Postdocs' lab engagement predicts trajectories of PhD students' skill development
Postdocs' lab engagement predicts trajectories of PhD students' skill development
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博士后的实验室参与预测了博士生技能发展的轨迹
DOI：
10.1073/pnas.1912488116
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发表时间：
2019-10-15
影响因子：
11.1
通讯作者：
Roksa, Josipa
中科院分区：
文献类型：
--
作者：
Feldon, David F.;Litson, Kaylee;Roksa, Josipa
博士生导师--通常是主要研究者（PI）--通常被描述为一个单一的或主要的导师，他使用认知学徒模式指导学生。或者，“级联导师制”模型描述了实验室或研究小组的成员从更高级的实验室成员那里接受导师制，并将其提供给更初级的成员（即，请指导博士后，博士后指导高年级研究生，高年级学生指导低年级学生等。在这里，我们表明，Pis的实验室和指导活动并不能显著预测学生的技能发展轨迹，但博士后和高年级研究生在实验室互动的参与。我们发现，级联导师模式占最好的博士生技能的发展，在纵向研究336名博士生在美国。具体来说，当博士后和高年级博士生积极参与实验室讨论时，低年级博士生拥有积极技能发展轨迹的可能性是高年级博士生的4倍以上。因此，博士后不成比例地提高了博士培养企业，尽管通常没有正式的导师角色。这些发现也说明了在研究生教育中确定循证实践的重要性和可行性。
The doctoral advisor-typically the principal investigator (PI)-is often characterized as a singular or primary mentor who guides students using a cognitive apprenticeship model. Alternatively, the "cascading mentorship" model describes the members of laboratories or research groups receiving mentorship from more senior laboratory members and providing it to more junior members (i.e., Pls mentor postdocs, postdocs mentor senior graduate students, senior students mentor junior students, etc.). Here we show that Pis' laboratory and mentoring activities do not significantly predict students' skill development trajectories, but the engagement of postdocs and senior graduate students in laboratory interactions do. We found that the cascading mentorship model accounts best for doctoral student skill development in a longitudinal study of 336 PhD students in the United States. Specifically, when postdocs and senior doctoral students actively participate in laboratory discussions, junior PhD students are over 4 times as likely to have positive skill development trajectories. Thus, postdocs disproportionately enhance the doctoral training enterprise, despite typically having no formal mentorship role. These findings also illustrate both the importance and the feasibility of identifying evidence-based practices in graduate education.