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Remote Learning Barriers and Opportunities for Graduate Student and Postdoctoral Learners in Career and Professional Skill Development: A Case Study.

ABSTRACT: Career and professional development competencies are critical for biomedical PhD and postdoctoral training. In the current educational landscape, programs that meet these competencies are offered and attended in an ad hoc manner. During the COVID-19 pandemic and the accompanying switch to virtual learning, our team observed a surge in interest for our weekly nonsequential programs. In this study, we surveyed our learners to better understand motivators for attending these programs during the pandemic and to identify barriers for participating in such events before and during Work-from-Home. Our data indicate that conflict with research responsibilities, time spent to get to the event location, and planning time to attend are all significant barriers to engagement. Notably, feelings of being overwhelmed, which increased slightly during the pandemic, stood out as an identified barrier. Per our results, the virtual format was an attraction. While 58% of respondents would prefer to access professional development programs virtually in the future, almost 42% indicated a preference for in-person events when normalcy resumes, as the physical presence of an instructor and of peers result in a deeper engagement. Our collective analysis here suggests that learners will benefit from a hybrid or combination of synchronous and asynchronous career and professional development programming in the future, even postpandemic, to reduce identified barriers. Alongside hybrid learning engagements, we strongly recommend structured time for learners to enhance their professional competencies, enabled by a commitment from departments and faculty mentors to bring equity in professional skill building and foster a life-long growth mindset.

SUBMITTER: Gardner ME

PROVIDER: S-EPMC8060135 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:Despite Dual Careers (sports and education) and mobility of students being priorities in the funding policies of the European Commission, migrating student-athletes report severe challenges and decreased performance or dropouts at sport and academic levels. The objective of this study was to depict and assess the perceptions on challenges, support services, and their effectiveness in consideration of specific characteristics of participants and migrations. Based on a meta-synthesis and previous findings, a 50-items questionnaire was developed and completed by 245 student-athletes in 5 European countries. Participants with Dual Careers migration experience (n = 140) were considered for analyses of qualitative and quantitative (ordinal 5pt-Likert-scaled and metric) data on the Dual Career status, migration characteristics, received services, and outcomes. Chi-square-tests were conducted for differences between countries and genders at a significance level of p < .05. Country-related differences were found for experiences and intentions to migrate (X2(12) = 50.52, p<0.001), duration of the migration (X2(16) = 38.20, p = 0.001), financial support (X2(8) = 29.87, p<0.001), and decreased performances in academics (X2(16) = 56.12, p<0.001) and sports (X2(16) = 31.79, p = 0.01). Gender-related difference emerged in financial support (X2(4) = 10.68, p = 0.03), duration of the migration (X2(4) = 14.56, p = 0.01), and decreased academic performance (X2(4) = 10.57, p = 0.03). Tutoring and counselling support was ranked as the most effective support, especially when received from the academic field (4.0±1.0 pt) and others (4.1±0.8 pt), followed by online services from sport and academic sectors (both: 3.9±0.9 pt). Considering the pervasive globalization of sport and education, Dual Career migration can contribute to the development of a European sport culture. The high ratio of migrating student-athletes underlines the relevance of migrations in the field of Dual Careers. This study contributes to the literature by adding insights on practices, challenges, supports, and outcomes perceived by student-athletes migrating in Europe. Moreover, country- and gender-related differences support the consideration of specific characteristics and reveal critical factors in specific target groups. The findings contribute to identifying requirements and effective support measures in Dual Career migrations and can be used to improve support services.

Project description:BACKGROUND:A growing number of postdoctoral scholars are following diverse career paths that require broad skill sets to ensure success. Yet, most postdoctoral professional learning and development initiatives are intended for academic careers and seldom include professional skills needed to succeed in non-academic settings. Given that fewer than 20% of postdoctoral scholars will obtain tenure-track academic positions, there is a great need for postdoctoral scholars to prepare for a range of future careers. Creating professional learning and development strategies to address these concerns requires an understanding of current approaches, yet there is a distinct lack of literature exploring and synthesizing sources of evidence on the professional learning and development of postdoctoral scholars. The purpose of this scoping review is to examine, synthesize, and map the sources of evidence on professional learning and development pertaining to postdoctoral scholars. METHODS:We will perform a scoping review to identify sources of evidence around professional learning and development of postdoctoral scholars. Our search strategy, limited to English language, will include searching relevant disciplinary and interdisciplinary databases with no limitation on date of publication. We will conduct forward and backward citation chasing of included articles. Gray literature will be searched in electronic databases and websites of national postdoctoral associations. Search strategies will be developed using controlled vocabulary and keyword terms related to postdoctoral scholars and professional development. Two reviewers will independently screen titles and abstracts for inclusion, and two reviewers will independently screen full text to determine final inclusion. These data will be summarized quantitatively (using a simple numerical count) and qualitatively using thematic analysis methods. Through this process, we will summarize the current state of evidence around professional development and learning of postdoctoral scholars and identify current gaps in the literature, as well as the research areas requiring systematic reviews and/or primary research. DISCUSSION:Despite the growing numbers of postdoctoral scholars, there has been no synthesis of the sources of evidence of postdoctoral scholars' professional learning and development. In reviewing a wide range of evidence and integrating it into a manageable and meaningful whole, this scoping review will be a critical first step in understanding the professional learning and development of postdoctoral scholars. Our results will help inform future research and the development of a framework for postdoctoral scholar's professional learning and development.

