Modeling individual development plans, mentoring support, and career preparedness relationships among Doctor of Philosophy (Ph.D.) trainees in the life sciences

Background: As greater career development support for doctoral students and postdoctoral researchers has been emphasized, the individual development plan (IDP) has become a recommended mentoring tool. However, little is known about the effect of IDPs on mentoring and career development. This study proposed two conceptual models to examine the interrelationships among the use of IDPs, mentoring support, and career preparedness with a diverse sample of doctoral students and postdoctoral researchers in the life sciences. Methods: The data leveraged for this study was collected over a three-month period, March 2016 to June 2016, as part of a cross-sectional, online survey. The survey was distributed through social media and direct email to participants enrolled in life/biological/medical or physical/applied doctoral programs at U.S. institutions. To test the proposed conceptual models, this study employed the design-based multilevel structural equation modeling. Results: The analytic sample comprised 660 doctoral students and postdoctoral researchers in the life sciences from 91 institutions. The results suggested that 1) using the IDP could enhance mentoring support and career preparedness of doctoral students and postdoctoral researchers; 2) greater mentoring support and career preparedness would motivate mentees to continue utilizing the IDP with their principal investigator (PI) or advisor; and 3) females, postdoctoral researchers, and international scholars might need more support throughout the mentoring and career development process. Conclusions: This research offered empirical evidence for how an IDP, mentorship, and career preparedness interact. Findings revealed the IDP enhances mentoring support and career preparedness, as well as mentoring support and career preparedness predict IDP use. We conclude the IDP is an important mentorship tool that enhances trainees’ overall career preparation.

Research note: The COVID-19 pandemic and its effects on scientific work in German sociology

Since the beginning of the COVID-19 pandemic, scientific work is highly affected by the governments’ measures taken to reduce the spread of the virus. With closing colleges, universities, and kindergartens, scientists had to adapt to new forms of working procedures. Immediately after the peak of the first COVID-19 wave in Germany, we surveyed in professors and postdoctoral researchers in the field of German sociology in May 2020 to investigate how their work is constrained by these measures. In this research note, we present the results of this survey. They show that the position in the sociological field as well as demographic factors affect the degree to which sociologists feel constrained in their work. Postdoctoral sociologists feel more restricted in their work than professors, and qualitatively working sociologists more restricted than quantitatively working sociologists. Moreover, being a woman and having children under the age of 14 years increases the probability that sociologists expect to research less. Our empirical results shed some light on the effect of COVID-19 measures on working routines and inequality in Higher Education during the pandemic.

Biophysical Reviews’ “Meet the Councilor Series”—a profile of Peter Pohl

It is my pleasure to write a few words to introduce myself to the readers of Biophysical Reviews as part of the “Meet the Councilor Series.” Currently, I am serving the second period as IUPAB councilor after having been elected first in 2017. Initially, I studied Biophysics in Moscow (Russia) and later Medicine in Halle (Germany). My scientific carrier took me from the Medical School of the Martin Luther University of Halle-Wittenberg, via the Leibniz Institute for Molecular Pharmacology (Berlin) and the Institute for Biology at the Humboldt University (Berlin) to the Physics Department of the Johannes Kepler University in Linz (Austria). My key research interests lie in the molecular mechanisms of transport phenomena occurring at the lipid membrane, including (i) spontaneous and facilitated transport of water and other small molecules across membranes in reconstituted systems, (ii) proton migration along the membrane surface, (iii) protein translocation, and (iv) bilayer mechanics. Training of undergraduate, graduate, and postdoctoral researchers from diverse academic disciplines has been—and shall remain—a consistent part of my work.

Library Impact Research Report: Understanding and Communicating Research Impact: The Needs of STEM and Health Sciences Faculty and Postdoctoral Researchers

As part of ARL’s Research Library Impact Framework initiative, the University of Washington (UW) Libraries explored UW faculty and postdoctoral researcher needs for understanding and communicating the impact of their work, with a focus on researchers in science, technology, engineering, and math (STEM) and health sciences fields. The project was designed to understand the challenges researchers face in this area, identify how participants in these fields define and measure impact, and explore their priorities for research-impact support. The project team conducted a survey and follow-up interviews to investigate these questions. This research report presents the project team’s methodology, findings, and recommendations for future research.

COVID-19 Lockdown Effects on Academic Functioning, Mood, and Health Correlates: Data from Dutch Pharmacy Students, PhD Candidates and Postdocs

Mixed results have been published on the impact of the 2019 coronavirus (COVID-19) pandemic and its associated lockdown periods on academic functioning, mood, and health correlates such as alcohol consumption. Whereas a number of students report an impaired academic performance and increased alcohol intake during lockdown periods, other students report no change or an improvement in academic functioning and a reduced alcohol consumption. This data descriptor article describes the dataset of a study investigating the impact of the COVID-19 pandemic on academic functioning. To investigate this, an online survey was conducted among Dutch pharmacy students, PhD candidates and postdoctoral researchers (postdocs) of Utrecht University, the Netherlands. Compared to before the COVID-19 pandemic, the survey assessed possible changes in self-reported academic functioning, mood and health correlates such as alcohol consumption, perceived immune functioning and sleep quality. Retrospective assessments were made for four periods, including (1) the year 2019 (the period before COVID-19), (2) the first lockdown period (15 March–11 May 2020), (3) summer 2020 (no lockdown) and (4) the second lockdown (November 2020–April 2021). This article describes the content of the survey and corresponding dataset. The survey had a response rate of 24.3% and was completed by 345 participants.

