scholarly journals A cross-institutional analysis of the effects of broadening trainee professional development on research productivity

PLoS Biology ◽  
2021 ◽  
Vol 19 (7) ◽  
pp. e3000956
Author(s):  
Patrick D. Brandt ◽  
Susi Sturzenegger Varvayanis ◽  
Tracey Baas ◽  
Amanda F. Bolgioni ◽  
Janet Alder ◽  
...  
Keyword(s):  
Professional Development ◽  
Nonprofit Organizations ◽  
Doctoral Students ◽  
Job Search ◽  
Research Productivity ◽  
Professional Training ◽  
Research Training ◽  
Laboratory Research ◽  
Academic Institutions ◽  
Time To Degree

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.

scholarly journals Measuring effects of trainee professional development on research productivity: A cross-institutional meta-analysis

2020 ◽  
Author(s):  
Patrick D. Brandt ◽  
Susi Sturzenegger Varvayanis ◽  
Tracey Baas ◽  
Amanda F. Bolgioni ◽  
Janet Alder ◽  
...  
Keyword(s):  
Professional Development ◽  
Doctoral Students ◽  
Research Productivity ◽  
Professional Training ◽  
Research Training ◽  
Meta Analysis ◽  
Doctoral Degree ◽  
Laboratory Research ◽  
Academic Institutions ◽  
Time To Degree

AbstractPhD-trained scientists are essential contributors to the workforce in diverse employment sectors that include academia, industry, government, and non-profit 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 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 BEST awardee institutions included career panels, skill-building workshops, job-searching workshops, site visits, and internships. An initial concern was since doctoral training is lengthy and requires focused attention on dissertation research, having students participate in additional complementary training activities might lengthen time to degree and hamper student research productivity. To address this concern, using time to degree and publication records as measures of efficiency and productivity, metrics were analyzed from ten BEST awardee institutions. 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. Furthermore, a few institutions even demonstrated a positive correlation between participation in career and professional development activities and productivity. Our findings suggest that doctoral students should be encouraged to participate in career and professional development opportunities to ensure their preparedness for a variety of diverse and important careers in the workforce.Significance StatementOur study is unique in that it compiled doctoral degree durations at ten different universities, recorded individual participation in career and professional development activities in terms of dosage, and tracked individual engagement in real-time rather than relying on surveys sent to trainees after graduation. Participation in career and professional development activities, including internships, did not decrease efficiency or productivity. Our findings suggest that doctoral students should be encouraged to participate in career and professional development opportunities to ensure their preparedness for a variety of diverse and important careers in the workforce.

Predictors of Research Productivity and Science-Related Career Goals among Counseling Psychology Doctoral Students

1997 ◽  
Vol 25 (1) ◽  
pp. 38-67 ◽  
Author(s):  
Jeffrey H. Kahn ◽  
Norman A. Scott
Keyword(s):  
Doctoral Students ◽  
Research Productivity ◽  
Structural Equation ◽  
Counseling Psychology ◽  
Research Training ◽  
Doctoral Program ◽  
Career Goals ◽  
Equation Modeling ◽  
Cross Sectional ◽  
Psychology Doctoral

This cross-sectional study investigated predictors of research productivity and science-related career goals in a sample of 267 doctoral students (representing a response rate of 5S%) from 15 randomly selected APA-accredited counseling psychology doctoral programs. A structural equation modeling procedure revealed that career goals and research productivity could be predicted by Holland personality type, perceptions of the research training environment, interest in research, and research self-efficacy. Students' gender and year in the doctoral program also contributed to this causal model as additional predictor variables, providing a very good fit to the data The present findings contribute to theories of research training by presenting a comprehensive examination of the major factors previously investigated in the literature as predictors of research productivity and science-related career goals within the context of a structural equation model

scholarly journals 2379

2017 ◽  
Vol 1 (S1) ◽  
pp. 49-49
Author(s):  
Stephanie A. Freel ◽  
Miranda West ◽  
Denise Snyder
Keyword(s):  
Professional Development ◽  
Clinical Research ◽  
Workforce Development ◽  
Professional Training ◽  
Research Training ◽  
Academic Research ◽  
Lessons Learned ◽  
Diversity And Inclusion ◽  
Internship Programs ◽  
Masters Students

