Literature Review on Concurrent Dual Career Development in the URL (unrestricted Line)

DTIC Science & Technology

1989-06-01

Career Development Systems, (3) Multiple Career Paths in Organizations, (4) Skills Required for Management, (5) Predicting Career Success , (6) Skill...10 Sum m ary .............................................................. 11 Predicting Career Success ................................................. 11...Career Paths in Organizations, (4) Skills Required for Management, (5) Predicting Career Success , (6) Skill Requirements of Jobs, (7) Formal Training, (8

Employee Upgrading for a Quality Workforce.

ERIC Educational Resources Information Center

Drier, Harry N.; And Others

This training program is a model for recruiting and training counselors to address the career development and educational planning needs of current employees. Section A is directed to the instructor who will train counselors to provide career development assistance to employees of an organization. It describes the program concept and discusses…

Entrepreneurship Training for Females Offers New Challenges to Career Educators.

ERIC Educational Resources Information Center

Eliason, Carol

1981-01-01

Recent efforts in entrepreneurship training for women are described. These include research and development efforts, opportunities in the public schools, and the development of guidelines for career counseling to potential female entrepreneurs. (CT)

Special Issue: Book Reviews. Resources for Career Management, Counseling, Training and Development.

ERIC Educational Resources Information Center

Horvath, Clara, Ed.; And Others

1995-01-01

This special issue includes reviews of 32 books on the following topics: management, human resources, and organizational development; career counseling, guidance, and assessment; job search; resumes; careers in specific fields; careers for special populations; career transitions; and finding balance. (SK)

Supporting early career health investigators in Kenya: A qualitative study of HIV/AIDS research capacity building.

PubMed

Daniels, Joseph; Nduati, Ruth; Kiarie, James; Farquhar, Carey

2015-01-01

Strategies to transfer international health research training programs to sub-Saharan African institutions focus on developing cadres of local investigators who will lead such programs. Using a critical leadership theory framework, we conducted a qualitative study of one program to understand how collaborative training and research can support early career investigators in Kenya toward the program transfer goal. We used purposive sampling methods and a semi-structured protocol to conduct in-depth interviews with US (N = 5) and Kenyan (N = 5) independent investigators. Transcripts were coded using a two-step process, and then compared with each other to identify major themes. A limited local research environment, funding needs and research career mentorship were identified as major influences on early career researchers. Institutional demands on Kenyan faculty to teach rather than complete research restricted investigators' ability to develop research careers. This was coupled with lack of local funding to support research. Sustainable collaborations between Kenyan, US and other international investigators were perceived to mitigate these challenges and support early career investigators who would help build a robust local research environment for training. Mutually beneficial collaborations between Kenyan and US investigators developed during training mitigate these challenges and build a supportive research environment for training. In these collaborations, early career investigators learn how to navigate the complex international research environment to build local HIV research capacity. Shared and mutually beneficial resources within international research collaborations are required to support early career investigators and plans to transfer health research training to African institutions.

Training gaps for pediatric residents planning a career in primary care: a qualitative and quantitative study.

PubMed

Rosenberg, Adam A; Kamin, Carol; Glicken, Anita Duhl; Jones, M Douglas

2011-09-01

Resident training in pediatrics currently entails similar training for all residents in a fragmented curriculum with relatively little attention to the career plans of individual residents. To explore strengths and gaps in training for residents planning a career in primary care pediatrics and to present strategies for addressing the gaps. Surveys were sent to all graduates of the University of Colorado Denver Pediatric Residency Program (2003-2006) 3 years after completion of training. Respondents were asked to evaluate aspects of their training, using a 5-point Likert scale and evaluating each item ranging from "not at all well prepared" to "extremely well prepared" for their future career. In addition, focus groups were conducted with practitioners in 8 pediatric practices in Colorado. Sessions were transcribed and hand coded by 2 independent coders. Survey data identified training in behavior and development (mean score, 3.72), quality improvement and patient safety strategies (mean, 3.57), and practice management (mean, 2.46) as the weakest aspects of training. Focus groups identified deficiencies in training in mental health, practice management, behavioral medicine, and orthopedics. Deficiencies noted in curriculum structure were lack of residents' long-term continuity of relationships with patients; the need for additional training in knowledge, skills, and attitudes needed for primary care (perhaps even a fourth year of training); and a training structure that facilitates greater resident autonomy to foster development of clinical capability and self-confidence. Important gaps were identified in the primary care training of pediatric residents. These data support the need to develop more career-focused training.

