Postdoctoral Training Programs Research Articles

Knowledge And Perception About Dental Implant And Its Complications Among GeneralPractitioners And Post Graduates In Coimbatore – A Cross Sectional Survey

Background: It is necessary for dental students and freshly graduated dentists to apply their education and practice to different clinical and preclinical procedures. The implant success rate and durability are high. Therefore, this study was designed to assess the level of knowledge, awareness and perception of dental practitioners and post graduate students regarding dental implant complications in Coimbatore. Materials and Methods: A prevalence study design using a web-based method was conducted among dental practitioners and postgraduate students in Coimbatore. Data were collected from all (n = 212) general dental practitioners and postgraduate students using a pretested standardized self-administered web-based questionnaire that was prepared and circulated using a template provided by Google Forms (Google, Inc., USA). Results: In a survey of 212 general dental practitioners and postgraduate students in Coimbatore, 69.2% considered dental implants a viable option for tooth replacement, though 38% noted financial constraints affecting patient acceptance. While 38.5% were highly aware of the risks associated with implants, 61.5% emphasized the importance of case selection. Common issues included postoperative infections (53.8%) and screw loosening (46.2%). Aesthetically, 30.8% cited loss of the interdental papilla as a concern. Most participants favored flap surgical methods (61.5%) and recommended considering patient conditions when choosing implant prostheses. Notably, 61.5% were aware of regenerative possibilities related to dental implants. Conclusion: A comprehensive evaluation concluded that undergraduate instruction in basic implantology is essential due to the increasing prevalence of implants. Additionally, postdoctoral training programs should be established to enhance practitioners' skills and knowledge, providing them with the confidence needed to treat patients effectively

13 Awardee Talk: Goals, methods, and philosophy of graduate mentoring in reproductive physiology

Abstract Successful graduate and postdoctoral training programs in reproductive physiology are reciprocal relationships that, by default, benefit both trainee and mentor. Ideally, goals are for the mentor to facilitate and guide the long-term educational and professional aspirations of the trainee, while simultaneously creating an important member of the research team capable of meaningful contributions to the scientific enterprise. When this partnership fails to develop and flourish in a transparent and collaborative manner, the resulting disequilibrium leads to negative and costly impacts. Over the last 50 yr, I have observed the importance of several principles that, in my opinion, have a major influence on this process. The first of these begins at student recruitment and during the early part of a program after acceptance. Here, a clear understanding of any academic deficiencies and a commitment to rectify these deficiencies is essential. Academic programs of promising M.S. level candidates are sometimes heavily encumbered by this task. In contrast, Ph.D. programs are usually the final opportunity to take advantage of cutting-edge courses related to or supportive of reproductive biology and should be encouraged. Second, early development of a functional advisory committee is important and contributes broad experience and wisdom to the unique strengths and weaknesses of every student. Third, the trainee must learn early on the value of a mature attitude, a strong work ethic, and personal accountability. As an animal scientist, I want every student to be well-versed with hands on training/experience in basic animal physiology, nutrition, reproduction, experimental (surgical) techniques, and husbandry. Concurrently, they must learn to ensure that the well-being and ethical treatment of research animals always comes first. The foregoing is accomplished through personal example and never asking a student to do something you cannot or will not do yourself. Fourth, pursuing modern, cutting-edge techniques in the laboratory, regardless of long-term personal goals, should be an educational and experiential requirement. Fifth, development of meaningful and sound research projects requires hours of reading, thought and discussion. Students, particularly at the M.S. level, are often completely lost relative to the path forward. Allowing trainees to adopt pre-planned experiments within existing projects in the lab, with the mandate of developing new hypotheses and expanding beyond initial objectives, is a common theme. Pragmatically, this is also essential for maintaining laboratory focus and to service federal, state, and industry-funded projects effectively. Nonetheless, learning to develop and test new and sound hypotheses using appropriate experimental designs remains essential. Finally, no other factor has a greater impact on trainee success than the ability to communicate effectively using the English language. Unfortunately, this topic and problems associated with it usually form the caboose of most graduate training programs when it should have formed the engine.

A postdoctoral training program in bioimage analysis.

We herein describe a postdoctoral training program designed to train biologists with microscopy experience in bioimage analysis. We detail the rationale behind the program, the various components of the training program, and outcomes in terms of works produced and the career effects on past participants. We analyze the results of an anonymous survey distributed to past and present participants, indicating overall high value of all 12 rated aspects of the program, but significant heterogeneity in which aspects were most important to each participant. Finally, we propose this model as a template for other programs which may want to train experts in professional skill sets, and discuss the important considerations when running such a program. We believe that such programs can have extremely positive impact for both the trainees themselves and the broader scientific community.

