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Madan CR. "What will you do after?": Lessons from Academia and the World Beyond. Q J Exp Psychol (Hove) 2024:17470218241236144. [PMID: 38360596 DOI: 10.1177/17470218241236144] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/17/2024]
Abstract
Determining post-PhD career options is a challenge for many Psychology PhD graduates. Here I provide a comprehensive overview of the diverse career trajectories available to graduates, drawing from interviews with 53 PhD graduates conducted as part of the two-volume Academia and the World Beyond book series. From these, I conducted a hierarchical qualitative classification to categorise and characterise potential career paths. The findings reveal a spectrum of opportunities, from traditional academic roles to "academic adjacent" and "skill-transfer" careers. This work underscores the versatility of Psychology doctoral training, providing skills that can support a wide array of career possibilities. The results serve as a guide for current and prospective PhD students-and their mentors-emphasising the variety of professional contexts where doctoral training is beneficial.
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Yarrington JS, Montgomery C, Joyner KJ, O'Connor MF, Wolitzky-Taylor K. Evaluating training needs in clinical psychology doctoral programs. J Clin Psychol 2023; 79:2304-2316. [PMID: 37310160 DOI: 10.1002/jclp.23549] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2023] [Revised: 05/22/2023] [Accepted: 05/28/2023] [Indexed: 06/14/2023]
Abstract
OBJECTIVE Advances in clinical psychology must be accompanied by advances in training. This study assessed training content, quality, and needs during clinical psychology doctoral programs among current or past doctoral students. METHODS Current or past clinical psychology doctoral students (N = 343) completed an anonymous survey assessing training experiences and needs. A descriptive-focused exploratory factor analysis (EFA) also examined whether common subgroups of academic interests emerged. RESULTS Most participants reported that they sought training beyond required coursework, primarily in clinical training, cultural competency, and professional development, and reported having taken one or more unhelpful course, including discipline-specific knowledge requirements. Descriptive results from the EFA demonstrated common training areas of interest: diversity topics, biological sciences, clinical practice, and research methods. DISCUSSION This study demonstrates that trainees and early career psychologists are aware of their nuanced and in some cases, unmet training needs. CONCLUSION This work foregrounds the need to adapt extant training opportunities to support the next generation of clinical psychologists.
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Affiliation(s)
- Julia S Yarrington
- Department of Psychology, University of California, Los Angeles, Los Angeles, California, USA
| | | | - Keanan J Joyner
- Department of Psychology, University of California, Berkeley, Berkeley, California, USA
| | | | - Kate Wolitzky-Taylor
- Department of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles, Los Angeles, California, USA
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3
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Sher KJ. A Clinical Psychologist Who Studies Alcohol. Annu Rev Clin Psychol 2023; 19:1-21. [PMID: 37159285 DOI: 10.1146/annurev-clinpsy-080621-045733] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/10/2023]
Abstract
In this article, I describe why I believe the study of alcohol use and its consequences is a rich and rewarding area of scholarly activity that touches on multiple disciplines in the life sciences, the behavioral sciences, and the humanities. I then detail the circuitous path I took to become an alcohol researcher and the various challenges I encountered when starting up my research program at the University of Missouri. A major theme of my journey has been my good fortune encountering generous, brilliant scholars who took an interest in me and my career and who helped guide and assist me over the course of my career. I also highlight selected, other professional activities I've been involved in, focusing on editorial work, quality assurance, and governance of professional societies. While the focus is on my training and work as a psychologist, the overarching theme is the interpersonal context that nurtures careers.