Organizing Events in Bioinformatics World: Insights Into Organizing Events in Bioinformatics

Bioinformatics is a fast-evolving research field, requiring effective educational initiatives to bring computational knowledge to Life Sciences. Since 2017, an organizing committee composed of graduate students and postdoctoral researchers from the Universidade Federal de Minas Gerais (Brazil) promotes a week-long event named Summer Course in Bioinformatics (CVBioinfo). This event aims to diffuse bioinformatic principles, news, and methods mainly focused on audiences of undergraduate students. Furthermore, as the advent of the COVID-19 global pandemic has precluded in-person events, we offered the event in online mode, using free video transmission platforms. Herein, we present and discuss the insights obtained from promoting the Online Workshop in Bioinformatics (WOB) organized in November 2020, comparing it to our experience in previous in-person editions of the same event.

Modeling individual development plans, mentoring support, and career preparedness relationships among Doctor of Philosophy (Ph.D.) trainees in the life sciences

Background: As greater career development support for doctoral students and postdoctoral researchers has been emphasized, the individual development plan (IDP) has become a recommended mentoring tool. However, little is known about the effect of IDPs on mentoring and career development. This study proposed two conceptual models to examine the interrelationships among the use of IDPs, mentoring support, and career preparedness with a diverse sample of doctoral students and postdoctoral researchers in the life sciences. Methods: The data leveraged for this study was collected over a three-month period, March 2016 to June 2016, as part of a cross-sectional, online survey. The survey was distributed through social media and direct email to participants enrolled in life/biological/medical or physical/applied doctoral programs at U.S. institutions. To test the proposed conceptual models, this study employed the design-based multilevel structural equation modeling. Results: The analytic sample comprised 660 doctoral students and postdoctoral researchers in the life sciences from 91 institutions. The results suggested that 1) using the IDP could enhance mentoring support and career preparedness of doctoral students and postdoctoral researchers; 2) greater mentoring support and career preparedness would motivate mentees to continue utilizing the IDP with their principal investigator (PI) or advisor; and 3) females, postdoctoral researchers, and international scholars might need more support throughout the mentoring and career development process. Conclusions: This research demonstrated the empirical evidence an IDP has within mentorship and career preparedness, and that an IDP is an important career development tool that enhances trainees’ overall career preparation.

Can you tell me more about your postdoctoral experience? A personal narrative review of the postdoctoral position in the social sciences

Purpose This paper is the result of a collaboration and sharing of experiences of two postdoctoral researchers. The purpose of this paper is to put these experiences into perspective by cross-referencing our respective personal narratives with an analysis of the existing literature on the postdoctoral experience in the social sciences. Design/methodology/approach The authors conducted a non-exhaustive systematic literature review using the database PsycInfo and the multidisciplinary Web of Science Catalogue database to find relevant articles published from 2000 to today. Of the 946 articles identified from the database, only 12 were included in the literature review. The authors also included four articles identified from other sources, such as Google Scholar. Secondly, the authors used a method inspired by reflexive personal narrative writing, which allowed us to share our postdoctoral experience and examine how it compares or complements the existing literature on postdoctoral experience in the social sciences. Findings The literature highlights three significant criteria that play a major role in the postdoctoral experience across disciplines: professional identity, work–life balance and relationship with supervisor. While the majority of the current literature seems to highlight the importance of career prospects in the daily lives of postdoctoral researchers, the other two aspects seem to be somewhat less explored. However, personal factors as well as the relationship with the supervisor appear to be of major importance in the search for work–life balance, feelings of competency and overall satisfaction among postdoctoral researchers. Research limitations/implications At the theoretical level, this paper allows a better understanding of the experiences of postdoctoral students in the social sciences, which seem to be less documented than those in scientific fields (e.g., Science, technology, engineering and mathematics postdoctoral fellow). Practical implications On a practical level, it constitutes a tool for reflection for postdoctoral researchers in the social sciences as well as for academic actors working to support and develop the well-being of these researchers (e.g. teachers, supervisors, administrators), all with the aim of optimising academic practices. Originality/value These results are discussed with respect to the specificity that our subjective personal narratives can offer to understand postdoctoral experiences, particularly in the social sciences, and thus offer reflections on ways to attend to individual psychosocial and relational needs that can foster an improved personal and professional training.

Stakeholders' perspectives on research integrity training practices: a qualitative study

Background Even though research integrity (RI) training programs have been developed in the last decades, it is argued that current training practices are not always able to increase RI-related awareness within the scientific community. Defining and understanding the capacities and lacunas of existing RI training are becoming extremely important for developing up-to-date educational practices to tackle present-day challenges. Recommendations on how to implement RI education have been primarily made by selected people with specific RI-related expertise. Those recommendations were developed mainly without consulting a broader audience with no specific RI expertise. Moreover, the academic literature lacks qualitative studies on RI training practices. For these reasons, performing in-depth focus groups with non-RI expert stakeholders are of a primary necessity to understand and outline how RI education should be implemented. Methods In this qualitative analysis, different focus groups were conducted to examine stakeholders’ perspectives on RI training practices. Five stakeholders' groups, namely publishers and peer reviewers, researchers on RI, RI trainers, PhDs and postdoctoral researchers, and research administrators working within academia, have been identified to have a broader overview of state of the art. Results A total of 39 participants participated in five focus group sessions. Eight training-related themes were highlighted during the focus group discussions. The training goals, timing and frequency, customisation, format and teaching approach, mentoring, compulsoriness, certification and evaluation, and RI-related responsibilities were discussed. Although confirming what was already proposed by research integrity experts in terms of timing, frequency, duration, and target audience in organising RI education, participants proposed other possible implementations strategies concerning the teaching approach, researchers' obligations, and development an evaluation-certification system. Conclusions This research aims to be a starting point for a better understanding of necessary, definitive, and consistent ways of structuring RI education. The research gives an overview of what has to be considered needed in planning RI training sessions regarding objectives, organisation, and teaching approach.