Research Career Development Research Articles

Multi-center investigation on personnel training and scientific research status of pharmacy intravenous admixture services (PIVAS) in mainland China based on the perspectives of PIVAS leaders.

We sought to analyze the current situation of personnel training and scientific research regarding pharmacy intravenous admixture services (PIVAS), to provide evidence-based medical knowledge to inform personnel training for PIVAS in mainland China.A cross-sectional survey was used to examine the current status of PIVAS personnel training, research capabilities, needs, and research output of PIVAS personnel based from the perspective of leaders in PIVAS in China. The survey period was from March to April 2019.A total of 137 hospitals in China participated in this survey. The main training content areas of PIVAS staff in each hospital were professional theoretical knowledge (100.00%, 137/137) and practical operation ability (98.54%, 135/137). The frequency of training was typically 1 to 2 times/month (56.9%, 78/137). The average duration of a single training session was typically 1 h or less (68.6%, 94/137). The most common forms of PIVAS training were lectures (94.89%, 130/137) and practical operations (79.56%, 109/137). A total of 51.8% (71/137) of PIVAS leaders believed that PIVAS personnel had a high degree of scientific research needs, but 61.3% (84/137) believed that few personnel had mastered scientific research methodology, and 41.6% (57/137) believed that the scientific research ability of personnel was relatively poor. Among PIVAS personnel, only 38.7% (53/137) had specialized scientific training. The annual total SCI output was 0 to 18 articles (median 0 articles) and the total number of national-level funding grants was 0 to 2 (median 0). There were no significant differences in the training of PIVAS personnel and scientific research between different provinces and hospital levels.The training content of PIVAS personnel in China was found to be relatively rich, but management tools, career development, and training in scientific research were found to be relatively weak, and the scientific research output was very low. It is necessary to build a comprehensive training system for career development among PIVAS personnel.

Different roles, different demands. A competency-based professional roles model for early career engineers, validated in industry and higher education

ABSTRACT This study contributes to the current research in career and professional identity development in that it developed a validated competency-based framework to enhance professional and self-awareness of future engineers. Through a mixed-method design, key competencies were identified for three professional roles for early career engineers. Ninety-six engineers and HR experts from different fields were involved. This resulted in three portraits of early career engineers in practice (engineers in a role focusing on radical innovation, on process optimisation and/or on customised solutions) and what it requires to be successful in these roles. For example, perseverance and creativity were deemed essential for engineers in an innovative role, whereas positive critical attitude and stress resistance were indicated essential for engineers focusing on optimisation. The competency profiles with an aspiration to career perspectives can be a valuable instrument in creating more diversity in engineering. Implications for education, industry, and future research are discussed.

Participant perspectives on a seminar-based research career development program and its role in career independence

Health science researchers need training and support to effectively pursue independence in their research careers. Little data exist regarding the specific resources that faculty researchers have found or would find...

Screening for Scientific Skills in Spanish-Speaking Occupational Therapists (HACTO-Screen): Study Protocol of a Cross-Sectional Survey.

The acquisition of scientific competencies for the application of evidence-based practice (EBP) is considered an essential part of healthcare education programs in order to improve clinical effectiveness. An examination of scientific skills in occupational therapists may be helpful in understanding their current practice as well as being useful in providing a basis for applying suitable approaches to the development and implementation of EBP. Hence, this study was designed with a double main objective: (1) to describe the level of acquisition of scientific skills and academic achievement in Spanish-speaking occupational therapists; (2) to examine the factors associated with these skills. The screening for Scientific Skills in Occupational Therapists (HAbilidades Científicas en Terapeutas Ocupacionales), the HACTO-Screen, is an online cross-sectional survey divided into five sections: sociodemographic data, academic and professional background; assessment of scientific skills; research training and development needs; experience as a researcher and/or academic. A total sample of 1159 occupational therapists finally participated. Main associations will be analyzed using multiple linear and/or Poisson regression models with/without robust variance. Our findings will provide valuable insights on the research skills and associated factors in a large sample of Spanish-speaking occupational therapists. The results will also be helpful to enhance research training and research career development in occupational therapy in order to promote the use of EBP.

