方式提供和参加。在2019冠状病毒病大流行期间以及随之而来的转向虚拟学习的过程中，我们的团队观察到对我们每周非连续课程的兴趣激增。在这项研究中，我们对学员进行了调查，以更好地了解在疫情期间参加这些活动的动机，并确定在在家工作之前和期间参加这些活动的障碍。我们的数据表明，与研究责任的冲突，到达活动地点所花费的时间，以及计划参加的时间都是参与的重大障碍。值得注意的是，在大流行期间略有增加的不知所措的感觉是一个明显的障碍。根据我们的结果，虚拟格式是一种吸引力。虽然58%的受访者更愿意在未来虚拟地访问专业发展计划，但近42%的受访者表示，当恢复正常时，他们更倾向于亲自参加活动，因为教师和同行的实际存在会导致更深层次的参与。我们的集体分析表明，学习者将受益于未来同步和异步职业和专业发展计划的混合或组合，即使是在大流行后，以减少已确定的障碍。除了混合式学习活动，我们强烈建议为学习者提供结构化的时间，以提高他们的专业能力，通过部门和教师导师的承诺，实现专业技能建设的公平性，并培养终身成长的心态。
Career and professional development competencies are critical for biomedical PhD and postdoctoral training. In the current educational landscape, programs that meet these competencies are offered and attended in an ad hoc manner. During the COVID-19 pandemic and the accompanying switch to virtual learning, our team observed a surge in interest for our weekly nonsequential programs. In this study, we surveyed our learners to better understand motivators for attending these programs during the pandemic and to identify barriers for participating in such events before and during Work-from-Home. Our data indicate that conflict with research responsibilities, time spent to get to the event location, and planning time to attend are all significant barriers to engagement. Notably, feelings of being overwhelmed, which increased slightly during the pandemic, stood out as an identified barrier. Per our results, the virtual format was an attraction. While 58% of respondents would prefer to access professional development programs virtually in the future, almost 42% indicated a preference for in-person events when normalcy resumes, as the physical presence of an instructor and of peers result in a deeper engagement. Our collective analysis here suggests that learners will benefit from a hybrid or combination of synchronous and asynchronous career and professional development programming in the future, even postpandemic, to reduce identified barriers. Alongside hybrid learning engagements, we strongly recommend structured time for learners to enhance their professional competencies, enabled by a commitment from departments and faculty mentors to bring equity in professional skill building and foster a life-long growth mindset.
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