Training guidelines and competencies for serious mental illness (SMI) psychology.

Individuals with serious mental illness (SMI) face unique and significant challenges that require evidence-based practices and clinicians who have advanced, comprehensive training to provide them. SMI affects about 5.5% of the U.S. population and results in serious health, social, and economic burdens. Despite advancements in treatment over the past 50 years, training programs for psychologists and other mental health providers have failed to keep up with these advances, underutilizing evidence-based assessments and interventions developed specifically for this population and found to be efficacious. To address this, the SMI Psychology Specialty has developed Training Guidelines to establish consistent, high-quality, and evidence-based training for postdoctoral psychologists. This article highlights selected features of the Training Guidelines for SMI Psychology. Although these were developed for postdoctoral training programs in SMI Psychology, they are applicable to training programs at all levels, and we hope that training programs in psychology and other mental health disciplines will incorporate these advances into their curricula. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

A Postdoctoral Training Program in Bioimage Analysis.

We herein describe a postdoctoral training program designed to train biologists with microscopy experience in bioimage analysis. We detail the rationale behind the program, the various components of the training program, and outcomes in terms of works produced and the career effects on past participants. We analyze the results of an anonymous survey distributed to past and present participants, indicating overall high value of all 12 rated aspects of the program, but significant heterogeneity in which aspects were most important to each participant. Finally, we propose this model as a template for other programs which may want to train experts in professional skill sets, and discuss the important considerations when running such a program. We believe that such programs can have extremely positive impact for both the trainees themselves and the broader scientific community.

Improving Postdoctoral Training Programs through Alumni Perspectives and Experiences: A Study of NCAR’s Advanced Study Program

Abstract The Advanced Study Program (ASP) at the National Center for Atmospheric Research has supported the career development of postdoctoral fellows for over 60 years. This study of ASP alumni helps better understand their career paths and provides a window into the geoscience community. It examines career aspirations and job satisfaction, as well as experiences with mentoring and attitudes about diversity and inclusion in the workplace. While about half of ASP alumni today work in academia, job changes and pursuit of careers outside of academia are increasing. Former ASP participants are actively engaged in mentoring and are supportive of efforts in diversity, equity, and inclusion (DEI). Alumni who identify as women reported feeling less supported by their employers in their career growth and in their service activities such as mentoring than alumni who identify as men. The study also found that women engage in a broader range of DEI activities and mentor more often out of altruistic reasons rather than as an expectation of their position. In addition to mastering research and teaching skills, future postdocs will need training in leadership, grant writing, DEI, and project management to succeed in today’s geoscience workforce.

Development of Health Professions Education Competencies for a National Fellowship Program: A Group Consensus Process.

Health professions educators need knowledge, skills, and attitudes to provide high-quality education within dynamic clinical learning environments. Although postgraduate training opportunities in health professions education (HPE) have increased significantly, no shared competencies exist across the field. This article describes the systematic development of postgraduate HPE competencies for the Health Professions Education, Evaluation, and Research (HPEER) Advanced Fellowship, a 2-year, interprofessional, post-master's degree and postdoctoral HPE training program funded through the Department of Veterans Affairs' Office of Academic Affiliations. Using a modified RAND/University of California at Los Angeles Appropriateness Method, the authors developed competencies from March 2021 to August 2021 that were informed by current practices and standards in HPE. Literature reviews were conducted of published literature from November 2020 to February 2021 and gray literature from February to March 2021, identifying 78 and 274 HPE training competencies, respectively. These competencies were combined with 71 competencies submitted by program faculty from 6 HPEER fellowship sites, resulting in 423 initial competencies. Competencies were organized into 6 primary domains and condensed by deleting redundant items and combining overlapping concepts. Eight subject matter experts completed 3 Delphi surveys and met during 2 nominal group technique meetings. The final 25 competencies spanned 6 domains: teaching methods and learning theories; educational assessment and program evaluation; educational research methods; diversity, equity, and inclusion; interprofessional practice and team science; and leadership and management. In addition to informing the national HPEER curriculum, program evaluation, and learner assessment, these advanced competencies describe the knowledge, skills, and attitudes health professions educators need to provide high-quality education with an emphasis on the global and societal impact of HPE. These competencies represent a step toward leveraging HPE expertise to establish competencies to drive HPE program changes. Other programs should report their competencies and competency development processes to spur further dialog and progress.

