Future Academic Career Research Articles

THE ROAD BEYOND ACADEMIC PHARMACY LEADERSHIP

Individuals in positions of leadership, of which there are a myriad of these positions in pharmacy education, will experience a transition from this position in most situations. This transition from a leadership position, be it voluntary or involuntary, can be challenging time. It can leave an individual wondering how to either channel their passion to new areas or recognize a new passion for future opportunities. The two questions this individual will need to answer is "what is next" and what is needed for them to feel valued and engaged in their future academic career or alternative career paths. The "what is next" challenge is not unique to pharmacy education. In reflecting on this question, the authors found examples of individuals who struggled with "what is next" after they left their leadership position. These individuals were seven former Presidents of the United States. As discussed in the book titled Life After Power, Seven Presidents and their Search for Purpose Beyond the White House by Jared Cohen, each of these Presidents went through a unique journey of either re-discovery or self-discovery during their post-presidency years. Their stories offer important insights into answering the question "what is next" when an individual is considering opportunities following their leadership transition in our colleges or schools of pharmacy.

Lessons from the pandemic: An innovative scheme to support research in the North West Coast

In 2021, a Clinical Research Fellow (CRF) scheme was created to serve the North West Coast (NWC) region in line with the key health priorities set out by the Clinical Research Network. Five doctors in pre-specialist training were placed in NHS trust research departments across the NWC. The scheme aimed to provide early career research experience while also enhancing the provision of research across the region. The CRFs were involved in writing clinical trial grant applications and study protocols, with the scheme providing additional experience in leadership roles and time management. In addition, the CRF scheme has had a positive impact in adopted NHS trusts, which have seen their overall research capacity and capability improve, through increased flexibility and medical oversight. Research departments have benefited from increased financial income and improved national reputations. Overall, this real-world experience provided a vital ‘foot in the door’, which is essential for research-interested medics to advance in a future academic career. In the wider NWC region, the CRF scheme successfully delivered achievable and financially sustainable research. Innovative programmes such as this one should be seen as a viable option for research provision through the NHS, in the UK.

51293 Influence of dermatology-focused medical student research grants on specialty selection and future academic careers

51293 Influence of dermatology-focused medical student research grants on specialty selection and future academic careers

Reform and Practice in Teaching Literature Review and Scientific Writing Course with the Goals of "Leading and Applicability"

Literature study and scientific paper writing for leading and applicability aims to enhance the capability of students in literature review and scientific paper writing through teaching reform and practice. The course design emphasizes leading and applicability, and cultivates independent analysis and critical thinking through in-depth academic literature reading and actual scientific and technological thesis writing. Through the teaching content, teaching methods, and assessment methods, we explore the role of leading teaching in promoting academic exploration and application transformation. Students not only demonstrate innovation and foresight in academic research but also show the ability of technology transformation in practical application, laying a solid foundation for future academic and professional career development.

Academic Productivity of Applicant and Program as Predictors of a Future Academic Career in Neurosurgery

BACKGROUND AND OBJECTIVES: Academic productivity is viewed as a critical objective factor for a neurosurgery residency applicant. There has been a consistent rise in academic productivity over the last decade, but a lack of consistent data on the utility of this in helping neurosurgery residency programs identify which applicants will enter academic neurosurgery. This cross-sectional study evaluates the predictiveness of academic productivity before and during residency on career choice, both independent and dependent of training environment. METHODS: The 116 accredited neurosurgery residency programs were split into 4 quartile groups based on their 2022 Doximity rankings. Six neurosurgery residency programs were randomly selected from each quartile. Publicly available information including number and type (before or during residency) of publication and type of employment (academic vs nonacademic) was collected on neurosurgeons who matriculated into residency in the year 2000 or later. Multivariable logistic regression was used to explore the associations among neurosurgeon and program characteristics, and an academic career. RESULTS: A total of 557 neurosurgeons were identified. Group 1 (n = 194) had the highest median publications during residency total (12) and first author (5), as well as the highest percentage of neurosurgeons who attended a top 20 medical school (38.7%), hold a higher educational degree (20.6%), and pursued an academic career (72.2%). Neither attending a top 20 medical school, holding a higher educational degree, nor publications were significant multivariable predictors of an academic career. Being in group 1 was the only significant predictor of entering an academic career across analyses. CONCLUSION: Only residency group ranking, not academic productivity, predicted a future academic career. For residency programs evaluating applicants as future academic neurosurgeons, this suggests that program environment is more predictive than traditionally valued characteristics such as research productivity. Additional work is needed to elucidate characteristics or practices by which future academic neurosurgeons can be identified.