Drivers of distress and well-being amongst pediatric surgeons

IntroductionAlthough pediatric surgeons have lower rates of burnout compared to other surgical subspecialists, they still struggle with work-home conflict, depersonalization, and emotional exhaustion. Prior surveys have measured career satisfaction and burnout, but none have identified factors that contribute to physician well-being or provided potential solutions. MethodsMembers of the American Pediatric Surgical Association were surveyed regarding sources of distress and institutional practices intended to promote well-being. Responses were analyzed using content analysis. ResultsThere was a 31.5% response rate to the survey. The most frequently cited sources of distress were administrative issues (45.2%), work/life balance (42.3%), personal issues (18.8%), and relationships with coworkers (17.9%). In open-ended questions, other sources of distress included poor leadership, loss of autonomy, lack of support and mentorship, and patient complications. Successful wellness strategies included relief from clinical burden, substantive wellness programming, surgeon inclusion in administrative decision making, support after adverse events, appropriate compensation and benefits, and opportunities for career development in research, teaching, and clinical care. ConclusionPediatric surgeons are affected by multiple sources of distress. Interventions that ameliorate stress in pediatric surgeons were identified and should be considered by local institutions and national organizations to promote well-being. Level of evidencen/a

A Dean's Perspective

A Dean's Perspective Robert C. Pianta (bio) I write this commentary from two perspectives: that of an academic researcher who for several decades has relied on partnerships with practitioners and agencies in the field, and that of a dean of a school of education. From both perspectives, it's clear that research-practice partnerships are essential if research in the social and educational sciences is to be both strong and relevant—that is, if research is to have impact. I come to this belief from experience in a wide array of research-practice partnerships, most of which, fortunately, have been constructive. Here I reflect on the benefits and challenges of these experiences and the types of support that higher education institutions must provide to sustain these essential components of research infrastructure and career development. Research-practice partnerships are also critical to a university's service mission and to advancing practice and professional education. Three themes frame my comments: that partnerships are strategically important for strong and relevant social science, that effective partnerships require explicit investment and development strategies, and that partnerships are developmental contexts for scholars. An Essential Tool The value of scholarship in social and educational science is most often described in terms of the metrics employed in academia—journal impact factors, citations, peer review. Although these factors clearly help determine the value or strength of research from the perspective of the scientific community, they don't fully indicate the value of scientific research for parents, community leaders, policy makers, and the public at large. At times, people outside academia criticize social and educational science research for not yielding results that can help them in their work and for the ways that scholars communicate their results. Thus it's not surprising that we're paying closer attention to increasing our research's relevance. Scholarship is relevant to the extent that it can answer questions that are important to interested people outside academia, can be understood and used by those people, or can influence the decisions and actions of practitioners and policy makers. Because partnerships across the research-practice boundary enable the exchange of experience, information, and perspectives among academics and stakeholders, they are an [End Page 151] indispensable resource for individual scholars and institutions under pressure to produce social science that is both strong and relevant. Stronger Science From the point of view of the traditional metrics of academia, effective partnerships with practitioners (either individuals or organizations) add value in a number of ways. First, partnerships provide insights into questions, processes, mechanisms, and variables of interest to investigators—insights we can't get without the information and perspectives of field partners. These insights and this information help scholars create more refined measurement tools, develop data collection plans and protocols that are more likely to capture the phenomena we want to study, and advance a much more informed and comprehensive interpretation of the results we obtain. Second, partnerships can help researchers take advantage of scale. For many research questions in the social sciences and particularly in education, sample size is a critical factor in designing and interpreting research. Many of our research questions involve malleable factors in education systems that fall into the framework of "what works for whom under what conditions." By their very nature, such questions require a sample that draws from populations larger and more diverse than, say, the set of local fourth-grade math classrooms. To make the science strong enough to yield interpretable results, it's essential to investigate processes and mechanisms across cultural, racial, economic, or other background characteristics of students or across assorted school or classroom features. The power of our statistical analyses, our ability to understand mediating and moderating processes, and our ability to follow a sample over time are all enhanced by increased scale. Scientific work that takes place at the level of school divisions (or districts, as they're called in many states), or that is representative of regions or populations of interest, is crucial to building knowledge that reflects reality. Research-practice partnerships that allow access to scale and to variation can thus strengthen a program of research and dramatically enhance the scientific value of a single study...