OBJECTIVES/SPECIFIC AIMS: Our objectives are to provide opportunities for graduate students, clinical interns, and postdoctoral fellows in traditional training programs to have immersive experiences in clinical research conduct from a CRP perspective. In addition, we aimed to address common causes of job dissatisfaction by providing professional development and networking opportunities for the existing CRP workforce. METHODS/STUDY POPULATION: In collaboration with the CTSA workforce development group, the Duke Office of Clinical Research hosted a site visit for 19 PhD scientists interested in nontraditional career pathways and a short lecture series on project management careers in clinical research. Additionally, we crafted specific clinical research training electives for 20 masters students and 10 dietetic interns. Finally, in collaboration with UNC-CH, we combined Research Professional Networks to provide a pilot joint professional development event for 109 CRPs from both schools. RESULTS/ANTICIPATED RESULTS: The number of Masters students enrolling in the CRP elective grew from 7 students in year 1 to 13 students currently enrolled. A retro-pre/postprogram adapted CRAI survey was issued following program completion. Students self-reported increases in competence across all 24 skills measured. Largest increases were seen in areas specific to CRP roles such as consenting patients, understanding the IRB, and reviewing key study documents. A baseline culture survey issued at the joint Duke/UNC CRP event garnered a 65% response rate and indicated that the principal gaps in professional training are in communications, teamwork, leadership, and professionalism. Moreover, respondents indicated that creating a sense of community and providing networking opportunities were the most important outcomes for future CRP collaborations. Future evaluations of both of these programs will allow us to tailor training to be most effective in strengthening our CRP workforce. DISCUSSION/SIGNIFICANCE OF IMPACT: These initiatives lay the groundwork for the development of a robust training pipeline into CRP careers. Future initiative will apply lessons learned toward creating internship programs aimed at improving diversity and inclusion within these careers. In addition, by addressing the professional development needs of the existing workforce, we create a sustainable environment for well-trained professionals. By evaluating these primary initiatives, we can better define the critical elements that must be included in CRP educational, development, and support programs and subsequently apply these to ultimately improve the clinical and translational research being conducted in academic research settings.

Master’s Training as a Part of Young Researcher’S Professional Development: British and Ukrainian Experience

2014 ◽  
Vol 4 (3) ◽  
pp. 19-25
Author(s):  
Natalya Bidyuk
Keyword(s):  
Professional Development ◽  
Professional Training ◽  
Research Training ◽  
Practical Experience ◽  
Main Task ◽  
Master's Programs ◽  
Research Activities ◽  
Learner Centered ◽  
Young Researchers

Abstract The problem of the professional development of young researchers in terms of Master’s training has been analyzed. The analysis of the literature references, documental and other sources gave grounds to state that the basic principle of Master’s professional training is a research-oriented paradigm. The necessity of using the innovative ideas of foreign experience for improving the quality of Master's education due to European approaches has been proved. It has been stressed that the main task of Master’s programs is the preparation of young researchers for the next stage of their career both in research activities and success achievement in various fields of employment, assistance and creation of opportunities as well as optimal conditions for their contribution to the research of a particular scientific field or discipline. An important source for defining strategic priorities of solving the problems of Master’s professional training is studying and analyzing theoretical and practical experience of leading countries (USA, Australia and UK). The features of Masters’ research training in the British experience and the ways of supporting and developing the research activities and fostering Master's professional development in UK and Ukraine have been studied. It has been considered that Master’s training should be realized on the basis of such theories as social, human, intellectual and cultural capital, career orientation, constructive and cognitive concepts, continuing education and adult education, learner-centered education, comparative studies.

scholarly journals Formation of readiness for employment among university students

2020 ◽  
pp. 86-95
Author(s):  
Tatiana Aleksandrovna Mikhailova ◽  
Yana Surenovna Gabrielyan
Keyword(s):  
University Students ◽  
Nonprofit Organizations ◽  
Job Search ◽  
Professional Education ◽  
Professional Training ◽  
Independent Solution ◽  
Educational Institutions ◽  
University Graduates ◽  
Higher Educational Institutions ◽  
Higher Educational