Dental hygiene students' and recent graduates' intentions, attitudes, and perceptions of academic careers.

The purpose of this study was to explore dental hygiene students' and recent graduates' awareness, attitudes, perceived barriers, motivators, and intentions to pursue a career in academia as a dental hygiene educator. Cross-sectional survey research was conducted with a non-probability sample of dental hygiene students and recent graduates (n=451). The survey included sections for familiarity regarding academic careers for dental hygienists, attitudes toward academic careers, barriers and motivating factors for this career path, and future academic career intentions. Analysis included descriptive, correlations, and regression. Of 451 surveys started, 296 were at least 80% complete for a completion rate of 66%. The most reported barrier to a career in academia was the cost to obtain the required degree to become an educator (67.6%, n=200), and for motivating factors was a sense of accomplishment (62.8%, n=186). Regression analysis of likelihood to pursue a higher education degree showed two main predictors; belief that higher education would advance the dental hygiene profession (β=0.35, p<0.001) and willingness to take a pay cut to become an educator (β=0.24, p<0.001). Overall dental hygiene students and recent graduates were familiar with and had a positive view of careers in academia. However, barriers included cost and time for obtaining a higher degree, as well as the pay differential between academia and private practice. The educator shortage in dental hygiene may be alleviated by providing educators with loan forgiveness and offering salaries comparable to clinical practice.

Socialization on Improving English Language Skills through TOEFL for Grade 12 Students of SMK Swasta HKBP Pematang Siantar

This socialization activity aims to introduce and provide knowledge and insight to students at the SMK Swasta HKBP Pematang Siantar about the TOEFL test. The socialization activity regarding the introduction of TOEFL to vocational school students, was held on December 5, 2023. Participants in this socialization activity were 12 grade vocational school students totaling 20 people. Participants gain new knowledge about the TOEFL test. There were three phases in conducting this socialization, namely preparation, implementation and evaluation. The results obtained from this socialization activity are, they know and understand what the TOEFL test is, types of questions in the TOEFL test, number of questions tested in the TOEFL test, duration and time for completing TOEFL questions, tips &amp; tricks for studying TOEFL and also the importance of TOEFL test. This socialization can also increase student's motivation to study English more seriously. They can view the TOEFL exam as a challenge to overcome and as a first step towards success in their future academic and professional careers. From the results above it can be concluded that this activity gave a positive impact for the students in the future

(Dis)continuities in academic middle management career trajectories: a longitudinal qualitative study

ABSTRACT Department heads are central in the university setting as an important buffer between university leadership and academic staff. However, taking on a middle management role can lead to significant disruptions in academic careers. To investigate the career trajectories of 31 academics in middle management roles, two waves of semi-structured interviews were conducted in 2015–16 (N = 31) and 2021 (N = 26). By exploring (dis)continuity in academic careers and (dis)engagement with participants’ managerial roles, we identified four types of trajectories that appeared to influence participants’ possibilities of future academic career development. We labelled these trajectories as follows: temporary managers, early managers, duty-served senior managers, and acclaimed managers. We argue that temporary managers, who are appointed to a fixed-term managerial position early in their academic careers, face the highest risk of disruptions in their academic career development, while duty-served senior managers, who are appointed to a fixed-term managerial position later in their careers, represent the most sustainable group.

