TY - JOUR
T1 - A national professional development program fills mentoring gaps for postdoctoral researchers
AU - Sun, Ting
AU - Drane, Denise
AU - McGee, Richard
AU - Campa, Henry
AU - Goldberg, Bennett B.
AU - Hokanson, Sarah Chobot
N1 - Publisher Copyright:
© 2023 Sun et al.
PY - 2023/6
Y1 - 2023/6
N2 - The Postdoc Academy: Succeeding as a Postdoc was designed to build postdocs' skills in career transition, career planning, collaborative research, resilience, and self-reflection. This study examined self-reported changes in five skills as learners progressed through the course. Data were collected from participants who responded to both pre- and post-surveys and engaged with the course learning activities. Results from repeated measures multivariate analysis of variance revealed that all of the self-reported perceptions of skills improved significantly upon completion of the course. Hierarchical regressions revealed that underrepresented minority learners had greater gains in their development of skills in career planning, resilience, and self-reflection. Qualitative analysis of learners' responses to learning activities found that postdocs perceived networking and mentor support as contributing factors to their skill advancement while tensions among multiple obligations and concerns of uncertainties were significant challenges to applying those skills.
AB - The Postdoc Academy: Succeeding as a Postdoc was designed to build postdocs' skills in career transition, career planning, collaborative research, resilience, and self-reflection. This study examined self-reported changes in five skills as learners progressed through the course. Data were collected from participants who responded to both pre- and post-surveys and engaged with the course learning activities. Results from repeated measures multivariate analysis of variance revealed that all of the self-reported perceptions of skills improved significantly upon completion of the course. Hierarchical regressions revealed that underrepresented minority learners had greater gains in their development of skills in career planning, resilience, and self-reflection. Qualitative analysis of learners' responses to learning activities found that postdocs perceived networking and mentor support as contributing factors to their skill advancement while tensions among multiple obligations and concerns of uncertainties were significant challenges to applying those skills.
UR - http://www.scopus.com/inward/record.url?scp=85161965668&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85161965668&partnerID=8YFLogxK
U2 - 10.1371/journal.pone.0275767
DO - 10.1371/journal.pone.0275767
M3 - Article
C2 - 37315043
AN - SCOPUS:85161965668
SN - 1932-6203
VL - 18
JO - PloS one
JF - PloS one
IS - 6 June
M1 - e0275767
ER -