This article is dedicated to one of the relevant problems of modern society – employment of the graduates of higher educational institutions and reduction of unemployment rate among youth. The object of this research is the readiness for employment. The subject of this research is the process of formation of readiness for employment among university students. The author determines and describes the key factors of unemployment among university graduates. The article reveals the concept of “readiness for employment among students”, lists the components of readiness that affect the independent solution of practical tasks in job search and employment. Special attention is given to the theoretical aspects of the formation of readiness for employment. The importance of arrangement of special conditions in the university aimed at the formation of students’ readiness for employment in the process of receiving professional education as inseparable part of professional training of a specialist is demonstrated. The novelty of this research consists in description of essence of the concept of “formation of readiness for employment among students”, identification of reasons of unemployment of the graduates, substantiation of the conditions of formation of readiness for employment. The conclusion is made on the need for implementation of elective course “The Art of Employment” for senior students, which would contain the algorithm for arrangement of stages with regards to formation of students ' readiness for employment. The determined correlation between the implementation of this course and the formation of competent and competitive graduates who can independently solve practical tasks in terms of job search and employment, was proven by the conducted experimental work. This article is of interest to executives, pedagogues and staff members of human resource department in higher educational institutions, personnel of employment centers, and representatives of nonprofit organizations.

ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСОБЛИВОСТІ ПРОФЕСІЙНОГО НАВЧАННЯ СОЦІАЛЬНИХ ПРАЦІВНИКІВ

1970 ◽  
Vol 6 (1) ◽  
pp. 232-241
Author(s):  
Марина Лапіна
Keyword(s):  
Professional Development ◽  
Social Workers ◽  
Professional Education ◽  
Vocational Training ◽  
Professional Training ◽  
Professional Competence ◽  
Personality Development ◽  
Educational Process ◽  
The Future

Статтю присвячено проблемам професійного навчання соціальних працівників, зокрема розглянуто психолого-педагогічні аспекти процесу підготовки висококваліфікованих фахівців. Зазначено що в професійній психології та педагогіці набуває поширення компетентнісний підхід до сучасної освіти. Акцентовано увагу на особистісно-орієнтованому та психолого-акмеологічному напрямках професійної освіти та навчання. Особистісні якості фахівця розглядаються як метапрофесійні компетенції, що забезпечують якість праці майбутнього соціального працівника. На основі аналізу специфіки підготовки фахівців соціономічних професій окреслено загальні напрями формування професійних компетенцій соціальних працівників: пріоритет професійно-особистісного розвитку для досягнення високого рівня професіоналізму фахівця; формування психологічної, особистісної та рефлексивної компетентності; практична зорієнтованість процесу навчання. Розглянуто методи та технології активного формування психологічної та особистісної компетентності фахівця в процесі професійного навчання, а саме методика контекстного (знаково-контекстного) навчання та психолого-акмеологічні методи та процедури професійного розвитку. Стверджується, що включення до навчального процесу інноваційних, заснованих на взаємодії педагога та учня, психолого-педагогічних технологій активного навчання має формувати особистісні зони розвитку майбутніх фахівців, удосконалювати способи та засоби професійного становлення, що значно підвищує якість професійного навчання соціальних працівників. The article deals with the problems of vocational training of social workers. They are particularly considered with psychological and pedagogical aspects of training highly qualified specialists. It specifies that competence-based approach to modern education gets spreading in the professional psychology and pedagogy. The article is accented on personality-oriented and psycho-akmeological directions existing in the psychology of professional education and training. Personal qualities of the professional are considered as metaprofessional competences which ensure the future social worker’s quality of work. The general directions of formation professional competence of social workers are identified on the base of the analyses of the specific professional training socionomic professions: priority of vocational and personality development for achievement a high level of professionalism; formation of the psychological, personal and reflective competence; practical orientation of the learning process. The methods and technologies of active formation of psychological and personality’s competence of the specialist during the vocational training are reviewed in the article, specifically the method and technique of signed-contextual learning and psycho-akmeological methods and procedures of professional development. It is alleged that the inclusion in the educational process of preparation innovational, psychological and pedagogical techniques of active learning, based on the interaction between the teacher and the student, should generated personal’s development zones of the future professionals, refine the methods and means of the professional development that significantly improves the quality of social worker’s professional training.

scholarly journals 1132. Professional Development Curriculum for Fellows in Infectious Diseases

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S595-S595
Author(s):  
jessica B Wells ◽  
Vera Luther
Keyword(s):  
Professional Development ◽  
Job Search ◽  
Career Paths ◽  
Fellowship Training ◽  
Formative Assessments ◽  
Billing And Coding ◽  
Continued Learning ◽  
Fellowship Training Program ◽  
General Topic ◽  
Training Demands