Postdoctoral researchers' experience and their career plan in a research‐focused university in South Korea

AbstractThis study aims to empirically analyse whether, in the context of South Korea, postdoctoral researchers' career plans are closely associated with their postdoctoral experience, along with whether these postdoctoral experiences differ by gender and discipline. Data were collected from an online survey targeting postdoctoral researchers at a research‐focused university in South Korea in 2019. This study found that the majority of the postdoctoral researchers pursue faculty positions at universities as in other countries, and there were no statistically significant differences in future academic career plan by gender and discipline. However, female postdoctoral researchers had lower satisfaction with their postdoctoral experience than males. Logistic regression analysis indicates that the postdoctoral researchers who experienced sufficient career advice from their supervisor are more likely to have academic positions at universities than their colleagues without such advice. This study suggests that institutional supports as well as close mentoring and advising by supervisors are critical for retaining them in academia.

Raising Scientists: A Phenomenological Study on Advisor-Advisee Relationships

The current study aimed to examine the advisor-advisee relationship comprehensively from the perspectives of both advisees and advisors throughout the doctoral education process, deciphering the internal mechanisms of universities related to doctoral advisement and the role of the advisor-advisee relationship in the development of future scientists. A qualitative phenomenological research design was adopted. Interviews were conducted with 13 doctoral students and 18 faculty members at two internationally recognized and high ranking public research universities with well-established advisor-advisee processes and strong organizational cultures. Results demonstrate the expectations of both parties from each other and themselves throughout the process as well as the effects of the advisor-advisee relationship on the efficiency of the process, advisees’ future academic careers, and identities. Advisees generally highlighted their communication and work plan with advisors while the advisors stressed how different dimensions of the supervising process affect the understanding of scientist identity. The main difference between the universities was the communication style with advisors. Additionally, it was inferred that students feel closer to being a scientist/researcher when they feel the support of their advisor and have a close relationship with their advisor, and the discourses of advisors extend this argument to feeling the support of all faculty members as a team. These results can help policymakers, and researchers to deepen their understanding of the advising process.

Investigating PhDs’ early career occupational outcomes in Italy: individual motivations, role of supervisor and gender differences

The paper examines how individual motivations, the role of the supervisor and gender influence the early career path of doctorate holders. We investigate PhD graduates’ occupational outcomes beyond academia in the framework of current literature on the oversupply of PhD holders and labor market constraints. Our analysis relies on two unique datasets. The first, at the national level, includes microdata from the Italian National Institute of Statistics regarding about 41,000 graduates who account for over 70% of the population of 6 cohorts surveyed for the period 2004–2014. The other dataset is from a single university, and resulted from an original survey of 760 PhD holders who earned their doctorates from the University of Turin in 2007–2017. We find that PhD holders’ motivation towards science is associated with their subsequent employment in academia or in other research and non-research jobs. Sponsoring support in early career and the supervisor’s propensity for basic research also play a role in the future academic career path. Gender differences in type of occupation, however, continue to persist even taking motivations and the supervisor’s role into account.

Peer network in math anxiety: A longitudinal social network approach

Regardless of age, math anxiety (i.e., adverse affective reactions in situations involving math) is associated with lower math achievement. Previous studies have investigated the role of adult figures (e.g., parents, teachers) in the development of children’s math anxiety. However, given the importance of peer relationships during adolescence, we examined friendship selection and social influence on children’s math anxiety using longitudinal peer network analyses. Throughout the academic semester, we found that children became more similar to their peers in math anxiety levels but did not form new peer networks based on their levels of math anxiety. These findings highlight the importance of peers’ emotional reactions to math, which could influence future academic achievement and career aspirations considerably.

Academic Future of Interventional Radiology Subspecialty: Are We Giving Enough Space to Radiology Trainees?

