The Importance of Conferences and Networking in PhD and Postdoctoral Training

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Rigorously trained physical therapy researchers are essential for the generation of knowledge that guides the profession. However, there is a current and projected dearth of physical therapy researchers capable of sustaining research programs in part due to perceived financial barriers associated with pursuit of a doctor of philosophy (PhD) degree, with and without postdoctoral training, following doctor of physical therapy (DPT) degree completion. This study aimed to evaluate the financial impact of PhD and postdoctoral training, including opportunity cost, years to break even, and long-term earnings. Clinical and academic salaries were obtained via the 2016 APTA Median Income of Physical Therapist Summary Report and 2019 CAPTE Annual Accreditation Report. Salaries were adjusted to total compensation to account for benefits and compared over a 30-year period starting after DPT education. Total compensations were also adjusted to the present value, placing greater weight on early career earnings due to inflation and potential investments. Relative to work as a clinical physical therapist, 4years of PhD training result in an earnings deficit of $264,854 rising to $357,065 after 2years of additional postdoctoral training. These deficits do not persist as evidenced by a clinical physical therapist career earning $449,372 less than a nonmajority scholarship academic career (DPT to PhD to academia pathway) and $698,704 less than a majority scholarship academic career (DPT to PhD to postdoctoral training to academia pathway) over a 30-year period. Greater long-term earnings for PhD careers persist when adjusting to present value. Although there is an initial opportunity cost of PhD and postdoctoral training represented by a relative earnings deficit, advanced research training results in greater long-term earnings. The findings of this study allow physical therapists interested in pursuing PhD and postdoctoral training to be better informed about the associated financial ramifications.

in 2010 and joined UAB, chasing his dreams of becoming a successful scientist. His research focuses on deciphering the molecular signaling linked with disease progression and its clinical manifestation so that an efficient interventional approach can be achieved. The primary area of his research is diabetes and its microvascular complications in the retina and heart. He is interested in exploring key mechanism(s), initiated by disturbed gut axis, which result in aberrant angiogenesis in retina and development of retinopathy and perivascular and interstitial cardiac fibrosis in diabetes. Outside the lab, he likes to spend time with his family and participate in indoor and outdoor activities. He can be found on Twitter @ramprasadUAB.

PurposeWhile science, technology, engineering and math (STEM) postdoctoral scholars often enter their positions with strong science identities, racially marginalized scholars are often not treated as scientists, which can weaken their science identities. This study aims to examine how racial discrimination negatively affects their science identities in STEM and the importance of community recognition in mitigating these effects.Design/methodology/approachThe authors use reflected appraisals and identity theory to theoretically guide this work. The data are based on a survey of 215 postdoctoral scholars in STEM disciplines.FindingsThe authors find that community recognition mediates the negative relationship between perceived discrimination and postdoctoral scholars’ science identities.Research limitations/implicationsThe study shows the importance of recognizing the achievements and identities of underrepresented STEM scholars to counteract the chronic and cumulative identity nonverification that leaves talent unrecognized and disrupts scholars’ science identities.Originality/valueThe authors explore the negative impact of discriminatory experiences on the importance individuals place on their identities as scientists and if this can be affected by the degree to which they feel that other scientists recognize them as competent scientists among a group of scholars who have earned the highest of academic degrees, and who are also relatively understudied: postdocs.

He underwent his doctoral training in the laboratory of Dr Youngsook Lee at the University of Wisconsin-Madison, where he studied novel genetic and molecular determinants of dilated cardiomyopathy

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Statistics from the USA and Europe point to the same fact: many graduate students currently embarking on PhD programmes will not pursue careers in academic research. Once they have completed their magnum opus —rarely to be read after the thesis defence—they inevitably face the realities of the job market. It quickly becomes clear that for most of them the dream that lured them into the world of research is not attainable and a job remains elusive. For those that do succeed, the position that they find is not a permanent one, but rather a modestly paid temporary appointment with insecure support for research. They might continue as postdoctoral researchers, but this by no means guarantees them an independent position in a competitive research environment—even with a good CV and strong publications. Many PhD students and postgraduates therefore come to the conclusion, at some point during their training, that the best way to find a ‘real’ job, with a reasonable level of stress, is to leave academic research altogether and look elsewhere. This is often the case when …