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Affiliation(s)
- Kenneth J Sher
- Department of Psychological Sciences, University of Missouri-Columbia, Columbia, Missouri, USA;
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Biswas R, Schiller A, Casolani C, Daoud E, Dode A, Genitsaridi E, Jacquemin L, Liyanage N, Lourenco M, Makani P, Parameshwarappa V, Riha C, L Santacruz J, Shabbir M, Simoes J, Trpchevska N, Schoisswohl S. Doctoral Studies as part of an Innovative Training Network (ITN): Early Stage Researcher (ESR) experiences. Open Res Eur 2021; 1:34. [PMID: 37645158 PMCID: PMC10446088 DOI: 10.12688/openreseurope.13094.2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/24/2021] [Indexed: 08/31/2023]
Abstract
Background: The Marie-Skłodowska-Curie Actions' (MSCA) Innovative Training Network (ITN) is a doctoral training programme jointly implemented by academic institutions and industries from countries across Europe and beyond. To our knowledge no study has examined the experience of students participating in MSCA-ITNs. This study aims to evaluate and report MSCA-ITN Early Stage Researcher (ESR) experiences. Methods: The Innovative Training Network - Evaluation Questionnaire (ITN-EQ) was developed to assess supervision, training, collaborations and experiences of ESRs and forwarded to two tinnitus-related ITNs and seven ITNs of other disciplines. Results: Key advantages identified included better career prospects, multidisciplinary research opportunities/collaborations, international exposure, personal/professional development, plus generous salaries and research budgets. However, lack of a common EU framework resulted in the experience being largely dependent on the host institution, country and supervisor. Moreover, managing the dual requirements of ITNs and host institutions while completing a three-year PhD seemed challenging for most ESRs. ESR involvement in workshop and training school planning was desirable. More than 80% of ESRs rated the overall ITN experience favourably and 98.3% would recommend the same to prospective PhD students. Conclusions: This report could provide valuable insights in planning and management of future ITNs and could assist prospective students in their decision of joining an ITN for their PhD.
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Affiliation(s)
- Roshni Biswas
- European School on Interdisciplinary Tinnitus Research (ESIT), Regensburg, Germany
- Hearing Sciences, Mental Health and Clinical Neurosciences, School of Medicine, University of Nottingham, Nottingham, UK
- Department of Environmental Health Sciences, Istituto di Ricerche Farmacologiche Mario Negri IRCCS, Milan, Italy
| | - Axel Schiller
- European School on Interdisciplinary Tinnitus Research (ESIT), Regensburg, Germany
- Department of Psychiatry and Psychotherapy, University of Regensburg, Regensburg, Germany
| | - Chiara Casolani
- Tinnitus Assessment Causes Treatments (TIN-ACT), Groningen, The Netherlands
- Hearing System Section, Department of Health Technology, Technical University of Denmark, Lyngby, Denmark
- Oticon A/S, DK-2765 Smørum, Denmark
- Interacoustics Research Unit, DK-2800 Lyngby, Denmark
| | - Elza Daoud
- Tinnitus Assessment Causes Treatments (TIN-ACT), Groningen, The Netherlands
- Centre National de la Recherche Scientifique, Aix-Marseille University, Marseille, France
| | - Albi Dode
- European School on Interdisciplinary Tinnitus Research (ESIT), Regensburg, Germany
- Institute of Databases and Information Systems, University of Ulm, Ulm, Germany
| | - Eleni Genitsaridi
- European School on Interdisciplinary Tinnitus Research (ESIT), Regensburg, Germany
- Hearing Sciences, Mental Health and Clinical Neurosciences, School of Medicine, University of Nottingham, Nottingham, UK
- NIHR Nottingham Biomedical Research Centre, Nottingham, UK
| | - Laure Jacquemin
- Department of Otorhinolaryngology and Head and Neck Surgery, Antwerp University Hospital, Edegem, Belgium
- Dept. of Translational Neurosciences, Faculty of Medicine and Health Sciences, University of Antwerp, Wilrijk, Belgium
| | - Nuwan Liyanage
- European School on Interdisciplinary Tinnitus Research (ESIT), Regensburg, Germany
- University of Zurich, Zurich, Switzerland
- Department of Otorhinolaryngology, Head and Neck Surgery, University Hospital Zurich, Zurich, Switzerland
| | - Matheus Lourenco
- European School on Interdisciplinary Tinnitus Research (ESIT), Regensburg, Germany