Parental, caregiving, and family leave during clinical neuropsychology postdoctoral training: Recommendations and guidelines from the Women in Neuropsychology (WIN) committee and Education Advisory Committee (EAC) of the Society for Clinical Neuropsychology (SCN; APA division 40)

Objective: Parental and other caregiving leave is important to postdoctoral fellows, yet there is no field-wide recommendation for leave policies among clinical neuropsychology postdoctoral training programs, which is of particular relevance given the two-year requirement for eligibility for board certification. The aims of this manuscript are to (a) discuss general guidelines and recommendations for leave policies, both informed by prior empirical evidence as well as relevant existing policy guidelines from various academic and healthcare organizations, and (b) use vignettes to provide possible solutions for potential leave scenarios. Method: A critical review of literature on family leave from public policy and political science, industrial-organizational psychology, academic medicine, and psychology was conducted and findings were synthesized. Results and Conclusions: Fellowship training programs are encouraged to adopt a competency-based model that permits flexibility in leave during training without necessarily requiring an extended end date. Programs should adopt clear policies and make this information readily available to trainees and think flexibly about training options that best meet the training needs and goals of each individual. We also encourage neuropsychologists at all levels to engage in advocacy for broader systemic supports of trainees seeking equitable family leave.

THE BLOG – POLITICAL PR TOOL IN THE 2009 PRESIDENTIAL ELECTORAL CAMPAIGN

The article The blog – political PR tool in the 2009 presidential electoral campaign is the outcome of monitoring the blogs of the 12 candidates during the 2009 presidential elections. This article presents the results of the research Electoral Communication in Romania after 1989. Old and New Technologies in Presidential Campaigns, which is part of the post-doctoral program POSDRU/89/1.5/S/62259, applied social, human and political sciences. Post-doctoral training program and post-doctoral research scholarships in the field of the social, human and political sciences. The research hypothesis was that populists paid more attention to new media. The radicals understood better the advantages of online communication, so they used the blog for image improvement. I monitored whether the speech of the blogger politicians aimed to promote a certain self-image (by conveying electoral messages) or to depict a bad image of the competitors (attacking the opponents’ statements). I also inventoried the candidates' replies to the readers’ comments.

Training the next generation of delivery science researchers: 10-year experience of a post-doctoral research fellowship program within an integrated care system.

Learning health systems require a workforce of researchers trained in the methods of identifying and overcoming barriers to effective, evidence-based care. Most existing postdoctoral training programs, such as NIH-funded postdoctoral T32 awards, support basic and epidemiological science with very limited focus on rigorous delivery science methods for improving care. In this report, we present the 10-year experience of developing and implementing a Delivery Science postdoctoral fellowship embedded within an integrated health care delivery system. In 2012, the Kaiser Permanente Northern California Division of Research designed and implemented a 2-year postdoctoral Delivery Science Fellowship research training program to foster research expertise in identifying and addressing barriers to evidence-based care within health care delivery systems. Since 2014, 20 fellows have completed the program. Ten fellows had PhD-level scientific training, and 10 fellows had clinical doctorates (eg, MD, RN/PhD, PharmD). Fellowship alumni have graduated to faculty research positions at academic institutions (9), and research or clinical organizations (4). Seven alumni now hold positions in Kaiser Permanente's clinical operations or medical group (7). This delivery science fellowship program has succeeded in training graduates to address delivery science problems from both research and operational perspectives. In the next 10 years, additional goals of the program will be to expand its reach (eg, by developing joint research training models in collaboration with clinical fellowships) and strengthen mechanisms to support transition from fellowship to the workforce, especially for researchers from underrepresented groups.

Survey of the Faculty Status of Optometrists at Academic Medical Centers in the United States.