Золочевська ОльгаПРОБЛЕМА УПРАВЛІННЯ РОЗВИТКОМ НАУКОВО-МЕТОДИЧНОЇ КОМПЕТЕНТНОСТІ ВЧИТЕЛІВ ЗАКЛАДІВ ОСВІТИ ПЕРШОГО СТУПЕНЯ В ПЕДАГОГІЧНІЙ ТЕОРІЇ

Aim/Purpose: This US-based study explored various facets of impostor phenomenon experienced during PhD training in science, technology, engineering, and mathematics (STEM). Specifically, the purpose of this research was to identify certain experiences that trigger this phenomenon. Background: Competent high-achievers who do not believe in their efforts leading to accomplishments sometimes experience the impostor phenomenon. It is characterized by the notion that one has fooled others into overestimating their ability, not attributing one’s accomplishments to ability, and living with the fear of being discovered as a fraud. Methodology: Data were collected using convenience and snowball sampling. Qualitative, semi-structured interviews from 90 PhD students were analyzed thematically. Contribution: Study findings contribute to a less-understood area of what constitutes triggers for the impostor phenomenon among PhD students in STEM fields. Findings: Participants described the following themes that triggered impostor phenomenon during PhD training: 1) Progress and public recognition, 2) Comparing oneself with others, 3) Developing skills: public speaking and scientific writing. 4) Application of new knowledge, and 5) Asking for help. Recommendations for Practitioners: PhD faculty, mentors, advisers, and administrators should be cognizant of the triggers that could give rise to the impostor phenomenon among their students. Professional development activities for students could focus on earlier and more rigorous training for improving scientific communication. Recommendation for Researchers: Future research should continue to explore if other stakeholders in academia such as postdoctoral trainees and faculty also experience similar stress due to the impostor phenomenon. Impact on Society: Institutes of higher education should continue to focus on improving student mental health and retention rates, alleviating some of the PhD training stressors by designing interventions that improve students’ mindset and self-efficacy. Future Research: Findings point to avenues for further research on how to support those with impostor phenomenon. Future research could explore the topic in other disciplines outside STEM and examine if long-term interventions could mitigate impostor-feelings, including the nature and length of interventions that could be helpful.

The main idea of the article is considered the role of the scientific method, which is defined in the Law of Ukraine “On Education” the type of specialized education – science education. The general understanding of the scientific method place in research activity, research competence and for development of pupils’ scientific thinking has been described. The main aim of the implementation concept of science education in education is to teach students to adapt to the ever-changing environment of life, work and study. This process should be based on the application of scientific methods and the development of scientific thinking of pupils. Scientific method ‒ is a cognition instrument, and the educational process is aimed on the one hand to acquire new knowledge, and on the other - to teach students how using and improving personal approach for the effective application of the scientific method in personal purpose. It has been described the value of research activity for further human competitiveness. The main tasks of education are not so much scientific research and the educational process as education through research. The result of such education is interpreted as the constant demand for a student as a specialist in the field of knowledge. In this way, the purpose of science education is the formation of student's research competence, which in turn is based on research activities for the effective implementation of which the student must be able to use scientific methods. Therefore, in order to model a student's research competence and basic competencies in science and technology, it is necessary, among other things, to learn how to use the scientific method as a tool of cognition.

