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The use of a book club to promote biomedical trainee professional development.

ABSTRACT: Professional development for biomedical doctoral and postdoctoral trainees is vital, especially due to the increase in individuals pursuing non-faculty career paths. We created a professional development-focused discussion group between trainees and faculty/staff by utilizing a book club format in which monthly small group meetings occurred over an 8-month period. A pre- and post-survey consisting of Likert and free-response questions was completed by participants. Results demonstrated that after the book club, trainees: 1) were more knowledgeable about a variety of career paths; 2) had improved awareness of their interests in relation to their career; 3) were more knowledgeable of their transferrable skills; 4) were more comfortable engaging with their PI and completing/updating an Individual Development Plan; 5) were more likely to find mentors in addition to their PI to address career specific needs; and 6) were more likely to seek opportunities to conduct informational interviews or experiential learning. Additionally, we found that faculty/staff: 1) were more knowledgeable about careers outside of academia; 2) had greater consideration for their mentee's values and interests in relation to their career; 3) had a better understanding of their mentee's transferable skills; and 4) were more comfortable engaging with their mentee about their career path and addressing an Individual Development Plan. Overall, we found that the utilization of a book club consisting of trainees and faculty/staff as a professional development tool was beneficial for both groups of participants, and this format is feasible for use in biomedical education professional development.

SUBMITTER: Ho J

PROVIDER: S-EPMC8741441 | biostudies-literature |

REPOSITORIES: biostudies-literature

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A Virtual Book Club for Professional Development in Emergency Medicine.

Project description:IntroductionProfessional development is an important component of graduate medical education, but it is unclear how to best deliver this instruction. Book clubs have been used outside of medicine as a professional development tool. We sought to create and evaluate a virtual professional development book club for emergency medicine interns.MethodsWe designed and implemented a virtual professional development book club during intern orientation. Afterward, participants completed an evaluative survey consisting of Likert and free-response items. Descriptive statistics were reported. We analyzed free-response data using a thematic approach.ResultsOf 15 interns who participated in the book club, 12 (80%) completed the evaluative survey. Most (10/12; 83.3%) agreed or strongly agreed that the book club showed them the importance of professional development as a component of residency training and helped them reflect on their own professional (11/12; 91.7%) and personal development (11/12; 91.7%). Participants felt the book club contributed to bonding with their peers (9/12; 75%) and engagement with the residency program (9/12; 75%). Our qualitative analysis revealed five major themes regarding how the book club contributed to professional and personal development: alignment with developmental stage; deliberate practice; self-reflection; strategies to address challenges; and communication skills.ConclusionA virtual book club was feasible to implement. Participants identified multiple ways the book club positively contributed to their professional development. These results may inform the development of other book clubs in graduate medical education.

| S-EPMC7806317 | biostudies-literature

Developing the inner scientist: book club participation and the nature of science.

Project description:The leap from science student to scientist involves recognizing that science is a tentative, evolving body of knowledge that is socially constructed and culturally influenced; this is known as The Nature of Science (NOS). The aim of this study was to document NOS growth in first-year premedical students who participated in a science book club as a curricular option. The club read three acclaimed nonfiction works that connect biology to medicine via the history of scientific ideas. Students' NOS status was assessed as informed, transitional, or naïve at the beginning and end of the academic year using the Views of Nature of Science Questionnaire-Form C (VNOS-C). Focus group interviews and document analysis of assignments and exams provided qualitative evidence. VNOS-C scores improved over the academic year regardless of book club participation. Students who participated in book club had marginally better NOS status at the end of the year but also at the beginning, suggesting that book club may have attracted rather than produced students with higher NOS status. It is notable that an improvement in NOS understanding could be detected at all, as there have been few reports of NOS growth in the literature in which NOS was not an explicit topic of instruction.

| S-EPMC3587859 | biostudies-other

A cross-institutional analysis of the effects of broadening trainee professional development on research productivity.