- Experimental Health Psychology, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, The Netherlands
- Health Psychology Research Group, Faculty of Psychology and Educational Sciences,, University of Leuven, Leuven, Belgium
| | - Punitkumar Makani
- Tinnitus Assessment Causes Treatments (TIN-ACT), Groningen, The Netherlands
- Department of Otorhinolaryngology, Head and Neck Surgery, University of Groningen, University Medical Center Groningen, Groningen, The Netherlands
| | - Vinay Parameshwarappa
- European School on Interdisciplinary Tinnitus Research (ESIT), Regensburg, Germany
- Centre National de la Recherche Scientifique, Aix-Marseille University, Marseille, France
| | - Constanze Riha
- European School on Interdisciplinary Tinnitus Research (ESIT), Regensburg, Germany
- Department of Neuropsychology, University of Zurich, Zurich, Switzerland
| | - Jose L Santacruz
- European School on Interdisciplinary Tinnitus Research (ESIT), Regensburg, Germany
- Department of Otorhinolaryngology, Head and Neck Surgery, University of Groningen, University Medical Center Groningen, Groningen, The Netherlands
- Graduate School of Medical Sciences (Research School of Behavioral and Cognitive Neurosciences), University of Groningen, Groningen, The Netherlands
| | - Maryam Shabbir
- Hearing Sciences, Mental Health and Clinical Neurosciences, School of Medicine, University of Nottingham, Nottingham, UK
- Tinnitus Assessment Causes Treatments (TIN-ACT), Groningen, The Netherlands
| | - Jorge Simoes
- European School on Interdisciplinary Tinnitus Research (ESIT), Regensburg, Germany
- Department of Psychiatry and Psychotherapy, University of Regensburg, Regensburg, Germany
| | - Natalia Trpchevska
- European School on Interdisciplinary Tinnitus Research (ESIT), Regensburg, Germany
- Experimental Audiology, Department of Physiology and Pharmacology, Biomedicum, Karolinska Institutet, Stockholm, Sweden
| | - Stefan Schoisswohl
- European School on Interdisciplinary Tinnitus Research (ESIT), Regensburg, Germany
- Department of Psychiatry and Psychotherapy, University of Regensburg, Regensburg, Germany
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Wiley K, Dixon BE, Grannis SJ, Menachemi N. Underrepresented racial minorities in biomedical informatics doctoral programs: graduation trends and academic placement (2002-2017). J Am Med Inform Assoc 2021; 27:1641-1647. [PMID: 33053157 DOI: 10.1093/jamia/ocaa206] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2020] [Revised: 07/31/2020] [Accepted: 08/10/2020] [Indexed: 11/12/2022] Open
Abstract
OBJECTIVE Biomedical informatics attracts few underrepresented racial minorities (URMs) into PhD programs. We examine graduation trends from 2002 to 2017 to determine how URM representation has changed over time. We also examine academic job placements by race and identify individual and institutional characteristics associated with URM graduates being successfully placed in academic jobs. MATERIALS AND METHODS We analyze a near census of all research doctoral graduates from US-accredited institutions, surveyed at graduation by the National Science Foundation Survey of Earned Doctorates. Graduates of biomedical informatics-related programs were identified using self-reported primary and secondary disciplines. Data are analyzed using bivariate and multivariable logistic regressions. RESULTS During the study period, 2426 individuals earned doctoral degrees in biomedical informatics-related disciplines. URM students comprised nearly 12% of graduates, and this proportion did not change over time (2002-2017). URMs included Hispanic (5.7%), Black (3.2%), and others, including multi-racial and indigenous American populations (2.8%). Overall, 82.3% of all graduates accepted academic positions at the time of graduation with significantly more Hispanic graduates electing to go into academia (89.2%; P < .001). URM graduates were more likely to be single (OR = 1.38; P < .05), have a dependent (1.95; P < .01), and not receive full tuition remission (OR = 1.37; P = .05) as a student. URM graduates accepting an academic position were less likely to be a graduate of a private institution (OR = 0.70; P < .05). DISCUSSION AND CONCLUSION The proportion of URM candidates among biomedical informatics doctoral graduates has not increased over time and remains low. In order to improve URM recruitment and retention within academia, leaders in biomedical informatics should replicate strategies used to improve URM graduation rates in other fields.