Evaluation of the academic achievements of clinician health services research scientists involved in “pre-K” career development award programs

Research career development awards (CDAs) facilitate development of clinician-scientists. This study compared the academic achievements of individuals in a structured institutional "pre-K" CDA program, the Mayo Clinic Kern Scholars program, with individuals who applied for but were not admitted to the Kern program ("Kern applicants"), and awardees of other unstructured internal CDAs. This was a longitudinal cohort study of clinicians engaged in research at Mayo Clinic between 2010 and 2019. The primary outcome was time to the 15th new peer-reviewed publication after the program start, adjusted for baseline number of publications. Secondarily, we described successful awarding of federal funding by the NIH or VA. The median (IQR) number of baseline publications was highest among Kern Scholars compared to Kern Applicants or other CDA awardees [16 (12, 29) vs 5 (1, 11) and 8 (5, 16); P < 0.001]. After adjustment for baseline publications, the time to 15th new publication was significantly shorter for Kern Scholars than for the two comparator groups (P<0.001). Similar findings were observed with total new publications within 5 years (P < 0.001), as well as number of new first-/last-author publications within 5 years (P < 0.001). The overall frequency of K-awards, R-awards (or equivalent), or any funding were similar between groups, with the exception of R03 awards, which were significantly more common among Kern Scholars (P = 0.002). The Kern Scholars program is a successful training model for clinician-scientists that demonstrated comparatively greater acceleration of scholarly productivity than other internal CDA programs.

Sustained T Cell Immunity, Protection and Boosting Using Extended Dosing Intervals of BNT162b2 mRNA Vaccine

