Career planning courses increase career readiness of graduate and postdoctoral trainees

Abstract

Background: Given national calls for intentional career development during graduate and post-graduate scientific training, this study assessed career readiness development within the context of academic career courses. The current study evaluated the effects of academic career courses offered at two institutions that were specifically designed to increase career awareness, interest, and career-related confidence among doctoral students and postdoctoral fellows. Methods: Participants enrolled in a career course at trainees’ respective academic institutions and responded to pre- and post-course surveys (n=32, n=148). The paper offers a thematic analysis of each of the two courses using an individualized learning plan career development framework and describes the results of their respective pretest-posttest evaluations which indicated increases in career readiness. Results: Though the format and content provided in each course varied, participation was associated with increases in career readiness. Participants reported increased career-awareness including a greater familiarity with different types of careers overall. Furthermore, interest in tenure track faculty careers increased in both samples, which may assuage fears that exposure to diverse career pathways could reduce interest in academic careers. Transferrable skills, including career planning and awareness also significantly increased. Course participants reported an increase in the number and type of mentors they interacted with beyond their principal faculty mentor (other faculty, professional PhDs, peers, and administrative staff). Conclusions: Findings provide supporting evidence for the benefits of implementing structured career development efforts during PhD training; even with varying content, delivery methods, and instructor type, both academic career courses led to significant gains in career awareness and readiness. Successful development and delivery of academic career courses, with a focus on career planning skills, suggest that institutions can utilize these and are an effective way to prepare PhDs for their transition from training positions into careers.

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

“…Additionally, the feedback from both groups of participants indicated that the combination of trainees and mentors participating in the small groups allowed for clear communication between mentors and mentees in an informal setting. The outcome is similar to other book clubs in that trainees become more aware of different career opportunities, identify transferable skills, and become aware of their values and interests regarding their career as also seen in more formal professional development settings, such as in a class [ 8 ]. Traditionally, professional development topics are addressed in a formal classroom setting and our initiatives demonstrated an added benefit for the participants of our study to engage in open dialogue created through the use of small groups.…”

“…The increase in trainees between the pre- and post-survey to seek additional mentors other than their primary advisor may facilitate improved professional development outcomes as the advisor mentoring may not be able to provide all of the needs of the trainee. Overall, these benefits demonstrate the effectiveness and significance of this informal setting in providing similar positive outcomes to a more formal setting, such as a career development class [ 8 ].…”

“…With the limited number of faculty positions in the academic setting compared to the growing number of biomedical trainees and the growing interest in alternative, non-academic careers, the necessity to explore career options outside of academia is vital for all trainees [ 3 , 5 , 6 , 7 ]. Professional or career development for trainees in the biomedical education sector is aimed at promoting and preparing trainees to consider or pursue and eventually obtain their desired career path following completion of their training [ 4 , 8 , 9 ]. Professional development initiatives in any graduate program should involve: 1) exploration of a variety of career paths; 2) opportunities to develop career path-applicable skillsets (including “soft or transferable skills”); 3) assistance with and knowledge of searching for jobs and networking with individuals in related job positions; 4) creating application documents, such as cover letters and resumes; and 5) preparing for interviews and salary negotiations.…”

“…Professional development initiatives in any graduate program should involve: 1) exploration of a variety of career paths; 2) opportunities to develop career path-applicable skillsets (including “soft or transferable skills”); 3) assistance with and knowledge of searching for jobs and networking with individuals in related job positions; 4) creating application documents, such as cover letters and resumes; and 5) preparing for interviews and salary negotiations. Presenting a variety of professional development opportunities also benefits trainees as it allows them to expand their knowledge of other career choices both within and outside of academia, which ultimately results in increased career readiness [ 8 ]. Collaborative efforts with faculty/staff mentors can increase career development opportunities and career preparedness for trainees by fostering a supportive and open environment for trainees to explore a variety of career options [ 8 , 9 , 10 ].…”

“…Presenting a variety of professional development opportunities also benefits trainees as it allows them to expand their knowledge of other career choices both within and outside of academia, which ultimately results in increased career readiness [ 8 ]. Collaborative efforts with faculty/staff mentors can increase career development opportunities and career preparedness for trainees by fostering a supportive and open environment for trainees to explore a variety of career options [ 8 , 9 , 10 ].…”