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Affiliation(s)
- Kevin Wiley
- Department of Health Policy and Management, Richard M. Fairbanks School of Public Health, Indiana University, Indianapolis, Indiana, USA
| | - Brian E Dixon
- Regenstrief Institute, Inc., Richard M. Fairbanks School of Public Health, Indiana University, Indianapolis, Indiana, USA
| | - Shaun J Grannis
- Regenstrief Institute, Inc., School of Medicine, Indiana University, Indianapolis, Indiana, USA
| | - Nir Menachemi
- Regenstrief Institute, Inc., Richard M. Fairbanks School of Public Health, Indiana University, Indianapolis, Indiana, USA
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Igumbor JO, Bosire EN, Karimi F, Katahoire A, Allison J, Muula AS, Peixoto A, Otwombe K, Gitau E, Bondjers G, Fonn S, Ajuwon A. Effective supervision of doctoral students in public and population health in Africa: CARTA supervisors' experiences, challenges and perceived opportunities. Glob Public Health 2020; 17:496-511. [PMID: 33351732 DOI: 10.1080/17441692.2020.1864752] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
The quality and success of postgraduate education largely rely on effective supervision. Since its inception in 2008, the Consortium for Advanced Research Training in Africa (CARTA) has been at the forefront of providing training to both students and supervisors in the field of public and population health. However, there are few studies on supervisors' perceptions on effective doctoral supervision. We used a mostly descriptive study design to report CARTA-affiliated doctoral supervisors' reflections and perceptions on doctoral supervision, challenges and opportunities. A total of 77 out of 160 CARTA supervisors' workshop participants responded to the evaluation. The respondents were affiliated with 10 institutions across Africa. The respondents remarked that effective supervision is a two-way process, involving both supervisor and supervisee's commitment. Some reported that the requirements for effective supervision included the calibre of the PhD students, structure of the PhD programme, access to research infrastructure and resources, supervision training, multidisciplinary exposure and support. Male supervisors have significantly higher number of self-reported PhD graduates and published articles on Scopus but no difference from the females in h-index. We note both student and systemic challenges that training institutions may pursue to improve doctoral supervision in Africa.
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Affiliation(s)
- Jude O Igumbor
- School of Public Health, University of the Witwatersrand, Johannesburg, South Africa
| | - Edna N Bosire
- South African Medical Research Council Developmental Pathways for Health Research Unit, University of the Witwatersrand, Faculty of Health Sciences, Johannesburg, South Africa
| | - Florah Karimi
- African Population and Health Research Centre, Nairobi, Kenya
| | - Anne Katahoire
- Child Health and Development Centre, Makerere University, Kampala, Uganda
| | - Jill Allison
- Division of Community Health, Memorial University of Newfoundland, St. Johns, Canada
| | - Adamson S Muula
- Department of Public Health, University of Malawi, College of Medicine, Blantyre, Malawi
| | - Anna Peixoto
- Department of Sociology and Work Science, Gothenburg University, Gothenburg, Sweden
| | - Kennedy Otwombe
- Perinatal HIV Research Unit, University of the Witwatersrand, Johannesburg, South Africa
| | - Evelyn Gitau
- African Population and Health Research Centre, Nairobi, Kenya
| | - Goran Bondjers
- Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
| | - Sharon Fonn
- School of Public Health, University of the Witwatersrand, Johannesburg, South Africa
| | - Ademola Ajuwon
- Department of Health Promotion and Education, University of Ibadan, Ibadan, Nigeria
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7
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Abstract
This perspective provides a rationale for redesigning and a framework for expanding the graduate health science analytics and biomedical doctoral program curricula. It responds to digital revolution pressures, ubiquitous proliferation of big biomedical data, substantial recent advances in scientific technologies, and rapid progress in health analytics. Specifically, the paper presents a set of common prerequisites, a proposal for core computational and data analytic curriculum, and a list of expected outcome competencies for graduates of doctoral health science and biomedical programs. The manuscript emphasizes the necessity for coordinated efforts of all stakeholders, including trainees, educators, academic institutions, funding agencies, and policy makers. Concrete recommendations are presented of how to ensure graduates with terminal health science analytics and biomedical degrees are trained and able to continuously self-learn, effectively communicate across disciplines, and promote adaptation and change to counteract the relentless pace of automation and the law of diminishing returns.