This is the first study of the prevalence and faculty status of optometrists practicing at academic medical centers in the United States. This study aimed to quantify the number of optometrists at academic medical centers, along with faculty rank and post-doctoral training programs. The official Web sites of academic medical centers and schools of medicine in the United States were examined during the 2021 to 2022 academic year to identify departments of ophthalmology and collect faculty profiles of employed optometrists. Institutional data were cross-referenced and analyzed by geographic distribution. Data were gathered from the Association of Schools and Colleges of Optometry and Accreditation Council on Optometry Education to identify post-graduate training programs in optometry. A total of 192 academic medical centers were identified, of which 121 (63.02%) had a residency or fellowship program in ophthalmology and/or optometry. One hundred twenty-five (65.10%) of these institutions had at least one staff optometrist. Seven hundred eighteen optometrists were found at these institutions, representing 1.83% of the 39,205 practicing optometrists estimated in the United States. Of the 718 optometrists, 369 (51.39%) held an academic appointment at a medical school. The most common academic rank was assistant professor (184 [25.63%]), followed by instructor (138 [19.22%]), associate professor (34 [4.74%]), and full professor (13 [1.81%]). The distribution of academic rank was similar across all regions but varied between institutions as to whether all, some, or none of the optometric faculty were appointed by a medical school. Of 296 optometry residency programs in the United States, 21 (7.09%) were at an academic medical center. Of 15 optometric fellowship programs in the United States, 3 (20%) were at an academic medical center. Of the 192 institutions in this study, 22 (11.46%) had a post-doctoral optometric training program. This study shows the distribution of academic rank and post-doctoral training programs for optometrists at academic medical centers.

Postdoctoral Research Associate Training Program (NIGMS)

Federal Grants & ContractsVolume 46, Issue 17 p. 7-7 Grant Alerts Postdoctoral Research Associate Training Program (NIGMS) First published: 02 August 2022 https://doi.org/10.1002/fgc.32526Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume46, Issue174 August 2022Pages 7-7 RelatedInformation

A survey of postdoctoral training in rehabilitation psychology in the United States and Canada: 2019.

Survey psychology postdoctoral training programs involving patients with disability receiving rehabilitation services, and compare with similar data from 2007. Public data sources identified 297 potential postdoctoral training programs. Of these, 100 programs (34%) provided services for patients with disability in rehabilitation settings, and 92% returned a survey (n = 92). Programs reported having a primary rehabilitation involvement (42%), a secondary involvement (26%), or an optional involvement (23%). Programs were based in university settings (27%), VA/DoD settings (35%), or private/public health care settings (38%). A total of 433 faculty and 308 residents were involved in these programs. Fifty percent (50%) of programs had faculty with American Board of Rehabilitation Psychology (ABRP) certification, while 62% of programs had faculty with American Board of Clinical Neuropsychology (ABCN) certification. On average, programs formally taught 58% of the ABRP competencies. Compared to 2007, there has been a 200% increase in the number of training programs with rehabilitation involvement. However, there has been an overall decrease in the variety of populations with which residents work, and an overall decrease in the number of ABRP competencies that are formally taught, so that training has become more focused on specific populations and specific competencies to the exclusion of others. Many rehabilitation patients and teams receive services from psychologists whose professional concentration is not primarily in rehabilitation psychology, and many psychology residents involved with rehabilitation populations do not receive comprehensive training in rehabilitation psychology. There is an opportunity for rehabilitation psychologists to collaborate with these programs to enhance competent services to persons with disability. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Trainee Perspectives on Internship and Fellowship Training Experiences in Pediatric Health Service Psychology during a Global Pandemic

ABSTRACT The impact of COVID-19 on the psychology training community has included modifications to internship and postdoctoral fellowship training programs to assure the safety of patients, trainees, and staff. Studies assessing the impact of COVID-19 on training in health service psychology are emerging; however, few studies have provided the opportunity for psychology trainees to candidly report about their experiences during the ongoing pandemic. This paper aims to describe how the pandemic effected internship and fellowship training experiences from the trainee’s perspective. Participants included 58 trainees from pediatric psychology internship and postdoctoral fellowship programs in the United States. A survey containing open- and close-ended questions was distributed to trainees via their training directors to assess training experiences during COVID-19. Qualitative analysis of responses revealed four themes describing 1) reduced depth and breadth of training opportunities, 2) social isolation and limited professional and personal support, 3) increased use of telepsychology and reduced in-person training, and 4) increased levels of stress and burnout combined with decreased morale. Many internship trainees described pandemic-related challenges to completion of dissertation, and postdoctoral fellows experienced altered or delayed professional trajectories due to financial, mental health, and career readiness factors. Implications and future directions include the need for increased support both professionally and personally for trainees who are completing internship and postdoctoral fellowship training in the midst of COVID-19.

Editorial introductions.

Editorial introductions.