Navigating the Path to a Biomedical Science Career

NASA Astrophysics Data System (ADS)

Zimmerman, Andrea McNeely

The number of biomedical PhD scientists being trained and graduated far exceeds the number of academic faculty positions and academic research jobs. If this trend is compelling biomedical PhD scientists to increasingly seek career paths outside of academia, then more should be known about their intentions, desires, training experiences, and career path navigation. Therefore, the purpose of this study was to understand the process through which biomedical PhD scientists are trained and supported for navigating future career paths. In addition, the study sought to determine whether career development support efforts and opportunities should be redesigned to account for the proportion of PhD scientists following non-academic career pathways. Guided by the social cognitive career theory (SCCT) framework this study sought to answer the following central research question: How does a southeastern tier 1 research university train and support its biomedical PhD scientists for navigating their career paths? Key findings are: Many factors influence PhD scientists' career sector preference and job search process, but the most influential were relationships with faculty, particularly the mentor advisor; Planned activities are a significant aspect of the training process and provide skills for career success; and Planned activities provided skills necessary for a career, but influential factors directed the career path navigated. Implications for practice and future research are discussed.

A Massachusetts Career Education Staff Development Research Guide.

ERIC Educational Resources Information Center

Chase, Elizabeth C. R., Ed.; McLain, Thomas W., Ed.

Designed as a resource manual for use in conjunction with state and/or local level career education staff development training sessions, this handbook also provides local practitioners with information to develop new or improved career education programs. Chapter 1 overviews the concept, rationale, goals, and objectives of career education in…

Extramural Training and Career Opportunities in Aging Research.

ERIC Educational Resources Information Center

National Inst. on Aging (DHHS/NIH), Bethesda, MD.

The rapid growth of the older population heightens the urgency for training in aging research. This publication outlines the opportunities for extramural research training and career development that exist within the National Institute on Aging (NIA). The NIA supports research and research training primarily through the award of grants and…

Training

Cancer.gov

NCI offers training at laboratories and clinics in Maryland and at universities and institutions nationwide. These cancer training and career development opportunities cover a broad spectrum of disciplines for individuals at career stages ranging from high school and graduate students to scientists, clinicians, and health care professionals.

Career Portfolios: Helping Beginning Teachers Help Themselves.

ERIC Educational Resources Information Center

Follo, Eric

Career portfolios can help beginning teachers land their first job and facilitate a teacher's professional growth as they develop in their career. A portfolio in this context is a collection of print, pictorial, and audio and video data that documents the candidate's experiences and training. Early in training, prospective teachers should decide…

Career Development among American Biomedical Postdocs

PubMed Central

Gibbs, Kenneth D.; McGready, John; Griffin, Kimberly

2015-01-01

Recent biomedical workforce policy efforts have centered on enhancing career preparation for trainees, and increasing diversity in the research workforce. Postdoctoral scientists, or postdocs, are among those most directly impacted by such initiatives, yet their career development remains understudied. This study reports results from a 2012 national survey of 1002 American biomedical postdocs. On average, postdocs reported increased knowledge about career options but lower clarity about their career goals relative to PhD entry. The majority of postdocs were offered structured career development at their postdoctoral institutions, but less than one-third received this from their graduate departments. Postdocs from all social backgrounds reported significant declines in interest in faculty careers at research-intensive universities and increased interest in nonresearch careers; however, there were differences in the magnitude and period of training during which these changes occurred across gender and race/ethnicity. Group differences in interest in faculty careers were explained by career interest differences formed during graduate school but not by differences in research productivity, research self-efficacy, or advisor relationships. These findings point to the need for enhanced career development earlier in the training process, and interventions sensitive to distinctive patterns of interest development across social identity groups. PMID:26582238

Academic career development in geriatric fellowship training.