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<div class="authors authors-lg"><div class="author"><div class="author-img"><img src="https://cdn.insights.bio/uploads/Sood Pic copy.jpg" data-image="1"></div><div class="author-det"><h3 class="author-name" style="color:#5D538A;">Anil K Sood</h3><h5 class="author-title" style="color:#5D538A;">Professor, Department of Gynecologic Oncology and Reproductive Medicine, UT MD Anderson Cancer Center</h5> Dr Anil K Sood is Professor in the Department of Gynecologic Oncology and Reproductive Medicine at the UT MD Anderson Cancer Center. He holds a joint appointment in Cancer Biology and is co-director of the Center for RNA Interference and Non-Coding RNA at the M. D. Anderson Cancer Center. He is also Director of the multi-disciplinary Blanton-Davis Ovarian Cancer Research Program and co-leads the Ovarian Cancer Moonshot Program. Dr Sood received his medical degree from the University of North Carolina, Chapel Hill. A major and consistent theme of his scientific research has been on understanding human cancer biology and converting lab discoveries into novel therapeutics. His research group has made several seminal research contributions in the fields of tumor microenvironment, nanomedicine, and neuroendocrine effects on cancer biology. Dr Sood has received recognition for his research accomplishments including the Hunter Award, the Margaret Greenfield/Carmel Cohen Excellence in Ovarian Cancer Research Prize, and the GCF/Claudia Cohen Research Foundation Prize for Outstanding Gynecologic Cancer Researcher. He is an elected member of the American Society for Clinical Investigation (ASCI), the American Association for the Advancement of Science (AAAS), and the Association of American Physicians (AAP). Dr Sood was selected as an American Cancer Society Research Professor in 2017. </div></div></div><div class="authors authors-lg"><div class="author"><div class="author-img"><img src="https://cdn.insights.bio/uploads/Prabhakaran_Sandhya_1200x800 - Sandhya Prabhakaran copy.jpg" data-image="1"></div><div class="author-det"><h3 class="author-name" style="color:#00A795;"><strong>Sandhya Prabhakaran</strong></h3><h5 class="author-title" style="color:#00A795;">Applied Research Scientist, Integrated Mathematical Oncology Department, Moffitt Cancer Centre</h5> Dr. Sandhya Prabhakaran is an Applied Research Scientist at the Integrated Mathematical Oncology department, Moffitt Cancer Centre, Florida. Before that she was a Research Scientist at Memorial Sloan Kettering Cancer Centre and Columbia University. Her PhD in Computer Science is from University of Basel and her Masters in Intelligent Systems (Robotics) is from University of Edinburgh. Her research deals with developing statistical theory and Bayesian inference models, particularly to problems in Cancer Biology and Computer Vision. Prior to academics, she was an Assembler programmer working with the Mainframe Operating System (z/OS) at IBM Software Laboratories and has developed Mainframe applications. She has completed 4 out of the 6 World Marathon Majors. </div></div></div><div class="authors authors-lg"><div class="author"><div class="author-img"><strong><strong><strong><img src="https://cdn.insights.bio/uploads/Goldmacher photo.png" data-image="1"></strong></strong></strong></div><div class="author-det"><h3 class="author-name" style="color:#007589;"><strong><strong>Gregory Goldmacher</strong></strong></h3><h5 class="author-title" style="color:#007589;">Executive Director, Clinical Research, Head of Clinical Imaging, Merck Research Laboratories</h5> Greg has been at MSD since 2015. With his team of radiologists and imaging scientists, he oversees the clinical imaging in over 200 clinical trials in oncology and other therapeutic areas. He also leads research in radiomics, artificial intelligence, novel response criteria, tumor growth kinetics, and other innovative approaches to clinical trial imaging. Prior to MSD, he was a senior medical director and head of oncology imaging at a global CRO, and before that in academia. His clinical training was in diagnostic radiology, along with a PhD and postdoctoral work in neuroscience, and business training in finance. In his ‘free’ time, he enjoys playing with his kids, running, and training in the martial arts. </div></div><div class="author"><div class="author-img"><strong><strong><strong><img src="https://cdn.insights.bio/uploads/Sanjabi photo copy.png" data-image="1"></strong></strong></strong></div><div class="author-det"><h3 class="author-name" style="color: rgb(125, 203, 120);"><strong><strong>Shomyseh Sanjabi</strong></strong></h3><h5 class="author-title" style="color: rgb(125, 203, 120);">Principal Scientist, Oncology Biomarker Development, Genentech</h5> Shomyseh Sanjabi, PhD is a Principal Scientist in Oncology Biomarker Development (OBD) at Genentech. She obtained her bachelor’s degree in microbiology and molecular genetics from the University of California, Los Angeles (UCLA) and completed her PhD training with Dr Stephen Smale at UCLA in the department of microbiology, immunology, and molecular genetics elucidating the molecular mechanism of family member specificity among the NF-kappa-B family of transcription factors. She then completed a postdoctoral training in immunobiology at Yale University with Dr Richard Flavell studying the role of TGF-beta and common gamma chain cytokines in CD8 T cell development and function in the context of autoimmunity, anti-pathogen immunity, and cancer immunity. In 2010, she joined the faculty at the Gladstone Institute of Virology and Immunology and UCSF department of microbiology and immunology, where she was the recipient of numerous awards including an NIH New Innovator Award. Her independent academic research focused on using model pathogens and emerging human pathogens, together with preclinical genetic mouse models and human primary tissue samples to study how protective innate and adaptive immune responses are elicited and maintained upon mucosal transmission of viral pathogens. Her passion for human immunology and her vision to apply innovative technologies to study the immune response of patients undergoing cancer immunotherapy brought her to Genentech in 2018. She currently leads the biomarker and translational activities for several early-stage cancer immunotherapy programs. </div></div></div>