The aim of this study was to investigate willingness and barriers to academic activities of radiology trainees interested in interventional radiology subspecialty. Radiology trainees and fellows were called to participate a 35-question survey via online platforms and radiological societies. The research survey investigated on involvement in academic activities, willingness of a future academic career, and challenges for pursuing an academic career. Research participants interested in interventional radiology were selected for analysis. Analyses were performed by using either Fisher's exact or chi-square tests. Of 892 respondents to the survey, 155 (17.4%) (112/155, 72.3% men and 43/155, 27.7% women) declared interest in interventional radiology. Active involvement in research and teaching was reported by 53.5% (83/155) and 30.3% (47/155) of the participants, respectively. The majority is willing to work in an academic setting in the future (66.8%, 103/155) and to perform a research fellowship abroad (83.9%, 130/155). Insufficient time was the greatest perceived barrier for both research and teaching activities (49.0% [76/155] and 48.4% [75/155], respectively), followed by lack of mentorship (49.0% [75/155] and 35.5% [55/155], respectively) and lack of support from faculty (40.3% [62/155] and 37.4% [58/155], respectively). Our international study shows that most trainees interested in interventional radiology subspecialty actively participate in research activities and plan to work in an academic setting. However, insufficient time for academia, mentorship, and support from seniors are considered challenges in pursuing an academic career.

Association Between Preresidency Peer-reviewed Publications and Future Academic Productivity or Career Choice Among Ophthalmology Residency Applicants

Ophthalmology-residency selection committees require robust metrics to review applicants. Participation in research activities is a core component of the application process for its perceived association with future academic productivity. To evaluate the correlation between the number of preresidency peer-reviewed publications (PPPs) and subsequent peer-reviewed publications or career choices of ophthalmology residency graduates. In this cross-sectional study, names of ophthalmology residency graduates were obtained. PubMed-indexed publication records were generated and publications were categorized as preresidency, intraresidency, and postresidency. First author and journal publications with an impact factor (IF) score of 3 or more were recorded. Current academic and community-based career statuses were designated. Names were obtained from cohort and alumni lists on residency program websites or by emailing program directors. Participants included US Accreditation Council for Graduate Medical Education-accredited ophthalmology residency graduates from 2013 to 2016. The primary outcome measure was association of PPPs with later publications, first authorship, and journal publications with an IF score of 3 or more. The secondary outcome measure was difference in characteristics associated with academic vs community-based ophthalmologist. A total of 964 ophthalmologists (52% of graduates) were studied and most (85.5%) had PubMed-indexed publications. First authorship (ρ = 0.71; 95% CI, 0.67-0.74; P < .001) had a strong positive correlation with intraresidency publications, while journal publications with an IF score of 3 or more (ρ = 0.56; 95% CI, 0.51-0.60; P < .001) and PPPs (ρ = 0.38; 95% CI, 0.32-0.43; P < .001) had moderate and weak positive correlations, respectively. For postresidency publications, journal publications with an IF score of 3 or more (ρ = 0.86; 95% CI, 0.84-0.87; P < .001) had the strongest positive correlation followed by first authorship (ρ = 0.77; 95% CI, 0.74-0.79; P < .001) and PPPs (ρ = 0.26; 95% CI, 0.20-0.31; P < .001). Preresidency (t = 3.3; P = .001), intraresidency (t = 4.1; P < .001), postresidency (t = 7.5; P < .001), first author (t = 6.6; P < .001), and journal publications with an IF score of 3 or more (t = 5.9; P < .001) were greater for academic ophthalmologists compared with community-based ophthalmologists. Preresidency publication history is at least weakly correlated with future publications or work in an academic setting among ophthalmologists. Multiple factors associated with academic productivity were evaluated; however, adjustment for multiple analyses was not done and further testing is required to prove whether these factors are predictive.

Connecting the past and the future: Academic geographical (im)mobility of Chinese women academics throughout doctoral education.