Extension of the interval between vaccine doses for the BNT162b2 mRNA vaccine was introduced in the UK to accelerate population coverage with a single dose. In a study of 503 healthcare workers, we show that after priming following the first vaccine there is a marked decline in SARS-CoV-2 neutralizing antibody (NAb) levels, but, in contrast, a sustained T cell response to spike protein. This divergent immune profile was accompanied by robust protection from infection over this period from the circulating alpha (B.1.1.7) variant. Importantly, following the second vaccine dose, NAb levels were higher after the extended dosing interval (6-14 weeks) compared to the conventional 3-4 week regimen, accompanied by a clear enrichment of CD4+ T cells expressing IL2. These data on dynamic cellular and humoral responses indicate that extension of the dosing interval is an effective, immunogenic protocol and that antiviral T cell responses are a potential mechanism of protection.Trial Registration Details: PITCH is a sub-study of the SIREN study which is registered with ISRCTN, number ISRCTN11041050,Funding Information: This work was funded by the UK Department of Health and Social Care as part of the PITCH (Protective Immunity from T cells to Covid-19 in Health workers) Consortium, with contributions from UKRI/NIHR through the UK Coronavirus Immunology Consortium (UK-CIC), the Huo Family Foundation and The National Institute for Health Research (UKRIDHSC COVID-19 Rapid Response Rolling Call, Grant Reference Number COV19-RECPLAS).EB and PK are NIHR Senior Investigators and PK is funded by WT109965MA. SJD is funded by an NIHR Global Research Professorship (NIHR300791). TdS is funded by a Wellcome Trust Intermediate Clinical Fellowship (110058/Z/15/Z). RPP is funded by a Career Re-entry Fellowship (204721/Z/16/Z). CJAD is funded by a Wellcome Clinical Research Career Development Fellowship (211153/Z/18/Z). DS is supported by the NIHR Academic Clinical Lecturer programme in Oxford. LT is supported by the Wellcome Trust (grant number 205228/Z/16/Z) and the National Institute for Health Research Health Protection Research Unit (NIHR HPRU) in Emerging and Zoonotic Infections (NIHR200907) at University of Liverpool in partnership with Public Health England (PHE), in collaboration with Liverpool School of Tropical Medicine and the University of Oxford. DGW is supported by an NIHR Advanced Fellowship in Liverpool. LT and MC are supported by U.S. Food and Drug Administration Medical Countermeasures Initiative contract 75F40120C00085. Declaration of Interests: AJP is Chair of UK Dept. Health and Social Care’s (DHSC) Joint Committee on Vaccination & Immunisation (JCVI), but does not participate in policy decisions on COVID-19 vaccines. He is a member of the WHO’s SAGE. The views expressed in this article do not necessarily represent the views of DHSC, JCVI, or WHO. AJP is chief investigator on clinical trials of Oxford University’s COVID-19 vaccine funded by NIHR. Oxford University has entered a joint COVID-19 vaccine development partnership with AstraZeneca. Ethics Approval Statement: PITCH is a sub-study of the SIREN study which was approved by the Berkshire Research Ethics Committee, Health Research 250 Authority (IRAS ID 284460, REC reference 20/SC/0230), with PITCH recognised as a sub-study on 2 December 2020. SIREN is registered with ISRCTN (Trial ID:252 ISRCTN11041050). Some participants were recruited under aligned study protocols. In Birmingham participants were recruited under the Determining the immune response to SARS-CoV-2 infection in convalescent health care workers (COCO) study (IRAS ID: 282525). In Liverpool some participants were recruited under the “Human immune responses to acute virus infections” Study (16/NW/0170), approved by North West - Liverpool Central Research Ethics Committee on 8 March 2016, and amended on 14th September 2020 and 4th May 2021. In Oxford, participants were recruited under the GI Biobank Study 16/YH/0247, approved by the research ethics committee (REC) at Yorkshire & The Humber - Sheffield Research Ethics Committee on 29 July 2016, which has been amended for this purpose on 8 June 2020. In Sheffield, participants were recruited under the Observational Biobanking study STHObs (18/YH/0441), which was amended for this study on 10 September 2020. The study was conducted in compliance with all relevant ethical regulations for work with human participants, and according to the principles of the Declaration of Helsinki (2008) and the International Conference on Harmonization (ICH) Good Clinical Practice (GCP) guidelines. Written informed consent was obtained for all patients enrolled in the study.

Dysfunctional Career Thoughts and Perceived Quality of Parental Relationships in Adolescents With Attention‐Deficit/Hyperactivity Disorder

Attention‐deficit/hyperactivity disorder (ADHD) is known to cause significant difficulties in interpersonal relationships. Empirical research in career development has demonstrated that close, supportive relationships are associated with positive vocational behaviors (Kenny et al., 2018). We examined dysfunctional career thoughts and perceived quality of parental relationships in high school students with ADHD. One hundred two adolescents (76 boys, 26 girls) with ADHD responded to measures of career thoughts and interpersonal relationship quality. Preliminary exploratory analysis, using multiple linear regression, showed that male participants' dysfunctional career thoughts were statistically significantly related to their relationships with their mothers. For female participants, relationships with fathers represented an area for further exploration. Results suggest that career professionals can enhance positive outcomes of decision‐making and problem‐solving issues in adolescence with additional focus on relational interventions. Future research should incorporate the influence of gender and race/ethnicity on crucial relationships and focus on paternal relationships using cognitive information processing–based interventions with this population.