Social Learning in a Virtual Environment After Stroke: A Thematic Analysis Of Stakeholder Experiences During The COVID-19 Pandemic

Research ObjectivesWe explored stakeholders’ experiences using videoconferencing to participate in group-based social learning during the COVID-19 pandemic.DesignQualitative thematic analysis.SettingCommunity-based.ParticipantsWe interviewed 8 community-dwelling low-income adults with chronic stroke (≥ 3 months) and mild-to-moderate disability (NIH Stroke Scale ≤16) who enrolled in the ENGAGE Pilot Study (NCT04019275) during the COVID-19 pandemic. Research staff (n=4), peer facilitators (n=2), and occupational therapist facilitators (n=2) were also interviewed.InterventionsENGAGE blends social learning, guided discovery, and skills training to facilitate community and social participation. The 8-session curriculum was adapted for delivery via videoconferencing during the COVID-19 pandemic. Peer and occupational therapy facilitators led the groups.Main Outcome MeasuresSemi-structured interviews were conducted. Interviews were transcribed, annotated, and coded by 3 researchers. Results were member checked.ResultsStakeholders reported that they valued participation in the intervention using videoconferencing and connectedness through shared experiences. Some participants felt more comfortable sharing experiences over videoconferencing than in person. The COVID-19 pandemic prompted participants and facilitators to identify creative approaches to community and social participation.All stakeholders highlighted technical and social components of using videoconferencing that should be included in training at the beginning of remotely delivered interventions. Learning occurred over the duration of the group sessions rather than during one training session. Group facilitators also described strategies for navigating technical challenges and engaging participants during online group sessions.ConclusionsGroup-based interventions delivered via videoconferencing may facilitate valuable social learning experiences after stroke. Videoconferencing training should address technical skills and social expectations. Future research should explore stakeholder preferences for virtual or face-to-face group interventions, virtual group processes, and optimal training strategies to facilitate technology uptake.Author(s) DisclosuresThis research was supported by the following: T32 Precision Lifestyle Medicine and Translational Research (PREMIER) Postdoctoral Training Program (NHLBI T32HL134634); NIH CTSA SPIRiT Award (University of Pittsburgh, UL1 TR001857; Washington University in St. Louis, UL1 TR002345).

What makes for a competitive fellowship candidate? A survey of clinical neuropsychology postdoctoral training directors

Objective: To obtain objective data about the factors that clinical neuropsychology postdoctoral training directors (TDs) look for and prioritize in their review and selection of fellowship candidates. Method: We identified 167 TDs who were overseeing postdoctoral training programs that provided training consistent with the Houston Conference Guidelines. We invited all TDs to complete an anonymous online survey that assessed their expectations as they relate to the selection of fellowship candidates. Eighty-eight TDs completed the survey in full. We used descriptive statistics to analyze the data and investigate potential between-group differences in TDs’ responses across patient populations, training settings, and APPCN member program status. Results: TDs ranked the intensity of candidates’ neuropsychology education and training experiences, their fellowship interviews, and letters of recommendation as most important. Increasing the representation of under-represented minorities and other factors were ranked lower. Minimum benchmarks related to candidates’ scholarly productivity, dissertation progress, and the time they spent engaged in clinical neuropsychology activities during internship were revealed. There were relatively few differences in TDs’ responses when compared across patient populations, training settings, or APPCN member program status. Conclusions: Students may increase their competitiveness for clinical neuropsychology fellowships by obtaining intensive education and training experiences in the specialty, which includes clinical training and coursework, and by producing scholarly work. Students may also benefit from improving their interviewing skills, completing an internship with at least 40% of time spent in neuropsychological activities, and at minimum by having their dissertation data collected before their fellowship interviews.

Clinical microbiology laboratories and COVID-19: an interview with Joseph Blondeau.

This interview was conducted by Atiya Henry, Commissioning Editor of Future Microbiology.Joseph M Blondeau, MSc, PhD, RSM(CCM), SM(AAM), SM(ASCP), FCCP is a Clinical Microbiologist and Head of Clinical Microbiology at Royal University Hospital (Saskatoon Health Region) and the University of Saskatchewan in Saskatoon, Canada. He is also the Provincial Clinical Lead for Microbiology in Saskatchewan, Canada. He holds a Masters of Sciences in Microbiology from Dalhousie University (1985) and a Doctor of Philosophy in Medical Microbiology from the University of Manitoba (1989). Following completion of his PhD, he completed a 1 and a half year post-doctoral training in an infectious diseases research laboratory at Dalhousie University and following which he completed a 2 year post-doctoral residency training program in Clinical Microbiology, also at Dalhousie University. He holds appointments as a Clinical Associate Professor of Pathology, Adjunct Professor of Microbiology and Immunology and Clinical Associate Professor of Ophthalmology. He teaches to undergraduate and graduate students in the areas of microbiology, infectious diseases, antimicrobial agents and pharmacology. Dr Blondeau’s main research interests are in the area of antimicrobial agents and antimicrobial resistance, clinical microbiology and clinical outcomes associated with antimicrobial therapy in both human and veterinary medicine.