Academic geographical mobility is considered to be critical to academic excellence, but it is a gendered terrain. This study seeks to examine the career progression of Chinese women academics, as shaped by gender norms, regarding academic geographical (im)mobility throughout their doctoral education, in retrospect. To address this issue, driven by the Butlerian theoretical concept of "a stylized repetition of acts," the present study analyzed the qualitative data from semi-structured interviews with seven Chinese women academics to investigate their academic geographical mobility decisions throughout their doctoral education based on contested discourses of traditional Chinese culture and the advantages of academic geographical mobility for their career advancement. This study determined that, shaped by gender norms, stylized geographical academic (im)mobility for these Chinese female doctoral students operate in the condition of gender- norms maintenance to make them recognizable and understandable in social and institutional culture. However, it may have a negative impact on their future academic career progression.

High Achievers from Low Family Socioeconomic Status Families: Protective Factors for Academically Resilient Students.

Students with low family socioeconomic status (SES) often have lower academic achievement than their peers with high family SES, as has been widely demonstrated. Nevertheless, there is a group of students beating the odds and achieving academic excellence despite the socio-economic background of their families. The students who have the capacity to overcome adversities and achieve successful educational achievements are referred to as academically resilient students. This study's purpose was to identify the protective factors among academically resilient students. A total of 46,089 students from 303 primary schools in grade 6, 55,477 students from 256 junior high schools in grade 9, and 37,856 students from 66 high schools in grade 11 in a city in northeast China participated in the large-scale investigation. Students completed a structured questionnaire to report their demographic information, psychological characteristics, and three academic tests. A causal comparative research model was applied to determine significant protective factors associated with resilient students (referring to students are resilient if they are among the 25% most socio-economically disadvantaged students in their city but are able to achieve the top 25% or above in all three academic domains). Multivariable logistic regression analyses found that the intrinsic protective factors for resilient students included higher proportion of academic importance identity, higher proportion of achievement approaching motivation, longer-term future educational expectation, and more positive academic emotion compared with non-resilient students; the extrinsic protective factors included parents' higher proportion of positive expectations for their children' future development, as well as more harmonious peer and teacher-student relationships. The results of this study provide important targets for psychological intervention of disadvantaged students, and future intervention studies can increase their likelihood of becoming resilient students by improving their recognition of the importance of learning, stronger motivation for achievement approaching, longer-term expectations for future academic careers, and positive academic emotions and harmonious teacher-student relationships.

Cohort study assessing the predictive value of a research year vs additional degree in dermatology.

Taking a gap year to obtain an additional degree or for research is becoming increasingly popular among medical students pursuing dermatology to bolster residency application competitiveness. The purpose of this study was to determine whether doing so influences future academic achievement and career trajectory. A list of dermatologists who achieved board certification in 2010 was obtained from the American Board of Dermatology. Information regarding additional post-graduate degrees, research years, fellowship specialization, practice setting, publication number, and H-index were obtained using publicly available data. Additional degrees were associated with higher research productivity, higher H-index, and practicing at teaching hospitals while taking a research year was only associated with a higher H-index. This data can be used to further inform medical students wishing to achieve high levels of research productivity and careers at teaching institutions and residency programs wishing to recruit such applicants.

Academic career outcomes of Orthopedic Research and Education Foundation resident grant recipients.

