Brief Training and Intensive Mentoring Guide Postdoctoral Scholars to Student-Centered Instruction.
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SUBMITTER: Price RM
PROVIDER: S-EPMC8715774 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:The oversupply of postdoctoral scholars relative to available faculty positions has led to calls for better assessment of career outcomes. Here, we report the results of a study of postdoctoral outcomes at the University of California, San Francisco, and suggest that institutions have an obligation to determine where their postdoc alumni are employed and to share this information with current and future trainees. Further, we contend that local efforts will be more meaningful than a national survey, because of the great variability in training environment and the classification of postdoctoral scholars among institutions. We provide a framework and methodology that can be adopted by others, with the goal of developing a finely grained portrait of postdoctoral career outcomes across the United States.
| S-EPMC4859534 | biostudies-literature
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.
| S-EPMC6280376 | biostudies-literature
Project description:BackgroundPersistent and emerging public health challenges mean Pharmacy students require training in immunization services. Curtin University, Australia, integrated blended-delivery immunization training into the final-year Bachelor of Pharmacy (Hons) and graduate-entry Master of Pharmacy curricula in 2019 and 2020, utilizing materials licenced from the Pharmaceutical Society of Australia.ObjectiveThis study evaluated changes in students' attitude, confidence, self-perceived knowledge and self-perceived skills pre- and post-training delivered in 2020.MethodsPre- and post-training questionnaires featured 42 opinion statements grouped under headings 'Attitudes', 'Confidence', 'Self-Perceived Knowledge' and 'Self-Perceived Skills', and answered using five-point Likert scales (1 = strongly disagree to 5 = strongly agree). Completed pre- and post-training questionnaires were matched using respondent-generated codes. Data were subjected to descriptive and multivariate regression analysis to test pre-post changes and associations and changes in mean scores.Results128 (95.5%) and 132 (98.5%) students completed the pre- and post-training questionnaires, respectively. Immunization training resulted in significant (p<0.05) improvement in students' mean Confidence score (3.33 vs 3.96), Self-Perceived Knowledge score (3.08 vs 4.47) and Self-Perceived Skills score (2.81 vs 4.55). Improvement in students' mean Attitude score was also statistically significant (4.45 vs 4.61), yet more positively skewed pre-training. No significant pre-post differences were found between the Bachelor and Master students. Post-training, all respondents agreed that the training program increased their attitude, confidence, perceived knowledge and perceived skills, rating the training experience as either Excellent (91.6%) or Good (8.4%).ConclusionsImmunization training integrated into final-year BPharm (Hons) and MPharm curricula improved Attitudes, Confidence, Self-Perceived Knowledge and Self-Perceived Skills, all key to further role development in public health. This method is recommended to other Pharmacy schools to determine the impact and acceptability of immunization training programs amongst students.
| S-EPMC8412892 | biostudies-literature
Project description:PurposeMentoring is critical for academic success. As science transitions to a team science model, team mentoring may have advantages. The goal of this study was to understand the process, benefits, and challenges of team mentoring relating to career development and research.MethodA national survey was conducted of Building Interdisciplinary Research Careers in Women's Health (BIRCWH) program directors-current and former scholars from 27 active National Institutes of Health (NIH)-funded BIRCWH NIH K12 programs-to characterize and understand the value and challenges of the team approach to mentoring. Quantitative data were analyzed descriptively, and qualitative data were analyzed thematically.ResultsResponses were received from 25/27 (93%) program directors, 78/108 (72%) current scholars, and 91/162 (56%) former scholars. Scholars reported that team mentoring was beneficial to their career development (152/169; 90%) and research (148/169; 88%). Reported advantages included a diversity of opinions, expanded networking, development of stronger study designs, and modeling of different career paths. Challenges included scheduling and managing conflicting opinions. Advice by directors offered to junior faculty entering team mentoring included the following: not to be intimidated by senior mentors, be willing to navigate conflicting advice, be proactive about scheduling and guiding discussions, have an open mind to different approaches, be explicit about expectations and mentors' roles (including importance of having a primary mentor to help navigate discussions), and meet in person as a team.ConclusionsThese findings suggest that interdisciplinary/interprofessional team mentoring has many important advantages, but that skills are required to optimally utilize multiple perspectives.
| S-EPMC5263095 | biostudies-literature
Project description:On January 5th, 2021, the Jordanian Ministry of Higher Education released its 2021–2023 directives for online learning at the institutions of higher education which stressed the significance of implementing a student-centered learning (SCL) in online education. In compliance with the Ministry's vision, the present study investigates the enhancement of SCL in translator training in Jordan from the perspective of students and teachers at five Jordanian universities. This study is the second phase of an empirical mixed methods research in which the first phase surveyed 109 students from three universities. The sample of this phase consisted of 148 senior translation students and ten translation teachers in which students were surveyed using closed-ended questionnaires and teachers were interviewed. SPSS IBM 28.0.0 and NVIVO 12 were used for data analysis. The results revealed that students agreed on the implementation of four out of seven student-centered learning facets and teachers showed a general propensity towards the enhancement of SCL. However, some reservations and challenges were raised with relation to teamwork, time management and peer review. Authentic translation project; Instrumental competence; Interpersonal competence; Online-learning; Student-centered learning.