PubMed

Medina-Walpole, Annette; Fonzi, Judith; Katz, Paul R

2007-12-01

Career development is rarely formalized in the curricula of geriatric fellowship programs, and the training of new generations of academic leaders is challenging in the 1 year of fellowship training. To effectively prepare fellows for academic leadership, the University of Rochester's Division of Geriatrics, in collaboration with the Warner School of Graduate Education, created a yearlong course to achieve excellence in teaching and career development during the 1-year geriatric fellowship. Nine interdisciplinary geriatric medicine, dentistry, and psychiatry fellows completed the course in its initial year (2005/06). As participants, fellows gained the knowledge and experience to successfully develop and implement educational initiatives in various formats. Fellows acquired teaching and leadership skills necessary to succeed as clinician-educators in an academic setting and to communicate effectively with patients, families, and colleagues. Fellows completed a series of individual and group education projects, including academic portfolio development, curriculum vitae revision, abstract submission and poster presentation at national meetings, lay lecture series development, and geriatric grand rounds presentation. One hundred percent of fellows reported that the course positively affected their career development, with six of nine fellows choosing academic careers. The course provided opportunities to teach and assess all six of the Accreditation Council of Graduate Medical Education core competencies. This academic career development course was intended to prepare geriatric fellows as the next generation of academic leaders as clinician-teacher-scholars. It could set a new standard for academic development during fellowship training and provide a model for national dissemination in other geriatric and subspecialty fellowship programs.

78 FR 49548 - Comment Request for Information Collection for Job Corps Application Data (Job Corps Enrollee...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-08-14

... the nation's largest residential educational and career technical training program for young Americans... Educational Development (GED), and career technical training credentials, including industry-recognized... DEPARTMENT OF LABOR Employment and Training Administration Comment Request for Information...

DOD-Wide Civilian Career Program for Procurement Personnel.

ERIC Educational Resources Information Center

Office of the Assistant Secretary of Defense for Manpower and Reserve Affairs (DOD), Washington, DC.

The manual, which supersedes the August 4, 1966 manual, is designed to aid in program improvement for career development and advancement opportunities of Department of Defense (DOD) civilian procurement personnel. Program elements covered include: career patterns, career counseling and appraisal, training and development, registration, referral…

Career Development in Higher Education. Issues in Career Development

ERIC Educational Resources Information Center

Samide, Jeff L., Ed.; Eliason, Grafton T., Ed.; Patrick, John

2011-01-01

The purpose of Career Development in Higher Education is to provide a broad and in-depth look at the field of career development as it applies to individuals involved in higher education activities, in a variety of educational and vocational training settings. The book will examine some of the field's major themes, approaches and assumptions using…

Analysis of Postdoctoral Training Outcomes That Broaden Participation in Science Careers

PubMed Central

Rybarczyk, Brian J.; Lerea, Leslie; Whittington, Dawayne; Dykstra, Linda

2016-01-01

Postdoctoral training is an optimal time to expand research skills, develop independence, and shape career trajectories, making this training period important to study in the context of career development. Seeding Postdoctoral Innovators in Research and Education (SPIRE) is a training program that balances research, teaching, and professional development. This study examines the factors that promote the transition of postdocs into academic careers and increase diversity in science, technology, engineering, and mathematics. Data indicate that SPIRE scholars (n = 77) transition into faculty positions at three times the national average with a greater proportion of underrepresented racial minorities (URMs) and females represented among SPIRE scholars. Logistic regression models indicate that significant predictors are the intended career track at the start of the postdoctoral training and the number of publications. Factors necessary for successful transition are teaching experience as independent instructors, professional development opportunities, and the experience of balancing teaching with research. Scholars’ continued commitment to increasing diversity in their faculty roles was demonstrated by their attainment of tenure-track positions at minority-serving institutions, continued mentorship of URMs, and engagement with diversity initiatives. These results suggest that a postdoctoral program structured to include research, teaching, and diversity inclusion facilitates attainment of desired academic positions with sustained impacts on broadening participation. PMID:27543634

The Effectiveness of a Training Program Based on Practice of Careers in Vocational Interests Development

ERIC Educational Resources Information Center

Mahasneh, Omar. M.; Farajat, Amani. M.

