A cross-institutional analysis of the effects of broadening trainee professional development on research productivity.
A cross-institutional analysis of the effects of broadening trainee professional development on research productivity.
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DOI：
10.1371/journal.pbio.3000956
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发表时间：
2021-07
期刊：
影响因子：
9.8
通讯作者：
Layton RL
中科院分区：
文献类型：
--
作者：
Brandt PD;Sturzenegger Varvayanis S;Baas T;Bolgioni AF;Alder J;Petrie KA;Dominguez I;Brown AM;Stayart CA;Singh H;Van Wart A;Chow CS;Mathur A;Schreiber BM;Fruman DA;Bowden B;Wiesen CA;Golightly YM;Holmquist CE;Arneman D;Hall JD;Hyman LE;Gould KL;Chalkley R;Brennwald PJ;Layton RL
博士培养的科学家是在不同的就业部门，包括学术界，工业，政府和非营利组织的劳动力的重要贡献者。因此，培训未来生物医学劳动力的最佳做法是全国关注的问题。作为课程和实验室研究培训的补充，许多机构现在提供专业培训，使职业探索成为可能，并培养对各种职业道路至关重要的广泛技能。美国国立卫生研究院（NIH）资助学术机构设计创新的方案，通过一种称为“扩大科学培训经验”（BEST）的机制，使这种专业发展成为可能。在NIH最佳获奖机构的规划包括职业小组，技能建设研讨会，求职研讨会，现场参观和实习。由于博士培训是漫长的，需要集中精力在论文研究，最初的关注是，学生参加额外的补充培训活动可能会表现出增加的时间学位或减少研究生产力。为了解决这一问题，我们分析了10个NIH BEST获奖机构的数据，使用获得学位的时间和出版记录作为效率和生产力的衡量标准。比较参加的博士生和没有参加的博士生，结果显示，在这些不同的学术机构中，获得学位或论文产出的时间没有差异。我们的研究结果支持博士生应该参与职业和专业发展机会的政策，这些机会旨在为他们在劳动力中的各种不同和重要的职业做好准备。在博士培训期间实习会延长完成学位所需的时间还是妨碍研究生产力？来自10个机构和1700多名生命科学博士生谁参加了不同数量的专业发展的数据显示，有实习生生产力没有显着差异。
PhD-trained scientists are essential contributors to the workforce in diverse employment sectors that include academia, industry, government, and nonprofit organizations. Hence, best practices for training the future biomedical workforce are of national concern. Complementing coursework and laboratory research training, many institutions now offer professional training that enables career exploration and develops a broad set of skills critical to various career paths. The National Institutes of Health (NIH) funded academic institutions to design innovative programming to enable this professional development through a mechanism known as Broadening Experiences in Scientific Training (BEST). Programming at the NIH BEST awardee institutions included career panels, skill-building workshops, job search workshops, site visits, and internships. Because doctoral training is lengthy and requires focused attention on dissertation research, an initial concern was that students participating in additional complementary training activities might exhibit an increased time to degree or diminished research productivity. Metrics were analyzed from 10 NIH BEST awardee institutions to address this concern, using time to degree and publication records as measures of efficiency and productivity. Comparing doctoral students who participated to those who did not, results revealed that across these diverse academic institutions, there were no differences in time to degree or manuscript output. Our findings support the policy that doctoral students should participate in career and professional development opportunities that are intended to prepare them for a variety of diverse and important careers in the workforce. Will an internship during PhD training lengthen the time taken to complete the degree or hamper research productivity? Data from 10 institutions and over 1700 life science PhD trainees who participated in different amounts of professional development revealed that there were no significant differences in trainee productivity.
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影响因子：
3.7
作者：
Hall JD;O'Connell AB;Cook JG
通讯作者：
Cook JG
影响因子：
3.7
作者：
Chatterjee, Deepshikha;Ford, J. Kevin;Watts, Stephanie W.
通讯作者：
Watts, Stephanie W.
DOI：
10.1073/pnas.1404402111
发表时间：
2014-04-22
影响因子：
11.1
作者：
Alberts, Bruce;Kirschner, Marc W.;Varmus, Harold
通讯作者：
Varmus, Harold
影响因子：
2.1
作者：
GILLINGHAM, L;SENECA, JJ;TAUSSIG, MK
通讯作者：
TAUSSIG, MK
影响因子：
7.2
作者：
Mangematin, V
通讯作者：
Mangematin, V