Project description:PhD-trained scientists are essential contributors to the workforce in diverse employment sectors that include academia, industry, government, and nonprofit organizations. Hence, best practices for training the future biomedical workforce are of national concern. Complementing coursework and laboratory research training, many institutions now offer professional training that enables career exploration and develops a broad set of skills critical to various career paths. The National Institutes of Health (NIH) funded academic institutions to design innovative programming to enable this professional development through a mechanism known as Broadening Experiences in Scientific Training (BEST). Programming at the NIH BEST awardee institutions included career panels, skill-building workshops, job search workshops, site visits, and internships. Because doctoral training is lengthy and requires focused attention on dissertation research, an initial concern was that students participating in additional complementary training activities might exhibit an increased time to degree or diminished research productivity. Metrics were analyzed from 10 NIH BEST awardee institutions to address this concern, using time to degree and publication records as measures of efficiency and productivity. Comparing doctoral students who participated to those who did not, results revealed that across these diverse academic institutions, there were no differences in time to degree or manuscript output. Our findings support the policy that doctoral students should participate in career and professional development opportunities that are intended to prepare them for a variety of diverse and important careers in the workforce.

| S-EPMC8282014 | biostudies-literature

Reviewing the role of the environment in the talent development of a professional soccer club.

Project description:This two-part study examined the perceptions of talented Swiss soccer players about their talent development environment. The first study presented the translation and validation of the Talent Development Environment Questionnaire (TDEQ) into French using a recommended methodology for translating and culturally adapting questionnaires. Two hundred and three Swiss athletes (M = 16.99 years old) responded to the 25 items of the TDEQ-5. One item was excluded due to low factor loadings, and the descriptive statistics showed that the re-specified TDEQ-5 instrument had acceptable global model fit according to the thresholds in the literature (χ2 (df = 17) = 484.62, p<0.001, CFI = 0.91, TLI = 0.90, RMSEA = 0.07, SRMR = 0.06). This adaptation is thus valid for assessing the effectiveness of talent development processes. For the second study, a holistic design was used to examine the perceptions of a set of players embedded in a top-level Swiss soccer academy (i.e., 64 elite soccer players from 14 to 18 years old) by using the TDEQ-5. The results showed some relative strengths (i.e., F1-Long-Term Focus for the M15 and M16 age-groups) and weaknesses (i.e., F2-Alignment of Expectations for the M17 and M18 age -groups and F3-Communication for M17). They also highlighted that the talent pathways of these Swiss soccer players could not be summarized by a single type of transition toward a professional team. Rather, there were context-specific requirements, such as the critical period between the M15-M16 and M17-M18 age-groups, suggesting that when the players first entered their TDE they experienced a set of affordances to develop and flourish, which thereafter were perceived as less rich and/or abundant. These results offer a starting point for optimizing talent pathways.

| S-EPMC7906372 | biostudies-literature

Read to Lead: Developing a Leadership Book Club Curriculum for Graduate Medical Education.

Project description:BackgroundThe importance of effective leadership for improving patient care and physician well-being is gaining increased attention in medicine. Despite this, few residency programs have formalized education on leadership in medicine. The most effective ways to train graduate medical education (GME) trainees in leadership are unclear.MethodsOur large internal medicine residency program implemented a book club to develop leadership skills in residency. Through independent reading of the selected book and resident-led small group discussions, we facilitated dialogue on the challenges of leading effectively.ResultsA survey-based curricular evaluation demonstrated that 61% of respondents felt that the book club influenced their thoughts about leadership and that 66% of participants would recommend the book club to other residency programs. Lack of time was the main barrier to participation while addition of complementary media or alternative book formats were identified as possible solutions to increase engagement.ConclusionsLeadership book clubs are a practical and effective way to teach leadership during residency. More research is needed to identify the best formats for book club discussion and to develop additional tools to foster future physician leaders.

| S-EPMC10031603 | biostudies-literature

Self-care perspective taking and empathy in a studentfaculty book club in the United States

Project description:PURPOSE:We aimed to study the impact of a combined faculty-student book club on education and medical practice as a part of the informal curriculum at the University of Florida College of Medicine in the United States. METHODS:Sixteen medical students and 7 faculties who participated in the book club were interviewed through phone and recorded. The interview was then transcribed and entered into the qualitative data analysis program QSR NVivo (QSR International, Burlington, MA, USA). The transcripts were reviewed, and thematic codes were developed inductively through collaborative iteration. Based on these preliminary codes, a coding dictionary was developed and applied to all interviews within QSR Nvivo to identify themes. RESULTS:Four main themes were identified from interviews: The first theme, the importance of literature to the development and maintenance of empathy and perspective-taking, and the second theme, the importance of the book club in promoting mentorship, personal relationships and professional development, were important to both student and faculty participants. The third and fourth themes, the need for the book club as a tool for self-care and the book club serving as a reminder about the world outside of school were discussed by student book club members. CONCLUSION:Our study demonstrated that an informal book club has a significant positive impact on self-care, perspective-taking, empathy, and developing a “world outside of school” for medical school students and faculty in the United States. It also helps to foster meaningful relationships between students and faculty.

| S-EPMC7577880 | biostudies-literature

Measuring the Impact of Incorporating Case Study Presentations Into Applied Biomedical Science Placement Workshops for Trainee Biomedical Scientists

Project description: Not available

| S-EPMC10912474 | biostudies-literature

Biomedical laboratory scientists and technicians in digital pathology - Is there a need for professional development?