Abstract PO-036: University of Guam/University of Hawai‘i Cancer Center Partnership: A seventeen-year investment in cancer health equity in Pacific Islanders

Abstract The University of Guam (UOG)/University of Hawai‘i Cancer Center (UHCC) Partnership aims to grow cancer research capacity at UOG, develop cancer health disparities research at UHCC focusing on Pacific Islanders (PI), raise awareness of cancer and cancer prevention in Guam (GU), Hawai‘i (HI) and the United States Associated Pacific Islands (USAPI), and increase the number of cancer and biomedical science researchers of PI ancestry in the US. An infrastructure comprised of 4 principal investigators, over 30 participating faculty, administrative staff, and external and internal reviewers, backed by institutional support and NCI sponsorship, has supported 17 years of research, training, and outreach designed to reduce cancer health disparities and advance health equity among PI in GU, HI, and the USAPI. Since 2009, the Partnership has funded 22 cancer research projects addressing cancer research priorities of global and regional relevance, including cervical cancer and Areca (betel) nut chewing - a traditional practice associated with oral pre/carcinoma, affecting 600 million users worldwide. Over 100 peer-reviewed manuscripts have been published, over 100 abstracts presented, and 21 grants secured. To address the underrepresentation of PI in biomedical sciences, the Partnership has supported and trained 35 graduate scholars; 23 master’s students at UOG and 12 doctoral students at UH. Two PhD graduates are now faculty members at UOG and engaged in cancer health disparities research. UOG’s Micronesian Studies Program offers a cancer health disparities track, developed by the Partnership and tailored for the Pacific region. In addition, UOG/UHCC faculty, junior investigators, and pre/postdocs receive mentorship, career development, and summer research fellowships; since 2015, 16 early career professionals have received support. Outreach projects have explored community-based participatory approaches to cancer prevention. Youth tobacco use prevention and cessation projects in Guam resulted in landmark tobacco control legislation, decreased tobacco use and increased tobacco taxes, which now sustain cancer programs and patient services in Guam including the Guam Cancer Registry. Current outreach efforts aim to increase colorectal cancer screening and HPV vaccination while building knowledge and awareness among physicians serving PI in GU and HI. Dedicated leadership and longstanding partner collaborations led to the first NCI Community Oncology Research Program site in 2019, providing therapeutic cancer clinical trials in Guam. In conclusion, research capacity at UOG has significantly increased, disparities research at UHCC has expanded, underrepresented PI students are pursuing careers in cancer research, and communities have been engaged in research, training and outreach to advance cancer health equity in HI, GU and the USAPI. Supported by NCI grants U54CA143727 and U54CA143728. Citation Format: Rachael T. Leon Guerrero, Margaret Hattori-Uchima, Hali R. Robinett, Carl-Wilhelm Vogel, Neal A. Palafox. University of Guam/University of Hawai‘i Cancer Center Partnership: A seventeen-year investment in cancer health equity in Pacific Islanders [abstract]. In: Proceedings of the AACR Virtual Conference: Thirteenth AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2020 Oct 2-4. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2020;29(12 Suppl):Abstract nr PO-036.

Not Just Surviving, But Thriving: Overcoming Barriers to Career Advancement for Women Junior Faculty Clinician-Researchers.

Although women attend medical school and residency at similar rates to men, they experience lower levels of academic career advancement than men. To inform national gender equity efforts, the authors conducted a qualitative study to explore potential gender differences in the career experiences of junior research faculty at a premier research institution. Focus group discussions were conducted among women and men junior research faculty at the School of Medicine at an urban public research university. Participants were early mentored career development award recipients (K-awardees). Two same-gender focus groups of nine women and six men were conducted. Discussions focused on two domains: barriers to maintaining a research career and facilitators for research career development. Data were analyzed using ATLAS.ti and content analysis methods. Both women and men identified a challenging funding environment, difficulty bridging the salary gap, and lack of institutional support as barriers to maintaining their research careers. Women perceived two primary barriers to their career advancement that were different from their male counterparts: They were more likely to feel undervalued at the institution and to experience significant strains related to both childbearing and childcare. Women also reported receiving inadequate mentorship, having poor negotiation skills, and experiencing a lack of negotiation opportunities. Academic research institutions should consider interventions that provide financial, emotional, and practical support to women research faculty, particularly during their childbearing and childrearing years.