The article is devoted to the development of scientific and pedagogical professionals' information and research competency with the aim to promote the process of improving their work quality results, to create and use open electronic systems for support scientific, educational, theoretical and methodological and practical bases. It can provide modernization of the national education and science in according with world trends. The concept of scientific and pedagogical professionals' information and research competency is defined in, such as the ability to use ICT for search, compile, analyze and present scientific materials according with the methodology of the scientific research, communication, cooperation and training other educators, to use the services of scientific and educational systems for informational and analytical support of scientific and pedagogical researches, monitoring and evaluation scientific results, to product new socially significant knowledge with the aim to promote the implementation its to their research and education practice. The main foreign experience in implementing educational programs of informometry for the scientific and pedagogical professionals' informational and research competency development is described in the article. The open electronic educational and scientific s systems’ impact on the development of scientific and pedagogical professionals' information and research competency is determined in. It has been found out, that selection of open electronic scientific and educational systems becomes important for the development of scientific and pedagogical professionals' information and research competency. The platforms for the electronic libraries creation, open electronic conferences, services for the management of scientific bibliography, monitoring of scientific research activities of scientific and scientific and pedagogical workers, etc., are particular importance for the development of scientific and pedagogical professionals' information and research competency. The development of a methodology for the use open scientific and educational systems in accordance with the open science principles is the prospects for research on the development of scientific and pedagogical professionals' information and research competency.

Notes on Contributors

His study focused on the role of growth factors and their signaling in the acquisition and maintenance of the pro-proliferative and apoptosis-resistant phenotype of the dysfunctional endothelium in pulmonary arterial hypertension (PAH).In particular, he has highlighted the importance of the endothelial FGF-2 and p130cas signaling in PAH.Dr Tu is an expert in molecular and cellular biology, and he is now working on the cross-talk between pulmonary endothelial cells and arterial smooth muscle cells, as well as the endothelium/pericyte interactions.Recently, Ly Tu has obtained a permanent position at University Paris-Sud/ University Paris-Saclay, and his long-term goal is to become a leader in technological innovation to foster basic and applied research on PAH.Outside the laboratory, Ly enjoys playing badminton, traveling the world for new culinary experiences, and sharing good times with his family and friends (over a good glass of wine).In his spare time, he enjoys watching superhero movies that allow him to escape, such as The Alchemist.His favorite motto is, "Laughing is, and will always be, the best form of therapy.