Project description:ObjectiveDigital pathology (DP) is moving into Danish pathology departments at high pace. Conventionally, biomedical laboratory scientists (BLS) and technicians have prepared tissue sections for light microscopy, but workflow alterations are required for the new digital era with whole slide imaging (WSI); digitally assisted image analysis (DAIA) and artificial intelligence (AI). We aim to explore the role of BLS in DP and assess a potential need for professional development.MethodsWe investigated the roles of BLS in the new digital era through qualitative interviews at Danish Pathology Departments in 2019/2020 before DP implementation (supported by a questionnaire); and in 2022 after DP implementation. Additionally, senior lecturers from three Danish University Colleges reported on how DP was integrated into the 2023 bachelor's degree educational curricula for BLS students.ResultsAt some Danish pathology departments, BLS were involved in the implementation process of DP and their greatest concerns were lack of physical laboratory requirements (69%) and implementation strategies (63%). BLS were generally positive towards working with DP, however, some expressed concern about extended working hours for scanning. Work-task transfers from pathologists were generally greeted positively from both management and pathologists; however, at follow-up interviews after DP implementation, job transfers had not been effectuated. At Danish university colleges, DP had been integrated systematically in the curricula for BLS students, especially WSI.ConclusionInvolving BLS in DP implementation and development may benefit the process, as BLS have a hands-on workflow perspective with a focus on quality assurance. Several new work opportunities for BLS may occur with DP including WSI, DAIA and AI, and therefore new qualifications are warranted, which must be considered in future undergraduate programmes for BLS students or postgraduate programmes for BLS.

| S-EPMC10943708 | biostudies-literature

A Structured, Debate-Style Cardiothoracic Surgery Journal Club for Trainee Acquisition and Application of Seminal Literature.

Project description:IntroductionThe acquisition of specialty-specific seminal literature and its application to daily, clinical patient-care decisions are critical components of clinical training. This structured, debate-style cardiothoracic surgery journal club module engages trainees in discussion of realistic patient scenarios, incorporating an extensive body of literature identified as the best evidence for the practice of cardiothoracic surgery.MethodsWe designed the structured, debate-style cardiothoracic surgery journal club and delivered it to University of Texas MD Anderson Cancer Center cardiothoracic surgery trainees. Overall assessment of knowledge acquisition consisted of both direct judging of debates by faculty facilitators and a year-end written test of trainee knowledge. Associated materials include guidelines and resources for faculty facilitators and trainees to prepare them for the journal club debate. Also included are cardiothoracic surgery patient cases, PowerPoint presentation slides, a debate score sheet, and multiple-choice knowledge tests with answer keys.ResultsOur structured, debate-style cardiothoracic surgery journal club is an effective educational intervention for cardiothoracic surgical trainees to gain practice in applying specialty-specific, literature-based evidence to particular patient problems.DiscussionThis resource may be used by course directors for surgery, for independent study by individuals planning to matriculate into surgical residencies, or as a review for those already in surgical training. Moreover, this curriculum can be delivered at other clinical training programs.

| S-EPMC6440406 | biostudies-literature

Position specific player load during match-play in a professional football club.

Project description:There is a rapid growing body of knowledge regarding physical aspects of a football match due to studies using computer-assisted motion analysis. The present study used time-motion analysis and triaxial-accelerometers to obtain new insights about differences in physical profiles of elite football players across playing-positions. Player performance data in 23 official home matches from a professional football club, during two seasons were collected for analysis. Eighteen players from five different playing positions (central backs: n = 3; full-backs: n = 5; central midfielders: n = 6; wide midfielders: n = 3; and central forwards: n = 4), performing a total of 138 observations. A novel finding was that central backs and central midfielders had significantly lower work-rate in sprints, decelerations and accelerations than full-backs, wide midfielders and central forwards (p<0.001). Furthermore, wide midfielders and full-backs performed significantly more turns (>90°) than central backs. The most common distance covered in high-intensity runs (≥19.8 km·h-1) for central backs, central midfielders, wide midfielders and central forwards was 1-5 m, but for full-backs was 6-10 m. This may help coaches in developing individualized training programs to meet the demands of each position in match-play.

| S-EPMC5967838 | biostudies-literature

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