| S-EPMC9213712 | biostudies-literature
Project description:Objective To explore: a) whether videos that model naloxone communication skills improve student pharmacists' naloxone knowledge, self-efficacy and communication skills and b) whether outcomes differ between video versus written materials. Methods Student pharmacists (N = 31) were randomized to either video or written materials training. Changes in naloxone dispensing barriers, self-efficacy, and naloxone knowledge were assessed via survey, while changes in naloxone communication were measured with a standardized patient assessment. Results For the entire sample, knowledge and self-efficacy significantly increased and barriers to dispensing decreased. Communication improved significantly in both groups. In unadjusted analyses, students with video resources reported higher self-efficacy post-training. However, analyses that controlled for demographic characteristics and baseline measures found that training type did not significantly predict any outcome. Conclusion Brief written or video-based naloxone training improved students' knowledge, self-efficacy, and communication. Given the small sample, results are inconclusive regarding impact of training material type on outcomes. Innovation Teaching student pharmacists how to communicate about naloxone is important given increasing opioid overdose death rates. This study was innovative because it examined the impact of two training material types that can be delivered asynchronously and that pharmacy programs could incorporate into their curricula to improve students' naloxone communication skills. Highlights • Naloxone is a life-saving medication used to reverse opioid overdoses.• Community pharmacists are one of the most accessible health professionals.• Pharmacists have unparalleled ability to provide naloxone education.• Effective Naloxone counseling helps increase awareness and reduce overdose deaths.• It is unknown which training method is helpful for student pharmacist naloxone skills.
| S-EPMC10428026 | biostudies-literature
Project description:BackgroundThere is limited data assessing simulation and virtual reality training as a standardized tool in medical education. This feasibility study aimed to evaluate the effectiveness of virtual reality training and a student-led simulation module in preparing medical students to perform a lumbar puncture.MethodsTwenty-five medical students completed a pre-intervention survey, and a baseline video recorded lumbar puncture procedure on a task trainer. Students were randomly distributed into the virtual reality group, or the curriculum's standard student-led procedural instruction group. Participants were then given 45 min to practice the lumbar puncture procedure. After the intervention, all participants were video recorded again as they performed a post-intervention lumbar puncture and completed a post-intervention survey. Pre- and post-intervention videos were scored using a critical action checklist in conjunction with time needed to complete the procedure to evaluate proficiency.ResultsAt baseline, there were no major statistically significant differences between groups. Assessing overall post-intervention performance, both groups showed improvement in aggregate score (p < 0.001) and time required to complete (p = 0.002) the lumbar puncture. Following interventions, the student-led group improved over the virtual reality group in a variety of metrics. The student-led group increased their aggregate score by 3.49 and decreased their time to completion by 34 s over the VR group when controlling for baseline measures.ConclusionsBoth virtual reality and student-led simulation training were useful training modalities, with hands-on simulation showing better results versus virtual reality training in this setting.Supplementary informationThe online version contains supplementary material available at 10.1007/s40670-020-01141-6.
| S-EPMC8368585 | biostudies-literature
Project description:In peer instruction, instructors pose a challenging question to students, students answer the question individually, students work with a partner in the class to discuss their answers, and finally students answer the question again. A large body of evidence shows that peer instruction benefits student learning. To determine the mechanism for these benefits, we collected semester-long data from six classes, involving a total of 208 undergraduate students being asked a total of 86 different questions related to their course content. For each question, students chose their answer individually, reported their confidence, discussed their answers with their partner, and then indicated their possibly revised answer and confidence again. Overall, students were more accurate and confident after discussion than before. Initially correct students were more likely to keep their answers than initially incorrect students, and this tendency was partially but not completely attributable to differences in confidence. We discuss the benefits of peer instruction in terms of differences in the coherence of explanations, social learning, and the contextual factors that influence confidence and accuracy.
| S-EPMC7145884 | biostudies-literature
Project description:ObjectiveDetermine and describe the impact of student/student mentoring (SSM) on the senior medical student mentor involved in a formal SSM program.MethodAn anonymous online survey was administered to fourth-year medical students at the University of North Carolina with questions regarding participation in SSM programs (formal and informal) as well as the impact of these experiences. Responses from fourth-year mentors were compared to non-mentors' answers. Data was analyzed to assess the value of, understand motivations for not participating in, and to describe perceptions regarding SSM.ResultsOne hundred seven of 178 students in the fourth-year class completed the survey, a 60% response rate. Forty-two students participated in the formal SSM program, 48 did not have mentors (non-mentors), and 17 were excluded as they participated in informal mentoring programs. There were no differences in gender, age, or matched specialty between mentors and non-mentors. Ninety-five percent of all students agreed that SSM was valuable in a way that was different from student/resident or student/faculty mentoring. Mentors were nearly twice as non-mentors likely to believe that being the mentee in an SSM relationship would be beneficial. In addition, mentors were 4 times more likely to believe that being a mentor in an SSM program was valuable and 83% stated they would mentor again. Lastly, nearly three quarters of mentors felt that this was a worthwhile experience.ConclusionsStudents who served as mentors as part of an SSM program had positive experiences and found it a valuable addition to traditional faculty/student mentoring.
| S-EPMC8368820 | biostudies-literature
Project description:Drawing from multiple sources of evidence, this paper updates previous descriptions (IOM, 2002) of measurement strategies and teaching techniques to promote four theoretically derived abilities thought to be necessary conditions for the responsible conduct of research. Data from three samples (exemplary professionals, professionals disciplined by a licensing board, and graduates who completed an ethics program designed to promote the four interrelated abilities) suggest that development of a moral identity that is consistent with the norms and values of a profession is the driving force that gives rise to ethical sensitivity, ethical reasoning, and ethical implementation. Evidence from the cited studies supports the usefulness of the theoretical model to (a) deconstruct summary judgments about character and see them as abilities that can be assessed and developed; (b) guide the design assessments that are sensitive to the effects of interventions; and (c) augment previous IOM recommendations for the development of meaningful learning activities.
| S-EPMC4278460 | biostudies-literature