Enhancing Professional Development in Postdoctoral Training

2011 ◽  
Author(s):  
Marla Eby
Keyword(s):  
Professional Development ◽  
Postdoctoral Training

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

2020 ◽  
Author(s):  
Margery Evans Gardner ◽  
Elizabeth C Bodiya ◽  
Shoba Subramanian
Keyword(s):  
Professional Development ◽  
Ad Hoc ◽  
Professional Skill ◽  
Sequential Programs ◽  
Postdoctoral Training ◽  
Work From Home ◽  
The Future ◽  
Event Location ◽  
Development Programming ◽  
Barriers And Opportunities

ABSTRACTCareer 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 non-sequential 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 post-pandemic, 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 enable equity in professional skill building and fostering lifelong growth mindset.

scholarly journals Enhancing the connections between institutions and organizations to advance postdoctoral training

2019 ◽  
Author(s):  
Adriana Bankston ◽  
Adam P Fagen ◽  
Gary S McDowell ◽  
Kearney Gunsalus ◽  
Sonia Hall
Keyword(s):  
Professional Development ◽  
Career Preparation ◽  
Career Outcomes ◽  
Postdoctoral Training ◽  
Association Meeting ◽  
Partnership Models ◽  
The Invisible

Postdoctoral scholars are no longer the “invisible” population they once were. While they are considered independent researchers, they still require a considerable amount of training and career preparation. Recently, there have been numerous efforts from a variety of stakeholders to enhance professional development for postdoctoral scholars. While these enhancements are valuable, there is a need to ensure that these efforts are coordinated across stakeholders to maximize investment and minimize duplication. The workshop described here, held at the 2017 National Postdoctoral Association meeting, was designed with this goal in mind. Representatives with various perspectives on postdoctoral training discussed the strengths and challenges they faced in training postdoctoral scholars. This conversation included discussions of career preparedness, methods for collection and dissemination of training and career outcomes data, specific roles that these stakeholders play in enhancing postdoctoral training, and potential partnership models for collaboration to enhance postdoctoral training.

scholarly journals Enhancing the connections between institutions and organizations to advance postdoctoral training

2019 ◽  
Author(s):  
Adriana Bankston ◽  
Adam P Fagen ◽  
Gary S McDowell ◽  
Kearney Gunsalus ◽  
Sonia Hall
Keyword(s):  
Professional Development ◽  
Career Preparation ◽  
Career Outcomes ◽  
Postdoctoral Training ◽  
Association Meeting ◽  
Partnership Models ◽  
The Invisible

Postdoctoral scholars are no longer the “invisible” population they once were. While they are considered independent researchers, they still require a considerable amount of training and career preparation. Recently, there have been numerous efforts from a variety of stakeholders to enhance professional development for postdoctoral scholars. While these enhancements are valuable, there is a need to ensure that these efforts are coordinated across stakeholders to maximize investment and minimize duplication. The workshop described here, held at the 2017 National Postdoctoral Association meeting, was designed with this goal in mind. Representatives with various perspectives on postdoctoral training discussed the strengths and challenges they faced in training postdoctoral scholars. This conversation included discussions of career preparedness, methods for collection and dissemination of training and career outcomes data, specific roles that these stakeholders play in enhancing postdoctoral training, and potential partnership models for collaboration to enhance postdoctoral training.

scholarly journals The Impostor Phenomenon Among Postdoctoral Trainees in STEM: A US-Based Mixed-Methods Study

10.28945/4589 ◽  
2020 ◽  
Vol 15 ◽  
pp. 329-352 ◽  
Author(s):  
Devasmita Chakraverty
Keyword(s):  
Mental Health ◽  
Professional Development ◽  
Mixed Methods ◽  
Academic Writing ◽  
Future Research ◽  
Impostor Phenomenon ◽  
Development Programs ◽  
Postdoctoral Training ◽  
Impostor Feelings ◽  
Academic Communication