Project description:IntroductionThere is growing interest in leadership courses for physicians. Few opportunities are available in global regions with limited resources. This study describes orthopaedic trauma surgeons' desired leadership skill acquisition, opportunities, and barriers to course participation in Latin America.MethodsLatin American orthopaedic trauma surgeons from the Asociación de Cirujanos Traumatólogos de las Americas (ACTUAR) network were surveyed. This survey solicited and gauged the surgeons' level of interest in leadership topics and their relative importance utilizing a 5-point Likert-scale. Additionally, comparisons were calculated between middle-income countries (MICs) and high-income countries (HICs) to ascertain if needs were different between groups. The survey included demographic information, nationality, level of training, years in practice, leadership position, needs assessment, and perceived barriers for leadership educational opportunities.ResultsOne hundred forty-four orthopaedic surgeons completed the survey, representing 18 countries across Latin America; 15 MICs and 3 HICs. Participants had more than 20 years in practice (49%) and held leadership positions (81%) in hospital settings (62%), national orthopaedic societies (45%), and/or clinical settings (40%). Sixty-three percent had never attended a leadership course due to lack of opportunities/invitations (69%), difficulty missing work (24%), and costs (21%). Ninety-seven percent expressed interest in attending a leadership course. No difference in needs was determined between respondents from MICs and HICs. Professional Ethics, Crisis Management/Organizational Change Management, and High Performing Team-Building were identified as the most important leadership topics.ConclusionOrthopaedic surgeons in Latin America demonstrate an interest in acquiring additional leadership skills but have few opportunities. Identifying interests, knowledge gaps, and core competencies can guide the development of such opportunities.

Project description:BackgroundWith the expansion of professional degree graduate students' enrollment in China education, the mental health of these professional degree graduate students in medical-related majors who are under pressure of study, scientific research, clinical practice, and employment should not be ignored. What is the mental health level of these graduate students under the effect of learning career adaptation (internal resources) in the face of daily stress (external factors)? The purpose of this study is to discuss the relationship between these variables, and the mediating role of learning career adaptation of professional degree graduate students in traditional Chinese medicine colleges, and universities, to provide a theoretical basis for improving the learning career adaptation of students, and improving the level of mental health.MethodsA cross-sectional survey was conducted among 1593 professional degree graduate students majoring in clinical medicine, traditional Chinese medicine, and nursing in five traditional Chinese medicine universities. Finally, 660 questionnaires were returned, with a recovery rate of 41.43%. The scores of daily stress, learning career adaptation, and mental health were measured by Daily Stressors Scale for graduate students, graduate-students learning career adaptation scale, and General Mental Health Questionnaire (GHQ-20). Descriptive statistics were used to analyze the status quo of daily stress, learning career adaptation, and mental health. Pearson correlation analysis were used to analyze the relationship between them. we undertake analyses using structural equation modeling to construct the latent variable path model of daily stress, learning career adaptation on mental health. The significance level of the mediating effect was tested by the non-parametric percentile bootstrap method.ResultsThe scores of mental health, daily stress, and learning career adaptation were 50.56 ± 10.80, 35.12 ± 19.55, and 67.13 ± 7.48 respectively. Daily stress was negatively correlated with the three dimensions of learning career adaptation: career confidence, focus on his career, and career control (P < 0.01). Daily stress was positively correlated with depression and anxiety (P < 0.01). Self-affirmation, depression, and anxiety were negatively correlated with career confidence, focus on his career, and career control (P < 0.05). Learning career adaptation plays a partial mediating role between daily stress, and mental health (p < 0.001), with an intermediate effect value of 0.127, representing 28.54% of the total effect.ConclusionsMental health, learning career adaption of medical-related professional degree graduate students in traditional Chinese medical universities were at a moderate degree, and an upper-middle level respectively, while daily stress is to a lesser extent. Learning career adaptation mediates the relationship between daily stress, and mental health partially. To some extent, it can buffer the impact of daily stress on mental health, especially anxiety. The educational administrator could take various measures to improve the mental health of professional degree graduate students. It can also enhance their learning career adaptation from the perspective of individuals, and organizations to improve their mental health.

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Remote Learning Barriers and Opportunities for Graduate Student and Postdoctoral Learners in Career and Professional Skill Development: A Case Study.

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