An innovative educational program for addressing health disparities in translational cancer research.

North Carolina Central University (NCCU) and Duke Cancer Institute implemented an NCI-funded Translational Cancer Disparities Research Partnership to enhance translational cancer research, increase the pool of underrepresented racial and ethnic group (UREG) researchers in the translational and clinical research workforce, and equip UREG trainees with skills to increase diversity in clinical trials. The Cancer Research Education Program (C-REP) provided training for UREG graduate students and postdoctoral fellows at Duke and NCCU. An innovative component of C-REP is the Translational Immersion Experience (TIE), which enabled Scholars to gain knowledge across eight domains of clinical and translational research (clinical trials operations, data monitoring, regulatory affairs, UREG accrual, biobanking, community engagement, community outreach, and high-throughput drug screening). Program-specific evaluative metrics were created for three broad domains (clinical operations, basic science/lab research, and population-based science) and eight TIE domains. Two cohorts (n = 13) completed pre- and post-surveys to determine program impact and identify recommendations for program improvement. Scholars reported statistically significant gains in knowledge across three broad domains of biomedical research and seven distinct areas within TIE. Training in translational research incorporating immersions in clinical trials operation, biobanking, drug development, and community engagement adds value to career development of UREG researchers.

P.332 Vortioxetine for emotional blunting in patients with major depression and insufficient response to previous antidepressant treatment: the COMPLETE study

The Vanderbilt School of Medicine's ASPIRE program expanded the reach, vision, and staff dedicated to comprehensively preparing our biomedical Ph.D. students and postdoctoral fellows for a wide variety of possible careers in the biomedical enterprise. Multiple mechanisms were designed to achieve this goal, and the range of ASPIRE activities fall into six interlinked categories: career exploration and decision-making, professional skill development, enhancing employer relations, enhancing alumni relations and performing outcomes research, establishing partnerships with faculty and other campus resources, and participating in national career development and best practice research. Initial feedback from trainees served by ASPIRE suggests that the program has succeeded in its core mission, and ASPIRE has earned name-brand recognition among our faculty, staff, and trainees. The ASPIRE program offers a new paradigm for biomedical Ph.D. and postdoctoral training at Vanderbilt University and integrates career and professional development into the training experience.

Abstract B31: Strategic investments by the Melanoma Research Alliance in research and career development accelerate progress in melanoma prevention, diagnostics, and treatment

Abstract Non-governmental entities, such as foundations, charities, philanthropists, and corporations, represent a growing source of research funding (1). The Melanoma Research Alliance (MRA) was founded in 2007 by Debra and Leon Black under the auspices of the Milken Institute with the mission to end suffering and death due to melanoma by collaborating with all stakeholders to accelerate powerful research, advance cures for all patients, and prevent more melanomas. Since its founding, MRA has invested a total of $101 million in 266 research awards to 126 academic institutions in 15 countries. Award mechanisms include Team Science Awards, Established Investigator Awards, Young Investigator Awards for newly independent faculty, and Pilot Awards. A key challenge among research funders is measuring the effectiveness of their grants in achieving the organizational mission. In 2018, MRA assessed the impact of its multimillion-dollar investment in research by conducting an in-depth analysis of the 107 research projects completed between 2009 and 2016. The evaluation included the following: 1) analysis of progress towards scientific aims; 2) a post-award survey sent to all administrative principal investigators (response rate 74% of 107 awards); and 3) research on quantitative outcomes such as follow-on funding, publications, and patents using award progress reports, PubMed, Uber Research Dimensions, Google Patents, www.uspto.gov, and www.clinicaltrials.gov. The evaluation demonstrated that the research areas funded by MRA reflect the swift progress of melanoma research as a whole over the past 11 years. MRA awards informed current thinking in the field and impacted clinical practice. Survey responses indicated MRA funding positively impacts the career and research trajectories of funded researchers, for example, by fostering collaborations, obtaining additional funding, and securing promotions or new positions. Both team and individual awards yielded high returns; however, their specific impacts differed. For example, Team Science Awards contributed to more patents (16 of 28 total) and publications (212 of 543 total) than individual awards, which garnered significant follow-on funding. While team awards resulted in a 2.6x multiplier effect in follow-on funding, Established Investigator, Young Investigator, and Pilot Awards yielded a 6.8x, 5.4x and 4.7x multiplier effect, respectively. While most projects conclude in the expected timeframe, clinical research projects typically experience greater delays and involved greater risk than their nonclinical counterparts. Collectively, this analysis suggests that foundation funding of a diverse portfolio of research grants can catalyze preclinical, translational, and clinical research as well as aid in the career development of academic researchers. Reference 1. Private Funding of Basic Science Survey conducted by the Science Philanthropy Alliance, https://tinyurl.com/y927npz7. Citation Format: Kristen L. Mueller, Marc Hurlbert, Louise M. Perkins. Strategic investments by the Melanoma Research Alliance in research and career development accelerate progress in melanoma prevention, diagnostics, and treatment [abstract]. In: Proceedings of the AACR Special Conference on Melanoma: From Biology to Target; 2019 Jan 15-18; Houston, TX. Philadelphia (PA): AACR; Cancer Res 2020;80(19 Suppl):Abstract nr B31.