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Affiliation(s)
- Ivo D. Dinov
- Statistics Online Computational Resource, Department of Health Behavior and Biological Sciences, University of Michigan, Ann Arbor, MI, United States
- Neuroscience Graduate Program, University of Michigan, Ann Arbor, MI, United States
- Michigan Institute for Data Science, University of Michigan, Ann Arbor, MI, United States
- Department of Computational Medicine and Bioinformatics, University of Michigan, Ann Arbor, MI, United States
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8
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Golembiewski EH, Holmes AM, Jackson JR, Brown-Podgorski BL, Menachemi N. Interdisciplinary Dissertation Research Among Public Health Doctoral Trainees, 2003-2015. Public Health Rep 2018; 133:182-190. [PMID: 29438623 DOI: 10.1177/0033354918754558] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
OBJECTIVES Given the call for more interdisciplinary research in public health, the objectives of this study were to (1) examine the correlates of interdisciplinary dissertation completion and (2) identify secondary fields most common among interdisciplinary public health graduates. METHODS We analyzed pooled cross-sectional data from 11 120 doctoral graduates in the Survey of Earned Doctorates, 2003-2015. The primary outcome was interdisciplinary dissertation completion. Covariates included primary public health field, sociodemographic characteristics, and institutional attributes. RESULTS From 2003 to 2015, a total of 4005 of 11 120 (36.0%) doctoral graduates in public health reported interdisciplinary dissertations, with significant increases observed in recent years. Compared with general public health graduates, graduates of environmental health (odds ratio [OR] = 1.74; P < .001) and health services administration (OR = 1.38; P < .001) doctoral programs were significantly more likely to report completing interdisciplinary dissertation work, whereas graduates from biostatistics (OR = 0.51; P < .001) and epidemiology (OR = 0.76; P < .001) were less likely to do so. Completing an interdisciplinary dissertation was associated with being male, a non-US citizen, a graduate of a private institution, and a graduate of an institution with high but not the highest level of research activity. Many secondary dissertation fields reported by interdisciplinary graduates included other public health fields. CONCLUSION Although interdisciplinary dissertation research among doctoral graduates in public health has increased in recent years, such work is bounded in certain fields of public health and certain types of graduates and institutions. Academic administrators and other stakeholders may use these results to inform greater interdisciplinary activity during doctoral training and to evaluate current and future collaborations across departments or schools.
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Affiliation(s)
- Elizabeth H Golembiewski
- 1 Department of Health Policy and Management, Indiana University Fairbanks School of Public Health at Indiana University-Purdue University Indianapolis, Indianapolis, IN, USA
| | - Ann M Holmes
- 1 Department of Health Policy and Management, Indiana University Fairbanks School of Public Health at Indiana University-Purdue University Indianapolis, Indianapolis, IN, USA
| | - Joanna R Jackson
- 1 Department of Health Policy and Management, Indiana University Fairbanks School of Public Health at Indiana University-Purdue University Indianapolis, Indianapolis, IN, USA
| | - Brittany L Brown-Podgorski
- 1 Department of Health Policy and Management, Indiana University Fairbanks School of Public Health at Indiana University-Purdue University Indianapolis, Indianapolis, IN, USA
| | - Nir Menachemi
- 1 Department of Health Policy and Management, Indiana University Fairbanks School of Public Health at Indiana University-Purdue University Indianapolis, Indianapolis, IN, USA
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Ynalvez MA, Ynalvez RA, Ramírez E. Mentor-mentee interaction and laboratory social environment: Do they matter in doctoral students' publication productivity? Biochem Mol Biol Educ 2017; 45:130-144. [PMID: 27666950 DOI: 10.1002/bmb.21001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/12/2015] [Revised: 05/28/2016] [Accepted: 07/01/2016] [Indexed: 06/06/2023]
Abstract