2015-01-01

The present research was conducted to identify the effectiveness of a training program based on practice of careers in vocational interests development, to answer questions about the study and test its hypothesis the training program had been prepared and the adoption of a measure of vocational interests, as validity and reliability of each of…

78 FR 42803 - Comment Request for Information Collection for Job Corps Health Questionnaire (OMB Control No...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-17

... Job Corps is the nation's largest residential, educational, and career technical training program for... Educational Development (GED), and career technical training credentials, including industry-recognized... DEPARTMENT OF LABOR Employment and Training Administration Comment Request for Information...

Incorporation of Novel MRI and Biomarkers into Prostate Cancer Active Surveillance Risk Assessment

DTIC Science & Technology

2017-09-01

preparation for a career in clinical research. These goals include 1) training in T1 translational research; 2) training in the development and...clinical trials network). In addition to basic mentoring tasks, we have identified four sources of mentorship in particular to my career , which...to meet the goals of my grant and career development. Research: We have successfully implemented the acquisition portion of the RSI MRI. There

How Career and Technical Education Can Jump-Start a New Industry: Chinese Government Turns to Career-Focused Schools in Maryland for Video Game Industry Training

ERIC Educational Resources Information Center

Glenn, Lawrence M.; Nikirk, F. Martin

2009-01-01

While career and technical education (CTE) has been an important part of the U.S. education system for decades, other countries have been slower to adopt and develop similar types of training. Realizing that CTE is crucial to developing homegrown talent capable of competing in a 21st century economy, countries like China are reaching out to…

Jumpstarting Academic Careers: A Workshop and Tools for Career Development in Anesthesiology.

PubMed

Yanofsky, Samuel D; Voytko, Mary Lou; Tobin, Joseph R; Nyquist, Julie G

2011-01-01

Career development is essential and has the potential to assist in building a sustained faculty within academic departments of Anesthesiology. Career development is essential for growth in academic medicine. Close attention to the details involved in career management, goal setting as part of career planning, and professional networking are key elements. This article examines the specific educational strategies involved in a 120 minute workshop divided into four 25 minute segments with 20 minutes at the end for discussion for training junior faculty in career development. The teaching methods include 1) brief didactic presentations, 2) pre-workshop completion of two professional development tools, 3) facilitated small group discussion using trained facilitators and 4) use of a commitment to change format. Three major learning tools were utilized in conjunction with the above methods: a professional network survey, a career planning and development form and a commitment to change form. Forty one participants from 2009 reported 80 projected changes in their practice behaviors in relation to career management: Build or enhance professional network and professional mentoring (36.3%); Set career goals, make a plan, follow though, collaborate, publish (35.1%); Increase visibility locally or nationally (10.0%); Building core skills, such as clinical, teaching, leading (36.3%); Identify the criteria for promotion in own institution (5.0%); Improved methods of documentation (2.5%). Over the past two years, the workshop has been very well received by junior faculty, with over 95% marking each of the following items as excellent or good (presentation, content, audiovisuals and objectives met). The challenge for continuing development and promotion of academic anesthesiologists lies in the explicit training of faculty for career advancement. Designing workshops using educational tools to promote a reflective process of the faculty member is the one method to meet this challenge. We believe that this national workshop has initiated an increasing awareness of a core of junior faculty nationally having now delivered the material to almost 200 junior faculty and having trained seven facilitators in the usage of these materials.

Improving adolescent and young adult health - training the next generation of physician scientists in transdisciplinary research.