Aim/Purpose: This mixed-methods research study examined impostor phenomenon during postdoctoral training in science, technology, engineering and mathematics (STEM) through the following research question: “What are the manifestations of the impostor phenomenon experienced during postdoctoral training in STEM?” Background: The impostor phenomenon occurs when competent, high-achieving students and professionals believe that they are fraud and will be exposed eventually. It involves fear of failure, lack of authenticity, feeling fake or fraud-like, denial of one’s competence, and is linked to lower self-esteem, mental health consequences, and lack of belonging. Methodology: This study was conducted with US-based postdoctoral trainees (or postdocs) using mixed-methods approach. The study examined aspects of impostor phenomenon among 43 postdocs by converging survey data using Clance Impostor Phenomenon Scale (CIPS) and qualitative data from semi-structured interviews from the same participants. Both convenience and snowball sampling were used. Majority of the participants were White, female, and from science disciplines. Interview findings were organized into themes using constant comparative method and analytic induction. Contribution: Findings pointed to the need for better designing professional development programs for postdocs that would: 1) address fears and insecurities due to impostor-feelings, 2) normalize conversations around perceived failure, judgment, and one’s lack of belonging, and 3) provide support with networking, mentoring, academic communication, and mental health challenges. Findings: Survey results indicated moderate to intense impostor-feelings; interviews found six triggers of the impostor phenomenon during postdoctoral training: 1. not pursuing new things, 2. not making social connections, 3. impaired academic communication, 4. not applying, 5. procrastination and mental health, and 6. feeling undeserving and unqualified. Current findings were compared with prior findings of impostor-triggers among PhD students who also experienced the first three of these challenges during doctoral training: challenges to applying newly learnt knowledge in other domains, reaching out for help, and developing skills in academic communication verbally and through academic writing. Recommendations for Practitioners: The office of postdoctoral affairs could design professional development programs and individual development plans for those experiencing the impostor phenomenon, focusing on strengthening skills (e.g., academic writing) in particular. There was an environmental and systemic dimension to the imposter phenomenon, perhaps more prevalent among women in STEM. The academy could devise ways to better support scholars who experience this phenomenon. Recommendation for Researchers: Research characterizing the qualitative characteristics of the impostor phenomenon across the STEM pipeline (undergrads, PhD students, postdocs, and faculty) would help understand if the reasons and manifestations of this phenomenon vary among differing demographics of students and professionals. Impact on Society: Organizations could focus on the training, development, mental health, and stressors among postdocs in STEM, particularly by focusing on career transition points (e.g., PhD to postdoc transition, postdoc to faculty transition), especially for those at-risk of experiencing this phenomenon and therefore dropping out. Future Research: Future research could examine how to manage or overcome the impostor phenomenon for students and professionals, focus on disciplines outside STEM, and investigate how socialization opportunities may be compromised due to this phenomenon. Longitudinal studies might characterize the phenomenon better than those that focused on the impostor phenomenon at a single time-point.

scholarly journals Analysis of Postdoctoral Training Outcomes That Broaden Participation in Science Careers

2016 ◽  
Vol 15 (3) ◽  
pp. ar33 ◽  
Author(s):  
Brian J. Rybarczyk ◽  
Leslie Lerea ◽  
Dawayne Whittington ◽  
Linda Dykstra
Keyword(s):  
Professional Development ◽  
Teaching Experience ◽  
Optimal Time ◽  
Training Outcomes ◽  
Postdoctoral Training ◽  
Logistic Regression Models ◽  
Career Trajectories ◽  
And Mathematics ◽  
Research And Education ◽  
Number Of Publications

Postdoctoral training is an optimal time to expand research skills, develop independence, and shape career trajectories, making this training period important to study in the context of career development. Seeding Postdoctoral Innovators in Research and Education (SPIRE) is a training program that balances research, teaching, and professional development. This study examines the factors that promote the transition of postdocs into academic careers and increase diversity in science, technology, engineering, and mathematics. Data indicate that SPIRE scholars (n = 77) transition into faculty positions at three times the national average with a greater proportion of underrepresented racial minorities (URMs) and females represented among SPIRE scholars. Logistic regression models indicate that significant predictors are the intended career track at the start of the postdoctoral training and the number of publications. Factors necessary for successful transition are teaching experience as independent instructors, professional development opportunities, and the experience of balancing teaching with research. Scholars’ continued commitment to increasing diversity in their faculty roles was demonstrated by their attainment of tenure-track positions at minority-serving institutions, continued mentorship of URMs, and engagement with diversity initiatives. These results suggest that a postdoctoral program structured to include research, teaching, and diversity inclusion facilitates attainment of desired academic positions with sustained impacts on broadening participation.