We explored the social shaping of science at the micro-level reality of face-to-face interaction in one of the traditional places for scientific activities-the scientific lab. We specifically examined how doctoral students' perception of their: (i) interaction with doctoral mentors (MMI) and (ii) lab social environment (LSE) influenced productivity. Construed as the production of peer-reviewed articles, we measured productivity using total number of articles (TOTAL), number of articles with impact factor greater than or equal to 4.00 (IFGE4), and number of first-authored articles (NFA). Via face-to-face interviews, we obtained data from n = 210 molecular biology Ph.D. students in selected universities in Japan, Singapore, and Taiwan. Additional productivity data (NFA) were obtained from online bibliometric databases. To summarize the original 13 MMI and 13 LSE semantic-differential items which we used to measure students' perceptions, principal component (PC) analyses were performed. The results were smaller sets of 4 MMI PCs and 4 LSE PCs. To identify which PCs influenced publication counts, we performed Poisson regression analyses. Although perceived MMI was not linked to productivity, perceived LSE was linked: Students who perceived their LSE as intellectually stimulating reported high levels of productivity in both TOTAL and IFGE4, but not in NFA. Our findings not only highlight how students' perception of their training environment factors in the production of scientific output, our findings also carry important implications for improving mentoring programs in science. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(2):130-144, 2017.
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Affiliation(s)
| | - Ruby A Ynalvez
- Department of Biology and Chemistry, Texas A&M International University, Laredo, Texas, 78041
| | - Enrique Ramírez
- Department of Social Sciences, Texas A&M International University, Laredo, Texas, 78041
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10
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Bethard JD. Historical Trends in Graduate Research and Training of Diplomates of the American Board of Forensic Anthropology. J Forensic Sci 2016; 62:5-11. [PMID: 27885654 DOI: 10.1111/1556-4029.13262] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/22/2015] [Revised: 04/28/2016] [Accepted: 05/15/2016] [Indexed: 11/30/2022]
Abstract
The history of forensic anthropology has been documented by numerous scholars. These contributions have described the work of early pioneers in the field and have described important milestones, such as the founding of the Physical Anthropology Section of the American Academy of Forensic Sciences (AAFS) in 1972 and the American Board of Forensic Anthropology (ABFA) in 1977. This paper contributes to the growing literature on the history of forensic anthropology by documenting the academic training of all individuals who have been granted diplomate status by the ABFA (n = 115). Doctoral dissertation titles were queried to discern broad patterns of research foci. A total of 39 doctoral granting institutions have trained diplomates and 77.3% of board-certified forensic anthropologists wrote dissertations involving skeletal biology, bioarchaeology, or forensic anthropology. Board-certified forensic anthropologists are a broadly trained group of professionals with far-reaching anthropological interests and expertise.
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11
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Protsiv M, Atkins S. The experiences of lecturers in African, Asian and European universities in preparing and delivering blended health research methods courses: a qualitative study. Glob Health Action 2016; 9:28149. [PMID: 27725078 PMCID: PMC5056979 DOI: 10.3402/gha.v9.28149] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2015] [Revised: 09/23/2015] [Accepted: 09/24/2015] [Indexed: 02/06/2023] Open
Abstract
Background Growing demand for Global Health (GH) training and the internationalisation of education requires innovative approaches to training. Blended learning (BL, a form of e-learning combining face-to-face or real-time interaction with computer-assisted learning) is a promising approach for increasing GH research capacity in low- to middle-income countries. Implementing BL, however, requires additional skills and efforts from lecturers. This paper explores lecturers’ views and experiences of delivering BL courses within the context of two north–south collaborative research capacity building projects, ARCADE HSSR and ARCADE RSDH. Design We used a qualitative approach to explore the experiences and perceptions of 11 lecturers involved in designing and delivering BL courses collaboratively across university campuses in four countries (South Africa, Uganda, India and Sweden). Data were collected using interviews in person or via Skype. Inductive qualitative content analysis was used. Results Participants reported that they felt BL increased access to learning opportunities and made training more flexible and convenient for adult learners, which were major motivations to engage in BL. However, despite eagerness to implement and experiment with BL courses, they lacked capacity and support, and found the task time consuming. They needed to make compromises between course objectives and available technological tools, in the context of poor Internet infrastructure. Conclusions BL courses have the potential to build bridges between low- and middle-income contexts and between lecturers and students to meet the demand for GH training. Lecturers were very motivated to try these approaches but encountered obstacles in implementing BL courses. Considerable investments are needed to implement BL and support lecturers in delivering courses.
