The Development of Global Science.

How do we build research capacity throughout the world and capture the great human potential? To us, the answer is rather straightforward: the time-honored tradition of scientific mentoring must be practiced on a wider scale across borders. Herein, we detail the necessity for expanding mentorship to a global scale and provide several important principles to be considered when designing, planning, and implementing programs and centers of research around the world

Supervision, Mentorship and Peer Networks: How Estonian Early Career Researchers Get (or Fail to Get) Support

The paper analyses issues related to supervision and support of early career researchers in Estonian academia. We use nine focus groups interviews conducted in 2015 with representatives of social sciences in order to identify early career researchers’ needs with respect to support, frustrations they may experience, and resources they may have for addressing them. Our crucial contribution is the identification of wider support networks of peers and colleagues that may compensate, partially or even fully, for failures of official supervision. On the basis of our analysis we argue that support for early career researchers should take into account the resources they already possess but also recognise the importance of wider academic culture, including funding and employment patterns, and the roles of supervisors and senior researchers in ensuring successful functioning of support networks. Through analysing the conditions for the development of early career researchers – producers of knowledge – our paper contributes to social epistemology understood as analysis of specific forms of social organisation of knowledge production

A model of mentorship for students from historically underrepresented groups in STEM

Mentorship is critical to student academic success and persistence, especially for students from historically underrepresented (HU) groups. In a program designed to support the academic success of HU undergraduates in STEM who wish to pursue a PhD in those fields, students experience comprehensive support including financial aid, highly-engaged mentoring, dual faculty mentorship, professional development workshops, and summer research experiences. Scholars in this program, the Cal-Bridge program, consistently report that faculty mentorship is the most impactful feature. While mentorship was rated highly, preliminary evaluation indicated an early deficit in a sense of community among scholars. In response, faculty professional development and support for peer networking were implemented to expand and enhance the relationships that support scholar success. Here we present a promising multifaceted model of mentorship that can support the academic success of HU undergraduates.Comment: Submitted to Understanding Interventions. 23 pages. 4 figures. Comments welcome

What Does a Modern Anatomist Look like? Current Trends in the Training of Anatomy Educators

Anatomical sciences are foundational to the health professions, yet little is known about the qualifications of anatomy educators at the graduate and professional level in the United States. Moreover, there is concern that the number of qualified anatomy educators being trained may be insufficient to meet the growing demand posed by new and expanded programs in medicine and allied health specialties. The authors surveyed anatomists from across the country to (i) characterize the educational credentials of current anatomy educators and (ii) assess the perceived need for education‐focused postdoctoral positions or formal mentorships to prepare anatomists for teaching‐intensive faculty positions. To probe the survey responses more deeply, one‐on‐one interviews were conducted with eight individuals selected to represent a diverse sample of respondents in terms of institution, gender, and academic rank. Results indicate that 30–40% of educators at the graduate level and approximately 60% of those at the undergraduate level lack graduate coursework in histology, embryology, and neuroanatomy. Forty‐five percent of respondents had completed a postdoctoral fellowship. Eighty‐six percent replied “yes/maybe” to the question of whether an anatomy education postdoctoral fellowship would benefit doctoral graduates. The top 3 reasons for this recommendation were to (i) establish independent educational research, (ii) improve a publication record, and (iii) gain additional teaching experience. Notable weaknesses of education‐focused postdoctoral training were related to finances, fear of exploitation, and undervaluing of teaching. Moving forward, postdoctoral fellowships and other forms of postgraduate training may represent a key strategy for training anatomists in the current educational climate

Strategies for a Successful PhD Program: Words of Wisdom From the \u3cem\u3eWJNR\u3c/em\u3e Editorial Board

Nursing doctoral programs prepare students for research-focused careers within academic settings. The purpose of this Editorial Board Special Article is to provide PhD students and advisors with suggestions for making the most of their doctoral experience. Editorial Board members provide their individual insights on the skills and attributes students must acquire during the course of their doctoral education in order to succeed. The authors provide practical tips and advice on how to excel in a PhD program, including how to select an advisor and a dissertation committee, the importance of attending conferences to increase visibility and develop a network of colleagues, presenting and publishing research while still a student, and balancing work and personal life. Students who take full advantage of the opportunities available to them during the course of their doctoral programs will graduate well prepared to take on the multiple responsibilities of research, teaching, and leadership

