Biochemistry, Cellular and Molecular Biology Program: JHU BioGREAT (Biomedical Graduate REsiliency & Adaptability Training)

项目概要：约翰霍普金斯大学生物化学、细胞和分子生物学（BCMB）研究生项目 大学致力于培养“完整的科学家”，多年来已经发展到包括各种培训 机会和机构资源，促进科学独立性和专业成长。每个BCMB 学生现在需要参加一个由三部分组成系列研讨会，学习如何实施策略并应用 保持高效和健康的工作/生活平衡，以及管理时间承诺和设定优先事项的工具 与研究和专业发展有关。然而，鉴于生物医学研究生心理健康问题的兴起， 学生，特别是那些来自代表性不足的背景，在COVID-19大流行期间被放大， 需要补充支持，以帮助生物医学研究生确定额外的工具和策略， 促进他们的福祉。对BCMB T32培训计划进行补充的目的是（1）建立新的培训 材料，以扩大对BCMB研究生的有针对性的和纵向的支持和复原力培训，（2） 将培训材料提供给其他研究生课程。完成这一新材料的学生将能够 (i)将每个项目里程碑的潜在挫折重新定义为学习经验，以培养韧性， 冒名顶替者综合症，㈡提高自我宣传技能，以表达个人和专业需要 在实验室和部门内，同时作为学员导航动力学，以及（iii）利用向后设计 有效地优先考虑研究和职业需求的方法，以及在接近学位完成时减轻冲突。 此外，这一补充将使我们能够将所有材料打包成一个完整的弹性课程，称为 JHU BioGREAT（生物医学毕业生的适应性和适应性培训）。JHU BioGREAT将纳入最佳实践 在教学法，以支持不同的学生群体，包括结合异步教学材料与人 使用适当和可获得的主动学习模块的讲习班。我们将举办“培训培训师”研讨会， 这一资源，使它可以适应和利用研究生课程内外JHU，以支持学生 成功，并促进整个博士培训过程中的弹性。

Project Summary: The Biochemistry, Cellular and Molecular Biology (BCMB) Graduate Program at Johns Hopkins University is dedicated to training the ‘whole scientist’ and has evolved over the years to include a variety of training opportunities and institutional resources that foster both scientific independence and professional growth. Each BCMB student is now required to participate in a 3-part workshop series where they learn how to implement strategies and apply tools to maintain a productive and healthy work/life balance, as well as to manage time commitments and set priorities related to research and professional development. However, given the rise of mental health issues in biomedical graduate students, especially those from underrepresented backgrounds, that were amplified during the COVID-19 pandemic, there needs to be supplementary support to help biomedical graduate students identify additional tools and strategies to promote their well-being. The goal of this supplement to the BCMB T32 training program is (1) to establish new training material to expand on the targeted and longitudinal support and resilience training of BCMB graduate students and (2) to make the training material available to other graduate programs. Students who complete this new material will be able to (i) reframe potential setbacks at each program milestone into learning experiences to cultivate resilience and reduce imposter syndrome, (ii) improve skills supporting self-advocacy in order to communicate personal and professional needs within the laboratory and department, while navigating power dynamics as a trainee, and (iii) utilize a backwards design approach to effectively prioritize research and career needs, as well as mitigate conflict when nearing degree completion. Additionally, this supplement will allow us to package all the material together into a complete resiliency curriculum called JHU BioGREAT (Biomedical Graduate REsiliency & Adaptability Training). JHU BioGREAT will incorporate best practices in pedagogy to support a diverse student population, including combining asynchronous teaching material with in-person workshops using appropriate and accessible active-learning modules. We will host ‘train-the-trainer’ workshops to scale this resource so it can be adapted and utilized by graduate programs within and outside of JHU to support student success and promote resiliency throughout the doctoral training process.