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Input-output: The Role of Undergraduate Curriculum in Successful Graduate Training in the Neurosciences.

ABSTRACT: This article was motivated by the 2010 SfN session on Undergraduate Curricula and Graduate Expectations. To prepare for my role as panelist, I examined the background of Washington University Neuroscience Ph.D. students. Current students with a declared thesis lab were queried, and records from past graduates were reviewed to determine the characteristics that contribute to graduate success. This pilot research suggests that no specific undergraduate curriculum element or quantitative undergraduate achievement metric predicts success at the graduate level, measured by graduate GPA, years to degree, or number of publications. I extrapolate these results to suggest that students from non-typical backgrounds should not be deterred from applying to Ph.D. programs in Neuroscience. I speculate that less tangible traits may be most important for graduate success. These include critical thinking skills and independent research experience.

SUBMITTER: Mennerick S

PROVIDER: S-EPMC3598178 | biostudies-literature | 2011

REPOSITORIES: biostudies-literature

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Input-output: The Role of Undergraduate Curriculum in Successful Graduate Training in the Neurosciences.

Mennerick Steven S

Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience 20111015 1

This article was motivated by the 2010 SfN session on Undergraduate Curricula and Graduate Expectations. To prepare for my role as panelist, I examined the background of Washington University Neuroscience Ph.D. students. Current students with a declared thesis lab were queried, and records from past graduates were reviewed to determine the characteristics that contribute to graduate success. This pilot research suggests that no specific undergraduate curriculum element or quantitative undergradu ...[more]

PMID: 23626501

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Project description:BackgroundAnalysis of the biomedical workforce and graduate education have produced recommendations for modifications of pre-doctoral training to broadly prepare trainees for wider ranging scientific careers. Development of training in professional skills is widely recommended, but details of implementation are not widely available. In alignment with these recommendations, we have incorporated professional skills training into the biomedical science graduate curriculum at West Virginia University. An important component of the training is developing conflict resolution and negotiation skills. This training will provide useful skills for academic careers, non-academic careers and life situations outside of the workplace. Conflict resolution/negotiation skills are also relevant in managing issues in diversity, equity and inclusivity. We report our experience in developing this component of the training program, provide an overview of the approach to delivery and practice of skills, and provide an analysis of the reception and effectiveness of the training.MethodsEvaluation of effectiveness of training used the principals of the Kirkpatrick Four Level Model of Evaluation. At the end of the course, students completed a questionnaire about their perceptions of training and were asked how they would respond to different scenarios requiring conflict resolution/negotiation skills. Several months later, students were surveyed to determine if they used some of these skills and/or witnessed situations where these skills would be useful.ResultsWe report our experience in developing conflict resolution/negotiation training in our graduate curriculum, provide an overview of the approach to delivery and practice of skills, and provide an analysis of the reception and effectiveness of the training. The results suggest this training meets a need and is effective. Importantly, these materials provide a template for others wishing to implement similar training in their curricula.ConclusionsConflict resolution and negotiation training meets a need in graduate education. A mixed approach using didactic and interactive components spaced out over time appears to be an effective method of training.

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Input-output: The Role of Undergraduate Curriculum in Successful Graduate Training in the Neurosciences.

Publications

Input-output: The Role of Undergraduate Curriculum in Successful Graduate Training in the Neurosciences.

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