Doctoral student experiences in biological sciences laboratory rotations
Doctoral student experiences in biological sciences laboratory rotations
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DOI：
10.1108/sgpe-02-2019-050
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发表时间：
2019-01-01
影响因子：
1.1
通讯作者：
Feldon, David F.
中科院分区：
文献类型：
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作者：
Maher, Michelle A.;Wofford, Annie M.;Feldon, David F.
目的 本研究的目的是从博士生的角度探讨选择和参与生物科学实验室轮转的经历。 设计/方法/途径 在社会化框架内，本研究采用定性方法，对就读于高选择性美国大学的 42 名生物科学学生在博士生第一年和第二年的实验室轮转经历进行访谈。 研究结果揭示了博士生如何使用正式和非正式的信息网络、探索研究课题、与资金问题作斗争以及了解实验室的社会方面。原创性/价值 虽然轮换被认为是实验室科学中的标志性教学法，但学生在轮换中的经历却没有得到充分研究。这项研究提供了关于博士生在轮换期间经历的新知识，可用于为学生和大学提供信息和改进轮换过程。
Purpose The purpose of this study is to explore the experience of selecting and engaging in biological sciences laboratory rotations from the perspective of doctoral students.Design/methodology/approach Within the socialization framework, this study uses a qualitative approach whereby 42 biological sciences students enrolled at highly selective US universities were interviewed in the first and second year of doctoral training about laboratory rotation experiences.Findings The study revealed how doctoral students used formal and informal information networks, explored research topics, struggled with funding concerns and learned about the social aspect of the laboratories in which they rotated.Originality/value While rotations are considered a signature pedagogy in the laboratory sciences, students' experiences within them are understudied. This study offers new knowledge about what doctoral students experience while rotating that can be used to inform and improve rotation processes for both students and universities.