Abstract Background ID fellowship training demands that fellows must learn a wealth of information to master ID content and become experts in the field. As such, there is often a limited amount of formal curricular time devoted to career development and to the business of medicine. We designed and implemented a professional development educational series for ID fellows. Methods Surveys of fellowship graduates indicated an increased need for training on the business aspects of medicine and careers in ID during fellowship. The primary aim of this project was to develop a professional development curriculum to meet identified needs while still being feasible to implement given all the other topic areas about which fellows must learn. WE developed a 6-part series comprised of: careers in ID, physician contracts, compensation models, and job search (table). Each of the 6 educational activities included pre-reading and a 1-hour small group activity. Outside speakers were utilized in 2 of the sessions. Fellows completed surveys pre- and post- curriculum implementation and also provided formative assessments of curricular activities throughout the year. Results All (n= 6) ID fellows completed the curriculum. All 6 (100%) reported an increased understanding of careers in ID, physician contracts, and resources for continued learning on career paths. All fellows reported that this was a meaningful addition to the existing curriculum. Strengths of the curriculum as identified by fellows were the general topic areas and the interactive format. Fellows identified areas for improvement for upcoming years: expand the session on compensation models, include more information on careers in industry, and add billing and coding workshops. All fellows strongly agreed that the professional development curriculum should be continued in future years. Conclusion The professional development curriculum was a valuable addition to our existing ID fellowship training program. Implementing a professional development curriculum for ID fellows is feasible. Disclosures All Authors: No reported disclosures

Survey Research and Analysis of the Educational Program „Office Business and Documentation Management“, Based on the Content of Module I.: Professional Training in the Croatian State Archives

2020 ◽  
Vol 2020 (2) ◽  
pp. 385-305
Author(s):  
Lana Žaja ◽  
Keyword(s):  
Professional Development ◽  
Survey Research ◽  
Educational Program ◽  
Professional Training ◽  
Educational Programs ◽  
Records Management ◽  
Quality Of Teaching ◽  
State Archives ◽  
Insight Into

The article provides a survey of conducted educational programs „Office administration and records management", based on the content of module I. of the professional training in the Croatian State Archives (hereinafter referred to as HDA), which were held in the period from February 2016 to February 2019. The reason for choosing this exact period lies in the fact that since February 2016 a systematic distribution of anonymous polls to all the participants has begun and those polls have served as a basis for creating a compilation of statistical reports and analysis of data obtained from them. Anonymous polls were first experimentally distributed to participants in November 2015, and they were computer processed to serve as a model of experimentally conducted research based on the content of the module I of professional development in HDA. Survey research covers a period of 36 months, in which 10 courses in the period from February 2016 to February 2019 were held, with a total of 417 participants from all over Croatia. This article is conceptually structured according to the methodology which deals with survey research with a help of statistical methods, and the obtained results aim to improve the quality of teaching, to complete teaching materials and improve the insight into the final outcome of the course and the competencies that participants acquire at the end of the course.

scholarly journals Post-Graduate Training and Professional Development: Exploring the Nexus Between Self Compassion and Compassion Fatigue Among Mental Health Clinicians Working With Trauma Survivors

2018 ◽  
Vol 3 (4) ◽  
pp. 41
Author(s):  
Nicole L. Arkadie ◽  
Allen E. Lipscomb
Keyword(s):  
Mental Health ◽  
Professional Development ◽  
Compassion Fatigue ◽  
Southern California ◽  
Research Training ◽  
Professional Service ◽  
Primary Data ◽  
Mental Health Clinicians ◽  
Convenience Sample ◽  
Self Compassion

Mental health clinicians who work with clients who have experienced severe trauma are at greater risk of developing compassion fatigue. Limited prior research investigated the relationship between self-compassion and compassion fatigue. The purpose of this quantitative correlational study was to assess the relationships of self-compassion and duration of professional service to compassion fatigue among licensed mental health clinicians who worked with clients that have experienced trauma in southern California. Two research questions asked whether self-compassion and duration of professional service were significantly related to compassion fatigue. The researcher collected primary data for the variables of interest via an online survey using two validated instruments, SCS-SF and ProQOL-Version 5. The study was conducted with a convenience sample of (n = 67) licensed mental health clinicians who resided in southern California. The results of non-parametric Kendall’s tau-b correlations revealed a significant inverse correlation between self-compassion and compassion fatigue, τb = -0.273, p = .002. The correlation between duration of professional service and compassion fatigue was nonsignificant, τb = -0.104, p = .299. These results are vital and relevant to the field as they justify further research, training and professional development in this area, leading to the development of clinical interventions that are needed to mitigate compassion fatigue symptoms among this population.

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