Enhancing Bioinformatics and Genomics Courses: Building Capacity and Skills via Lab Meeting Activities: Fostering a Culture of Critical Capacities to Read, Write, Communicate and Engage in Rigorous Scientific Exchanges.

Reading, writing, publishing, and publicly presenting scientific works are vital for a young researcher's profile building and career development. Generally, the traditional educational curricula do not offer training possibilities to learn and practice how to prepare, write, and present scientific works. These are rather a part of lab meeting activities in research groups. The lack of such training is more critical in some developing countries because this adds to the rare opportunities to discuss and become involved in the exchanges on state of the art scientific literature. Here the authors relate their experience in introducing a weekly 1-day lab meeting in the framework of two previously organized 3-month courses on "Bioinformatics and Genome Analyses". The main activities which are developed during these lab meetings include scientific literature follow up as well as preparing and presenting oral and written scientific reviews. These activities prove to be useful for a student's self-confidence building, for enhancing their active participation during the lectures and practical sessions, as well as for the positive impact on running the whole course program. Incorporation of such lab meeting activities in the course program significantly improves the capacity building of the participants, their analytical and critical reading of scientific literature, as well as communication skills. In this work it is shown how to proceed with the different steps involved in the implementation of lab meeting activities, and to recommend their regular institution in similar courses.

Texas A&M University College of Medicine.

Texas A&M University College of Medicine.

Race-Conscious Career Development: Exploring Self-Preservation and Coping Strategies of Black Professionals in Corporate America

The Problem Corporations have maintained a history of operating as racialized social systems that contribute to racial divisions and inequities in the workplace. Despite this reality, there have been high-achieving Black men and women who have overcome limitations and unfavorable circumstances. In this study, resilience to racial bias in corporate America is explored through the lived experience of Black professionals by using a phenomenological research method. The Solution Race, racism, and workplace incivility are discussed in a conceptual framework to examine how racial bias still exists in the workplace and to contextualize the participants’ experiences. As a result of the findings, self-preservation and coping strategies are identified to provide insight into how the participants overcame social and racial barriers that influence their professional identities and career development in corporate America. The Stakeholders This research is intended to inform organizational leaders and career development researchers and specialists who are invested in the advancement of Black professionals and the communities they represent. This study also has implications for human resource developers and researchers who seek to minimize racial bias against Black professionals through racial discourse and race-conscious research.