scholarly journals A Structured Professional Development Curriculum for Postdoctoral Fellows Leads to Recognized Knowledge Growth

2020 ◽  
Author(s):  
Kaylee Steen ◽  
Jay Vornhagen ◽  
Zara Y. Weinberg ◽  
Julie Boulanger-Bertolus ◽  
Arvind Rao ◽  
...  
Keyword(s):  
Professional Development ◽  
Leadership Skills ◽  
Skills Training ◽  
Structured Learning ◽  
Control Group ◽  
New Approach ◽  
Postdoctoral Training ◽  
Transferable Skills ◽  
Knowledge Growth ◽  
Associative Analysis

AbstractPostdoctoral training enables research independence and professional readiness. National reports have emphasized professional development as a critical component of this training period. In response, many institutions are establishing transferable skills training workshops for postdocs. Critical gaps, however, have been the lack of structured programs and an absence of methods to assess outcomes beyond satisfaction surveys. To address these shortcomings, we took the relatively new approach of structured programming and developed a method for controlled assessment of outcomes. Our program You3 (You, Your Team, Your Project), co-designed by postdoctoral fellows, focuses on a structured array of management and leadership skills agnostic of ultimate career path(s). It then measures outcomes in a controlled manner, by systematically comparing knowledge and growth of participants with non-participants as the control group. You3 participants achieve greater growth in competencies overall compared to the control group, as shown by multiple criteria including self-reporting and associative analysis. Correspondingly, You3 participants reported greater knowledge in 75% of the modules when compared to controls. These data indicate that structured learning, where postdocs commit to a curriculum via a cohort-structure, leads to positive outcomes and provides a framework for programs to assess outcomes in a rigorous manner.

scholarly journals A structured professional development curriculum for postdoctoral fellows leads to recognized knowledge growth

PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0260212
Author(s):  
Kaylee Steen ◽  
Jay Vornhagen ◽  
Zara Y. Weinberg ◽  
Julie Boulanger-Bertolus ◽  
Arvind Rao ◽  
...  
Keyword(s):  
Professional Development ◽  
Leadership Skills ◽  
Skills Training ◽  
Structured Learning ◽  
Control Group ◽  
Postdoctoral Training ◽  
Participant Satisfaction ◽  
Transferable Skills ◽  
Knowledge Growth ◽  
Associative Analysis

Postdoctoral training enables research independence and professional readiness. National reports have emphasized professional development as a critical component of this training period. In response, many institutions are establishing transferable skills training workshops for postdocs; however, the lack of structured programs and an absence of methods to assess outcomes beyond participant satisfaction surveys are critical gaps in postdoctoral training. To address these shortcomings, we took the approach of structured programming and developed a method for controlled assessment of outcomes. Our program You3 (You, Your Team, Your Project), co-designed by postdoctoral fellows, focused on discussing specific management and leadership skills agnostic of ultimate career path(s) in a structured manner. We then measured outcomes in a controlled manner, by systematically comparing perceived knowledge and growth as indicators of awareness and confidence in participants against that of non-participants as the control group. You3 participants self-rated greater growth in targeted competencies compared to non-participants independent of the number of years of training. This growth was shown by multiple criteria including self-reporting and associative analysis. Correspondingly, You3 participants reported greater knowledge in 75% of the modules when compared to controls. These data indicate that structured learning, where postdocs commit to a curriculum via a cohort-structure, leads to positive outcomes and provides a framework for programs to assess outcomes in a rigorous manner.

Applicant interest and goals in postdoctoral training in general dentistry

1985 ◽  
Vol 49 (5) ◽  
pp. 327-329
Author(s):  
SL Handelman ◽  
B Iranpour ◽  
PM Brunette ◽  
E Solomon
Keyword(s):  
Postdoctoral Training
Sign in / Sign up

Export Citation Format

Share Document