PubMed

Emans, S Jean; Austin, S Bryn; Goodman, Elizabeth; Orr, Donald P; Freeman, Robert; Stoff, David; Litt, Iris F; Schuster, Mark A; Haggerty, Robert; Granger, Robert; Irwin, Charles E

2010-02-01

To address the critical shortage of physician scientists in the field of adolescent medicine, a conference of academic leaders and representatives from foundations, National Institutes of Health, Maternal and Child Health Bureau, and the American Board of Pediatrics was convened to discuss training in transdisciplinary research, facilitators and barriers of successful career trajectories, models of training, and mentorship. The following eight recommendations were made to improve training and career development: incorporate more teaching and mentoring on adolescent health research in medical schools; explore opportunities and electives to enhance clinical and research training of residents in adolescent health; broaden educational goals for Adolescent Medicine fellowship research training and develop an intensive transdisciplinary research track; redesign the career pathway for the development of faculty physician scientists transitioning from fellowship to faculty positions; expand formal collaborations between Leadership Education in Adolescent Health/other Adolescent Medicine Fellowship Programs and federal, foundation, and institutional programs; develop research forums at national meetings and opportunities for critical feedback and mentoring across programs; educate Institutional Review Boards about special requirements for high quality adolescent health research; and address the trainee and faculty career development issues specific to women and minorities to enhance opportunities for academic success. Copyright 2010 Society for Adolescent Medicine. All rights reserved.

Recent Additions to the General College Career Development Program Offerings.

ERIC Educational Resources Information Center

Hixson, Bruce, Ed.

1981-01-01

Recent additions to the career development offerings at the University of Minnesota's General College are described. The aviation training program, which is described by Thomas Brothen, is designed to prepare students for licensure testing through the Federal Aviation Administration. Background information on aviation training at the University of…

Programs for developing the pipeline of early-career geriatric mental health researchers: outcomes and implications for other fields.

PubMed

Bartels, Stephen J; Lebowitz, Barry D; Reynolds, Charles F; Bruce, Martha L; Halpain, Maureen; Faison, Warachal E; Kirwin, Paul D

2010-01-01

This report summarizes the findings and recommendations of an expert consensus workgroup that addressed the endangered pipeline of geriatric mental health (GMH) researchers. The workgroup was convened at the Summit on Challenges in Recruitment, Retention, and Career Development in Geriatric Mental Health Research in late 2007. Major identified challenges included attracting and developing early-career investigators into the field of GMH research; a shortfall of geriatric clinical providers and researchers; a disproportionate lack of minority researchers; inadequate mentoring and career development resources; and the loss of promising researchers during the vulnerable period of transition from research training to independent research funding. The field of GMH research has been at the forefront of developing successful programs that address these issues while spanning the spectrum of research career development. These programs serve as a model for other fields and disciplines. Core elements of these multicomponent programs include summer internships to foster early interest in GMH research (Summer Training on Aging Research Topics-Mental Health Program), research sponsorships aimed at recruitment into the field of geriatric psychiatry (Stepping Stones), research training institutes for early career development (Summer Research Institute in Geriatric Psychiatry), mentored intensive programs on developing and obtaining a first research grant (Advanced Research Institute in Geriatric Psychiatry), targeted development of minority researchers (Institute for Research Minority Training on Mental Health and Aging), and a Web-based clearinghouse of mentoring seminars and resources (MedEdMentoring.org). This report discusses implications of and principles for disseminating these programs, including examples of replications in fields besides GMH research.

[Future psychotherapists? Vocational plans and motivation for choosing psychotherapy as a career in german psychology students].

PubMed

Glaesmer, Heide; Spangenberg, Lena; Sonntag, Astrid; Brähler, Elmar; Strauss, Bernhard

2010-12-01

in Germany psychology students can be seen as the major personal resource in psychotherapy. Nevertheless there are few studies on their vocational plans and their interest in psychotherapeutic training. 480 psychology students completed a self-developed questionnaire on their career expectations. 90% of respondents report interest in clinical work and psychotherapeutic training. Most frequently they mention improving therapeutic competencies and career options as pros and current training requirements as cons. Their theoretical orientation (38% behaviour therapy, 19% psychodynamic therapy) is associated with their psychotherapeutic knowledge, study conditions and respondent's characteristics. psychology students consider working and training conditions for psychologists and psychotherapists, when thinking about their future career.

Early career mentoring for translational researchers: mentee perspectives on challenges and issues.

