A Model for Postdoctoral Education That Promotes Minority and Majority Success in the Biomedical Sciences

Eisen, Arri; Eaton, Douglas C.

doi:10.1187/cbe.17-03-0051

Cited by 26 publications

(31 citation statements)

References 14 publications

(29 reference statements)

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“…However, within the qualitative findings, participant voices were often adequately represented. Only two qualitative studies clearly identified that ethical issues were addressed [42,52]. Quality assessment scores for quantitative studies and quantitative components of mixed method studies ranged from low (n � 12) to medium (n � 11), with no high quality quantitative studies identified ( Supplementary Table S2).…”

Section: Resultsmentioning

confidence: 99%

“…A study about a structured postdoctoral program in the social sciences identified a statistically significant positive effect on postdocs' publication activity [35]. In a recent case study, the overall publication rate of postdocs who had intensive training in both research and teaching exceeded the rate for postdocs focused on research only [42]. Kuhn and Castano [48] reported participation in a mentorship program increased competency in grant writing and science communication.…”

Section: Writing and Publication Skillsmentioning

confidence: 99%

“…After completing the FIRST program, I am comfortable and confident discussing and implementing teaching techniques and curriculum changes. e program also introduced me to educational research literature, both as a reader and as a researcher ( [42], p. 8).…”

Section: Teaching and Learning Skillsmentioning

confidence: 99%

“…Postdocs in a professional development program found one of the most useful benefits to be the interactions with their peers [33]. In a recent case study conducted on a postdoc fellowship program, participants identified that they appreciated the power and importance of postdoctoral scholar cohorts and community [42]. One postdoc said the following:…”

Section: Writing and Publication Skillsmentioning

confidence: 99%

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Professional Learning and Development of Postdoctoral Scholars: A Systematic Review of the Literature

Nowell

Ovie

Berenson

et al. 2018

Education Research International

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Increasing numbers of postdoctoral scholars are pursuing diverse career paths that require broad skill sets to ensure success. However, most postdoctoral professional learning and development initiatives are designed for academic careers and rarely include professional skills needed to flourish in nonacademic settings. The purpose of this systematic review was to comprehensively examine and synthesize evidence of professional learning and development pertaining to postdoctoral scholars. The systematic search resulted in 7,571 citations, of which 162 full-text papers were reviewed and 28 studies met our inclusion criteria and were included in this review. This paper synthesizes and classifies studies exploring professional learning and development of postdoctoral scholars. The findings may be used to inform the objectives of professional learning and development initiatives for postdoctoral scholars and contribute to a more rigorous approach to studying professional learning and development.

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Section: Resultsmentioning

confidence: 99%

Section: Writing and Publication Skillsmentioning

confidence: 99%

Section: Teaching and Learning Skillsmentioning

confidence: 99%

Section: Writing and Publication Skillsmentioning

confidence: 99%

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Professional Learning and Development of Postdoctoral Scholars: A Systematic Review of the Literature

Nowell

Ovie

Berenson

et al. 2018

Education Research International

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“…For example, in this study, 38% reported having only one year of postdoctoral training or exposure to grant writing processes (75% had no experience), which is considered insufficient to obtain funding for research that will produce enough publications for future grants and career promotions. [17][18][19] Therefore, NRMN STAR's supplemental activities fills a significant training gap between being a graduate student to holding research career positions.…”

Section: Discussionmentioning

confidence: 99%

The Impact of Grantsmanship Self-Efficacy on Early Stage Investigators of The National Research Mentoring Network Steps Toward Academic Research (NRMN STAR )

et al. 2020

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The NRMN STAR program was created to address the persistent underrepresentation in grant submissions and receipt of National Institutes of Health (NIH) awards by racial/ethnic minority groups. In our current study, we assessed program impact on trainees’ self-efficacy related to grant writing. The program was conducted with two cohorts: one in June 2014 and one in June 2015. We used a 19-item grant writing self-efficacy scale drawn from the 88-item Clinical Research Assessment Inventory of three domains (conceptualizing, designing, and funding a study) to predict whether self-efficacy influences researchers’ grant submissions. Trainees were assessed prior to and following program completion with subsequent assessments at 6 and 12 months beyond participation. The majority of trainees were Black (62%), female (62%), and had obtained a PhD (90%). More than half (52%) were assistant professors and 57% had none or <1 year of research experience beyond postdoctoral training. However, 24% of trainees reported no postdoctoral research training. NRMN STAR trainees’ self-efficacy significantly improved on all three domains exhibiting a 2.0-point mean change score on two domains (conceptualizing and design) and 3.7 point mean change score on the domain, funding a study. Findings suggest that NRMN’s STAR provides impactful, confidence-building training for diverse, early stage investigators with little-to-no skills, experiences, or low self-efficacy in writing research grants. Ethn Dis. 2020;30(1):75-82; doi:10.18865/ed.30.1.75

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A Coaching-Based Leadership Program for Women Postdoctoral Fellows at the National Cancer Institute that Cultivates Self-confidence and Persistence in STEMM

Sutton,

Palmisano,

Ginsburg

2024

J Canc Educ

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Despite making strides in gender equality, women in Science, Technology, Engineering, Mathematics, and Medicine (STEMM) continue to face a persistent underrepresentation in leadership roles. In an effort to reverse this trend, the National Cancer Institute created the Sallie Rosen Kaplan (SRK) Postdoctoral Fellowship, a year-long coaching-based leadership training program. The SRK program aims to empower women to explore careers across a broad range of fields, including academia, industry, and government, and to excel in leadership positions in those fields. Analyzing a decade of data from 111 participants, we describe the positive impact of the SRK program on participant's self-reported capabilities. Increased self-confidence, improved time management and work/life balance, enhanced goal-setting and attainment skills, and strengthened communication and relationship-building abilities are highlighted as statistically significant outcomes. Moreover, the program’s emphasis on coaching, mentorship, peer cohort support, and building lasting professional relationships also contributed to high ratings for satisfaction and value of the program. Successful programs like SRK can serve as a model for institutions striving to close gender gaps in leadership.

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A Model for Postdoctoral Education That Promotes Minority and Majority Success in the Biomedical Sciences

Cited by 26 publications

References 14 publications

Professional Learning and Development of Postdoctoral Scholars: A Systematic Review of the Literature

Professional Learning and Development of Postdoctoral Scholars: A Systematic Review of the Literature

The Impact of Grantsmanship Self-Efficacy on Early Stage Investigators of The National Research Mentoring Network Steps Toward Academic Research (NRMN STAR )

A Coaching-Based Leadership Program for Women Postdoctoral Fellows at the National Cancer Institute that Cultivates Self-confidence and Persistence in STEMM

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