The Orthopedic Research and Education Foundation (OREF) awards resident research grants to orthopedic surgery residents. Outcomes are lacking for OREF resident grant recipients including academic career choice and scholarly productivity. This was a retrospective cohort study of OREF resident grant recipients (2012-2020). The percentage of OREF resident grant recipients selecting an academic career was compared with the percentage of academic orthopedic surgeons in the United States via a χ2 test. Two hundred and seventy-six OREF resident grants were issued to 272 orthopedic surgery residents at 73 programs. OREF resident grant recipients were predominantly male (79.0%) and Caucasian (70.2%). OREF resident grant recipients had greater women representation than the national cohort of orthopedic surgery residents (21.0% vs. 16.0%, p = 0.030) with similar proportions of underrepresented racial minorities (29.8% vs. 27.2%, p = 0.351). OREF resident grants consisted of clinical (69.6%) and basic/translational science (30.4%) research and were awarded mostly for sports medicine (25.4%), trauma (18.8%), and adult reconstruction (15.9%) topics. The average h-index was 8.5 ± 9.2 resulting from 29.5 ± 51.2 manuscripts. The majority of OREF resident grant recipients selected an academic career, which was higher than the national benchmark of academic orthopedic surgeons (63.8% vs. 24.4%, p < 0.001). Two OREF resident grant recipients transitioned to National Institutes of Health research funding (0.7%). Multivariable logistical regression demonstrated two independent characteristics associated with pursuit of a future academic career: female sex (p = 0.042) and higher h-index values (p = 0.002). Procurement of OREF resident grants is associated with pursuit of an academic career.Clinical significance: There is great interest in fostering the next generation of orthopedic surgeon scientists. Results from this study demonstrate the association between receipt of an OREF resident research grant and pursuit of a future career in academic orthopedic surgery.

Does Dedicated Research Time During Residency Predict Resident Academic Productivity and a Future Academic Career?

Dedicated research time is a component of certain plastic surgery programs, and yet, there is limited research examining its impact on academic productivity and career outcomes. This study aimed to assess the effect of dedicated research time on the academic productivity of residents and the likelihood of pursuing an academic career. We conducted a cross-sectional study that examined bibliometric indices of integrated plastic surgery residency graduates from 2010 to 2020. Academic productivity was determined by the number of peer-reviewed publications and h-index 1 year after residency graduation. Results were analyzed using descriptive statistics, χ2 test, t test, and logistic regression. Data on plastic surgery residency graduates were analyzed (N = 490 from 46 programs). The mean numbers of publications and h-index per research track graduate were 26.1 and 8.23, respectively. The mean numbers of publications and h-index per nonresearch track graduate were 15.9 and 5.97, respectively. After controlling for the University of Alabama research ranking through multilinear regression analysis, we found that pursuing dedicated research time was an independent predictor of increased h-index and publication output, although it did not predict an increased likelihood of pursuing an academic career. Participating in dedicated research during residency increases academic productivity, irrespective of the residency program's research rank. Given this finding, offering research years can help support the mission of fostering academic opportunities within plastic surgery.

Impact of the COVID-19 Pandemic on PhD Students in Communication Sciences and Disorders

Purpose: The COVID-19 pandemic upended the status quo in higher education, causing rapid and unprecedented instructional, social, and financial changes. The aim of this exploratory study was to characterize doctoral students' experiences during the pandemic and draw insights that may impact the long-term health of the field of communication sciences and disorders (CSD). Method: One hundred sixty current PhD students in CSD completed an online survey. Student perceptions of the pandemic's impacts on their academic progress, future academic careers, and support from their academic programs were analyzed both quantitatively and qualitatively. Results: A majority of students indicated that the pandemic had negatively impacted progress through their PhD program. A quarter of respondents reported that their caregiving responsibilities had increased. Of these, the majority said that this increase in caregiving would delay their academic progress. A majority of students had concerns about farther-reaching negative impacts on their academic careers. Students' perceived support from their programs during the pandemic was significantly lower compared to perceived support prior to the pandemic. When asked directly what decision-making stakeholders should know, respondents reported increases in stress and anxiety, a desire that stakeholders would recognize the effect of less-rich academic environments on student training, and the potential that students would leave the academic “pipeline” as a result of pandemic-related delays and stressors. Across multiple open-response questions, students expressed concerns that the negative impacts of the pandemic would be unequally distributed across groups, such that existing inequalities in academia would be further exacerbated by the pandemic. Conclusion: This study characterizes the lived experiences of PhD students in CSD during the COVID-19 pandemic and provides information that may inform key decision-making stakeholders (advisors, departments, and the American Speech-Language-Hearing Association) as they continue to make changes and accommodations in response to the pandemic. Supplemental Material: https://doi.org/10.23641/asha.19294634