From student to steward: the Interdisciplinary Program in Neuroscience at Georgetown University as a case study in professional development during doctoral training
| Autor: | Sonya B. Dumanis, Lauren E. Ullrich, Kathleen A. Maguire-Zeiss, Barry B. Wolfe, Tanya M. Evans, Carrie E. Leonard, Summer J. Rozzi, Karen Gale, Jagmeet S. Kanwal, Alexis M. Jeannotte, Patrick A. Forcelli, Caitlin M. Taylor |
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| Přispěvatelé: | NIH, NSF |
| Rok vydání: | 2014 |
| Předmět: |
Male
leadership Universities Interprofessional Relations Context (language use) Professional studies Education neuroscience Professional Role Mentorship Public Relations Pedagogy Humans Sociology Cooperative Behavior Curriculum graduate school lcsh:LC8-6691 lcsh:R5-920 Medical education training lcsh:Special aspects of education communication Research 4. Education Feature Article Mentors Professional development Neurosciences PhD General Medicine teaching Outreach Coursework Organizational Case Studies public outreach Female lcsh:Medicine (General) Inclusion (education) Neuroscience professional development Ph.D |
| Zdroj: | Medical Education Online, Vol 19, Iss 0, Pp 1-12 (2014) Medical Education Online; Vol 19 (2014) Medical Education |
| ISSN: | 1087-2981 |
| Popis: | A key facet of professional development is the formation of professional identity. At its most basic level, professional identity for a scientist centers on mastery of a discipline and the development of research skills during doctoral training. To develop a broader understanding of professional identity in the context of doctoral training, the Carnegie Initiative on the Doctorate (CID) ran a multi-institutional study from 2001 to 2005. A key outcome of the CID was the development of the concept of ‘stewards of the discipline’. The Interdisciplinary Program in Neuroscience (IPN) at Georgetown University participated in CID from 2003 to 2005. Here, we describe the IPN and highlight the programmatic developments resulting from participation in the CID. In particular, we emphasize programmatic activities that are designed to promote professional skills in parallel with scientific development. We describe activities in the domains of leadership, communication, teaching, public outreach, ethics, collaboration, and mentorship. Finally, we provide data that demonstrate that traditional metrics of academic success are not adversely affected by the inclusion of professional development activities in the curricula. By incorporating these seven ‘professional development’ activities into the required coursework and dissertation research experience, the IPN motivates students to become stewards of the discipline. Keywords : neuroscience; professional development; training; communication; teaching; public outreach; leadership; PhD; graduate school Responsible Editor: Pat O’Sullivan, University of California, USA. To access the supplementary material for this article, please see Supplementary files under Article Tools online. Published: 7 July 2014 Citation : Med Educ Online 2014, 19 : 22623 - http://dx.doi.org/10.3402/meo.v19.22623 |
| Databáze: | OpenAIRE |
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