Introduction
Neuroscience is a young discipline and an expanding field of study and research. The number of neuroscience postgraduate courses has risen much more rapidly than in any other field of biomedical research. However, from a scholarship perspective, the master's experience has been understudied. This work focuses on the answers given by a group of neuroscience alumni, a rarely examined academic cohort, to a straightforward question: ‘What is the most important lesson you learnt as a master's student?’.
Methods
Thematic analysis was performed on 27 entries hosted by a public-facing blog of a STEM-intense university across four academic years.
Results
Four themes emerged: Skills, Theoretical knowledge, Attitudes and Community. Beyond replicating previous findings on the importance of skills and theoretical knowledge, an ‘imbalance’ between them has been reported for the first time. What emerges in our work is the overwhelming importance the alumni place in attitudes, especially resilience, and in the social/community aspects of learning, along with the role played by fellow students, faculty and laboratory colleagues.
Discussion
The master's level can be the ideal one for increasing awareness of resilience and learning how to make the most of it. Institutions should consider strategies for strengthening informal learning and supporting the development of professional identities. These findings can be of interest to a wide range of neuroscience educators and provide useful insights for designing effective postgraduate training courses. Future works can investigate the how beyond the what and explore the roles played by attitudes, emotions and feelings across neuroscientists’ career stages.