We Are… Bridging Medicine and Science Vol. 1, Issue 1, Fall 2011

https://mds.marshall.edu/we_are_bms/1001/thumbnail.jp

Transforming doctoral education: Preparing multidimensional and adaptive scholars

This is a pre-print version of the Transformative Doctoral Education Model's conceptual paper, accepted at Studies in Graduate and Postdoctoral Education.Concerning trends in graduate education, such as high attrition and underdeveloped skills, drive toward a new doctoral education approach. This paper aims to describe and propose a transformative doctoral education model (TDEM), incorporating elements that potentially address these challenges and expand the current practice. The model envisions discipline-specific knowledge coupled with a broader interdisciplinary perspective and addresses the transferable skills necessary to successfully navigate an ever-changing workforce and global landscape. The overarching goal of TDEM is to transform the doctoral student into a multi-dimensional and adaptive scholar, so the students of today can effectively and meaningfully solve the problems of tomorrow. The foundation of TDEM is transformative learning theory, supporting the notion learner transformation occurs throughout the doctoral educational experience. Designed as a customizable framework for learner-centered doctoral education, TDEM promotes a mentor network on and off-campus, interdisciplinarity and agile career scope preparedness.This proposed doctoral education framework was formulated through a review of the literature and experiences with curricular design and pedagogical practices at a research-intensive university’s teaching and learning center. TDEM answers the call to develop frameworks that address issues in doctoral education and present a flexible and more personalized training. TDEM encourages doctoral student transformation into adaptive, forward-thinking scholars and thriving in an ever-changing workforce.TDEM spun out of a funded proposal (NSF-DGE-1545403) to design an interdisciplinary curriculum specific to materials science, informatics, and engineering education. The authors are grateful for the faculty and students at Texas A&M University’s D3EM program. In addition, the authors wish to thank the reviewers for their constructive feedback and appreciate anyone who had helpful discussions with them

Diversifying biomedical training: A synergistic intervention

For over three decades, the scientific community has expressed concern over the paucity of African American, Latino and Native American researchers in the biomedical training pipeline. Concern has been expressed regarding what is forecasted as a shortage of these underrepresented minority (URM) scientists given the demographic shifts occurring worldwide and particularly in the United States. Increased access to graduate education has made a positive contribution in addressing this disparity. This article describes the multiple pathway approaches that have been employed by a school of medicine at an urban Midwest research institution to increase the number of URM students enrolled in, and graduating from, doctoral programs within basic science departments, through the combination of R25 grants and other grant programs funded by the National Institutes of Health (NIH). This article outlines the process of implementing a strong synergistic approach to the training of URM students through linkages between the NIH-funded "Bridges to the Doctorate (BRIDGES)" and "Initiative for Maximizing Graduate Student Diversity (IMGSD)" programs. The article documents the specific gains witnessed by this particular institution and identifies key components of the interventions that may prove useful for institutions seeking to increment the biomedical pipeline with scientists from diverse backgrounds

The Role of the Private Sector in Training the Next Generation of Biomedical Scientists

Summarizes the proceedings of a conference to address the unique contribution that private funders can make in ensuring that appropriate and adequate training programs are available for basic and clinical research. Offers conclusions and recommendations

Social Influence Given (Partially) Deliberate Matching: Career Imprints in the Creation of Academic Entrepreneurs

Actors often match with associates on a small set of dimensions that matter most for the particular relationship at hand. In so doing, they are exposed to unanticipated social influences because counterparts have more interests, attitudes, and preferences than would-be associates considered when they first chose to pair. This implies that some apparent social influences (those tied to the rationales for forming the relationship) are endogenous to the matching process, while others (those that are incidental to the formation of the relationship) may be conditionally exogenous, thus enabling causal estimation of peer effects. We illustrate this idea in a new dataset tracking the training and professional activities of academic biomedical scientists. In qualitative and quantitative analyses, we show that scientists match to their postdoctoral mentors based on two dominant factors, geography and scientific focus. They then adopt their advisers' orientations toward commercial science as evidenced by the transmission of patenting behavior, but they do not match on this dimension. We demonstrate this in two-stage models that adjust for the endogeneity of the matching process, using a modification of propensity score estimation and a sample selection correction with valid exclusion restrictions. Furthermore, we draw on qualitative accounts of the matching process recorded in oral histories of the career choices of the scientists in our data. All three methods-qualitative description, propensity score estimators, and those that tackle selection on unobservable factors-are potential approaches to establishing evidence of social influence in partially endogenous networks, and they may be especially persuasive in combination.