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Affiliation(s)
- Myroslava Protsiv
- Department of Public Health Sciences, Global Health (IHCAR), Karolinska Institutet, Stockholm, Sweden;
| | - Salla Atkins
- Department of Public Health Sciences, Global Health (IHCAR), Karolinska Institutet, Stockholm, Sweden
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12
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Nakanjako D, Katamba A, Kaye DK, Okello E, Kamya MR, Sewankambo N, Mayanja-Kizza H. Doctoral training in Uganda: evaluation of mentoring best practices at Makerere university college of health sciences. BMC Med Educ 2014; 14:9. [PMID: 24410984 PMCID: PMC3897930 DOI: 10.1186/1472-6920-14-9] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/26/2013] [Accepted: 01/08/2014] [Indexed: 05/19/2023]
Abstract
BACKGROUND Good mentoring is a key variable for determining success in completing a doctoral program. We identified prevailing mentoring practices among doctoral students and their mentors, identified common challenges facing doctoral training, and proposed some solutions to enhance the quality of the doctoral training experience for both candidates and mentors at Makerere University College of Health Sciences (MakCHS). METHODS This cross-sectional qualitative evaluation was part of the monitoring and evaluation program for doctoral training. All doctoral students and their mentors were invited for a half-day workshop through the MakCHS mailing list. Prevailing doctoral supervision and mentoring guidelines were summarised in a one-hour presentation. Participants were split into two homogenous students' (mentees') and mentors' groups to discuss specific issues using a focus group discussion (FGD) guide, that highlighted four main themes in regard to the doctoral training experience; what was going well, what was not going well, proposed solutions to current challenges and perceived high priority areas for improvement. The two groups came together again and the note-takers from each group presented their data and discussions were recorded by a note-taker. RESULTS Twelve out of 36 invited mentors (33%) and 22 out of 40 invited mentees (55%) attended the workshop. Mentors and mentees noted increasing numbers of doctoral students and mentors, which provided opportunities for peer mentorship. Delays in procurement and research regulatory processes subsequently delayed students' projects. Similarly, mentees mentioned challenges of limited; 1) infrastructure and mentors to support basic science research projects, 2) physical office space for doctoral students and their mentors, 3) skills in budgeting and finance management and 4) communication skills including conflict resolution. As solutions, the team proposed skills' training, induction courses for doctoral students-mentor teams, and a Frequently Asked Questions' document, to better inform mentors', mentees' expectations and experiences. CONCLUSION Systemic and infrastructural limitations affect the quality of the doctoral training experience at MaKCHS. Clinical and biomedical research infrastructure, in addition to training in research regulatory processes, procurement and finance management, communication skills and information technology, were highlighted as high priority areas for strategic interventions to improve mentoring within doctoral training of clinician scientists.
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Affiliation(s)
- Damalie Nakanjako
- Department of Internal Medicine, Makerere University College of Health Sciences, Kampala, Uganda
| | - Achilles Katamba
- Department of Internal Medicine, Makerere University College of Health Sciences, Kampala, Uganda
| | - Dan K Kaye
- Department of Obstetrics and Gynaecology, Makerere University College of Health Sciences, Kampala, Uganda
| | - Elialilia Okello
- Department of Psychiatry, Makerere University College of Health Sciences, Kampala, Uganda
| | - Moses R Kamya
- Department of Internal Medicine, Makerere University College of Health Sciences, Kampala, Uganda
| | - Nelson Sewankambo
- Department of Internal Medicine, Makerere University College of Health Sciences, Kampala, Uganda
| | - Harriet Mayanja-Kizza
- Department of Internal Medicine, Makerere University College of Health Sciences, Kampala, Uganda
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