Mapping graduate employability and career development in higher education research: a citation network analysis

ABSTRACT Greater attention than ever is being placed on how universities enable their graduates to achieve their career goals as a key return on significant private and public investment. Scholars in two distinct fields of research have explored the characteristics and conditions that promote or constrain graduates’ career success: graduate employability and career development. In this article, we present visualisations of direct citation networks among 4068 journal articles focused on graduate employability and career development and consider the disciplinary landscapes that they reveal. Our findings show that despite a clear alignment of research concerns and educational goals, there has been limited theoretical or practical exchange between the two fields. We argue that purposeful exchange between the two fields will enrich both and, when applied to practice, could inform an evidence-based, integrative pedagogy of careers and employability learning in higher education.

Creation of a comprehensive training and career development approach to increase the number of neurosurgeons supported by National Institutes of Health funding.

To increase the number of independent National Institutes of Health (NIH)-funded neurosurgeons and to enhance neurosurgery research, the National Institute of Neurological Disorders and Stroke (NINDS) developed two national comprehensive programs (R25 [established 2009] for residents/fellows and K12 [2013] for early-career neurosurgical faculty) in consultation with neurosurgical leaders and academic departments to support in-training and early-career neurosurgeons. The authors assessed the effectiveness of these NINDS-initiated programs to increase the number of independent NIH-funded neurosurgeon-scientists and grow NIH neurosurgery research funding. NIH funding data for faculty and clinical department funding were derived from the NIH, academic departments, and Blue Ridge Institute of Medical Research databases from 2006 to 2019. Between 2009 and 2019, the NINDS R25 funded 87 neurosurgical residents. Fifty-three (61%) have completed the award and training, and 39 (74%) are in academic practice. Compared to neurosurgeons who did not receive R25 funding, R25 awardees were twice as successful (64% vs 31%) in obtaining K-series awards and received the K-series award in a significantly shorter period of time after training (25.2 ± 10.1 months vs 53.9 ± 23.0 months; p < 0.004). Between 2013 and 2019, the NINDS K12 has supported 19 neurosurgeons. Thirteen (68%) have finished their K12 support and all (100%) have applied for federal funding. Eleven (85%) have obtained major individual NIH grant support. Since the establishment of these two programs, the number of unique neurosurgeons supported by either individual (R01 or DP-series) or collaborative (U- or P-series) NIH grants increased from 36 to 82 (a 2.3-fold increase). Overall, NIH funding to clinical neurological surgery departments between 2006 and 2019 increased from $66.9 million to $157.3 million (a 2.2-fold increase). Targeted research education and career development programs initiated by the NINDS led to a rapid and dramatic increase in the number of NIH-funded neurosurgeon-scientists and total NIH neurosurgery department funding.

Career success in academia

PurposeIn this study, the authors explore the boundaryless careers of faculty and adopt the intelligent career framework to examine success factors for academic careers.Design/methodology/approachThe authors conducted a field study of 36 researchers in the management information systems field from 22 institutions in the US, Australia and Canada. The authors selected the participants representing four strata of researchers: luminaries (high expertise status and high citizenship behavior), experts (high expertise status but low leadership roles), statesmen (low expertise status but high leadership) and journeymen (low expertise status and low leadership). Data regarding the participants' experience of social relationships and social resources as well as entrepreneurial motivations were collected and analyzed.FindingsResults show that faculty who “know-why”, “know-how”, and “know with whom” possess socially valued resources and are successful in advancing their careers. They establish high social status and exercise power within their networks to mobilize resources that promote their careers. On the other hand, faculty who fall short of these competencies impose social closure on themselves and do not strive to exploit resources available through their contacts. The study advances a number of theoretical propositions to guide future research on boundaryless intelligent careers.Social implicationsSocial relationships and social resources do not substitute individual competence, leadership and entrepreneurial motivations; individuals need to develop competence valued by their professional communities and exploit available opportunities and assume leadership roles in order to effectively establish instrumental relationships and mobilize social resources to achieve career advancement.Originality/valueIn this study, we attempt to extend career development research through an examination of the bidirectional relationship between know-why, know-how and know-who in academia.