90232 Implementing the innovative academic Learning Health System Scholars (aLHSS) Postdoctoral Training Program (TL1) at Wake Forest University Health Sciences (WFUHS)

ABSTRACT IMPACT: Learning Health System (LHS) Science that trains postdoctoral scholars from diverse professional backgrounds in methodological and professional skills to implement rigorous research in health care systems and populations, and to disseminate the findings of such research to improve healthcare delivery OBJECTIVES/GOALS: The WFUHS CTSA developed an innovative TL1 in Learning Health System (LHS) Science that trains postdoctoral scholars from diverse professional backgrounds in methodological and professional skills to implement rigorous research in health care systems and populations, and to disseminate the findings of such research to improve healthcare delivery METHODS/STUDY POPULATION: Training is centered around formal LHS science coursework and mentored research projects that address a pressing health system issue. Projects are closely guided by a primary mentor and a multidisciplinary mentoring team. Program mission and competencies were carefully evaluated in a competency-course matrix to design new courses for the LHS Certificate and MS program in Translational and Health System Science (THSS). Course domains include biomedical informatics; improvement and implementation science; system science and organizational change management; stakeholder engagement, leadership, and research management; ethics of health systems research; and health systems research methods. Scholars set up Individual Development Plans (IDP) and self-assess 7 domains of LHS core competencies. RESULTS/ANTICIPATED RESULTS: The first professionally diverse group of scholars (MD, PhD, DrPH, PharmD) began the program in Summer 2020; onboarding was conducted virtually. Scholars currently conduct most of their research and training in a virtual, synchronous format. Each developed a detailed IDP and LHS research project, which was reviewed by their LHS mentoring teams (includes a primary mentor, co-mentor, TL1 core faculty mentor, peer mentor, and health system mentor). Coursework, leading to a 1-year certificate or 2-year MS degree, was selected based on individual background and career goals and was begun in August 2020. In addition to the courses noted above, Scholars are embedded in a healthcare improvement team. We use the process of a LHS and hold weekly TL1 leadership meetings to swiftly address challenges and implement improvements DISCUSSION/SIGNIFICANCE OF FINDINGS: We envision that TL1 Scholars will build independent LHS research programs or lead health system innovation. Program evaluation includes assessments of Scholar fluency in LHS competencies and attainment of key milestones during and after training. Annual TL1 faculty retreats will address program fidelity and implementation of program refinements

Commentary: "How's It Going?" Training Experiences of Pediatric Postdoctoral Fellows During COVID-19.

The COVID-19 pandemic has impacted the lives and workplaces of individuals across the world substantially, in ways that are yet largely unknown. This commentary aims to provide an early snapshot of the experiences of pediatric postdoctoral fellows in academic medical settings; specifically, we will explore the impact of the pandemic on developing mastery within several competencies (e.g., research, professional development, clinical, interdisciplinary). These competencies are critical elements to fellowship to prepare for independent practice. Several models of training competencies for professional psychology and pediatric psychology exist, which focus on trainee skill development. Measures taken to minimize the spread of COVID-19 have directly impacted hospital systems and training, requiring programs to adapt competencies in various domains, such as increased familiarity with telehealth and virtual supervision. Additionally, fellows experienced an impact of the pandemic on securing employment following fellowship, conducting research and program development activities, and on cognitive flexibility and self-care. Governing bodies, such as the APA and Council of Chairs of Training Councils, have released statements and guidelines on addressing training of postdoctoral fellows including increasing flexibility of training methods, limiting in-person contact, and adjusting educational and licensing requirements. This paper offers informed commentary and diverse perspectives from current postdoctoral fellows engaged in a variety of clinical and research responsibilities regarding how the COVID-19 pandemic has impacted their training. We hope this paper will provide important insight into the unique experiences of postdoctoral fellows during the capstone year(s) of training prior to independent work and inform recommendations for postdoctoral training programs.