BU's BEST

BU最好的

• 批准号: 9340296
• 负责人: Linda E Hyman
• 金额: $ 35.21万
• 依托单位: BOSTON UNIVERSITY MEDICAL CAMPUS
• 依托单位国家: 美国
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-18 至 2019-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9340296
• 关键词: Academic Training; Administrator; Adoption; Advisory Committees; Biomedical Engineering; Boston; Career Choice; Certification; Collaborations; Computer software; Data; Development; Educational Curriculum; Educational process of instructing; Educational workshop; Elements; Engineering; Ensure; Evaluation; Faculty; Foundations; Future; Goals; Health; Human; Hybrids; Individual; Institution; Internships; Knowledge; Mentors; Methodology; Modeling; Monitor; Occupations; Outcome; Privatization; Research; Research Personnel; Resources; Science; Training; Training Activity; Training Programs; Universities; Work; career; curriculum development; design; doctoral student; evidence base; experience; graduate student; industry partner; innovation; insight; interest; job market; programs; public health relevance; skills; success; tool; trend; workforce needs

DESCRIPTION (provided by applicant): Training programs in biomedical science were once directed towards careers in academic research. Now, innovative approaches to prepare for the current and ever-changing biomedical workforce must be considered. BU's BEST seeks to implement bold new initiatives to "re-engineer the training pipeline". Using analysis of the job market as the driver of professional development programming, BU's BEST will enable trainees to fulfill the needs, not only of the current market, but also the future biomedical workforce. The strengths of the new training paradigm are its strategic institutional partnerships and those within private and non-profit sectors as well as the framework to catalyze institutional change. The aims are: Aim I: To "re-engineer" biomedical training whereby the job market informs curriculum development. Groundbreaking tools and resources will be implemented to analyze workforce data with input from key stakeholders to guide and evolve curriculum design. State-of-the-art software will identify biomedical workforce jobs, job trends and skills required for various career pathways. Our evidence-based approach will also be informed by strategic insights from BU's BEST team of consultants that includes an internal advisory committee comprised of BU faculty and staff, an external advisory committee of leaders in non-academic biomedically-related professions and BU alumni. Evaluation outcomes will be monitored and assessed annually and used to direct development of specific training resources and approaches. Aim 2: To develop a curriculum to prepare trainees for future careers. A framework will be implemented that provides doctoral students and postdoctoral researchers the opportunity to consider, explore and gain experience in achieving their individual goals. Importantly, exciting, new software will be developed in collaboration with our partners to enable trainees to identify and work toward their goals. With strong advising/mentoring, trainees will be exposed to a curriculum of foundational/professional skills and career options via coursework, workshops, career panels as well as hybrid online modules. Graduate students and postdoctoral researchers will be able to enhance their interests through a wealth of options via existing and planned coursework, and participation in shadowing experiences with a network of faculty, administrators, alumni and industry partners. Finally, trainees will have opportunities to further develop their interests by participation in internships, teaching and/or formal academic training (certificate or MA/MS degrees). Aim 3: To advance a university culture that engages faculty in a new training paradigm. Developing a curriculum for trainees is of limited value if the institutiona culture is not supportive i.e. if the faculty does not support trainees who want to explore options An essential part of our plan is to use strategies that specifically target barriers to attaining ad sustaining success. Institutional strategies to support a culture shift and recognition of effectiv mentoring are presented. The BU's BEST plan is transformational and impactful in that program elements lend themselves to easy adaptation by other institutions.

描述(由申请者提供)：生物医学科学的培训计划曾经是针对学术研究的职业。现在，必须考虑为当前不断变化的生物医学劳动力做准备的创新方法。BU‘s Best寻求实施大胆的新举措，以“重新设计培训渠道”。以就业市场分析为职业发展规划的驱动力，BU的BEST将使学员不仅满足当前市场的需求，而且满足未来生物医学劳动力的需求。这个 新培训模式的长处在于其战略性机构伙伴关系、私营部门和非营利部门内的伙伴关系以及促进体制变革的框架。其目标是：目标一：“重新设计”生物医学培训，使就业市场为课程发展提供信息。将使用开创性的工具和资源来分析劳动力数据，并从关键利益攸关方那里获得意见，以指导和发展课程设计。最先进的软件将识别生物医学劳动力的工作、工作趋势和各种职业道路所需的技能。我们的循证方法还将借鉴BU最好的顾问团队的战略见解，其中包括由BU教职员工组成的内部咨询委员会，以及由非学术生物医学相关专业的领导人和BU校友组成的外部咨询委员会。评价结果将每年进行监测和评估，并用于指导制定具体的培训资源和方法。目标2：制定课程，为学员未来的职业生涯做好准备。将实施一个框架，为博士生和博士后研究人员提供考虑、探索和获得实现个人目标的经验的机会。重要的是，将与我们的合作伙伴合作开发令人兴奋的新软件，使学员能够确定并朝着他们的目标努力。在强大的咨询/指导下，学员将通过课程作业、研讨会、职业小组以及混合在线模块接触到基础/专业技能和职业选择的课程。研究生和博士后研究人员将能够通过现有和计划中的课程作业，以及与教师、管理人员、校友和行业合作伙伴网络一起参与跟踪体验，通过丰富的选择来提高他们的兴趣。最后，受训者将有机会通过参加实习、教学和/或正式的学术培训(证书或硕士/硕士学位)来进一步发展自己的兴趣。目标3：推动大学文化，让教职员工参与新的培训模式。如果机构文化不支持，为学员开发课程的价值有限，也就是说，如果教职员工不支持希望探索各种选择的学员，我们计划的关键部分是使用专门针对取得广告持续成功的障碍的战略。提出了支持文化转变和对有效指导的认可的制度战略。BU最好的计划是变革性的和有影响力的，因为计划元素很容易被其他机构调整。