PubMed

Keller, Thomas E; Collier, Peter J; Blakeslee, Jennifer E; Logan, Kay; McCracken, Karen; Morris, Cynthia

2014-01-01

The education and training of early career biomedical translational researchers often involves formal mentoring by more experienced colleagues. This study investigated the nature of these mentoring relationships from the perspective of mentees. The objective was to understand the challenges and issues encountered by mentees in forming and maintaining productive mentoring relationships. Three focus groups (n=14) were conducted with early career researchers who had mentored career development awards. Thematic analysis identified, categorized, and illustrated the challenges and issues reported by mentees. The range of mentee challenges was reflected in five major categories: (a) network--finding appropriate mentors to meet various needs; (b) access--structuring schedules and opportunities to receive mentoring; (c) expectations--negotiating the mechanics of the mentoring relationship and its purpose; (d) alignment--managing mentor-mentee mismatches regarding interests, priorities, and goals; and (e) skills and supports--developing the institutional supports to be successful. Mentoring relationships created for academic training and career development contend with tasks common to many other relationships, namely, recognizing compatibility, finding time, establishing patterns, agreeing to goals, and achieving aims. Identifying challenges faced by mentees can facilitate the development of appropriate trainings and supports to foster mentoring relationships in academic and career settings.

Training Multidisciplinary Scholars in Science Policy for Careers in Academia, Private Sector, and Public Service

NASA Astrophysics Data System (ADS)

Kenney, M. A.

2015-12-01

Regardless of a graduate student's ultimate career ambitions, it is becoming increasingly important to either develop skills to successfully transition into non-academic careers or to be able to understand the societal benefits of basic and applied research programs. In this talk I will provide my prospective -- from working in academia, the Federal government, and as an independent consultant -- about the training that we need for graduate students to navigate the jungle gym of career opportunities available (or not available) after they graduate. In particular, I will speak to the need for science policy training, in which scientific and coordination skills are put to use to help support societal decisions. I will assert that, to effectively train graduate students, it is necessary to provide experiences in multidisciplinary, policy-relevant scholarship to build marketable skills critical for a student's professional development.

Preparing for Multiple Careers. Practice Application Brief.

ERIC Educational Resources Information Center

Kerka, Sandra

Although evidence for the existence of multiple careers is limited, the literature of career development, training, and human resource development has predicted that individuals will have many careers as well as jobs across the lifespan, and small-scale studies and trend analysis suggest that individuals may need to plan and prepare for different…

Postgraduate education for Chinese medicine practitioners: a Hong Kong perspective

PubMed Central

Chung, Vincent CH; Law, Michelle PM; Wong, Samuel YS; Mercer, Stewart W; Griffiths, Sian M

2009-01-01

Background Despite Hong Kong government's official commitment to the development of traditional Chinese medicine (TCM) over the last ten years, there appears to have been limited progress in public sector initiated career development and postgraduate training (PGT) for public university trained TCM practitioners. Instead, the private TCM sector is expected to play a major role in nurturing the next generation of TCM practitioners. In the present study we evaluated TCM graduates' perspectives on their career prospects and their views regarding PGT. Method Three focus group discussions with 19 local TCM graduates who had worked full time in a clinical setting for fewer than 5 years. Results Graduates were generally uncertain about how to develop their career pathways in Hong Kong with few postgraduate development opportunities; because of this some were planning to leave the profession altogether. Despite their expressed needs, they were dissatisfied with the current quality of local PGT and suggested various ways for improvement including supervised practice-based learning, competency-based training, and accreditation of training with trainee involvement in design and evaluation. In addition they identified educational needs beyond TCM, in particular a better understanding of western medicine and team working so that primary care provision might be more integrated in the future. Conclusion TCM graduates in Hong Kong feel let down by the lack of public PGT opportunities which is hindering career development. To develop a new generation of TCM practitioners with the capacity to provide quality and comprehensive care, a stronger role for the government, including sufficient public funding, in promoting TCM graduates' careers and training development is suggested. Recent British and Australian experiences in prevocational western medicine training reform may serve as a source of references when relevant program for TCM graduates is planned in the future. PMID:19228379

In-House Career Coaching: An International Partnership

ERIC Educational Resources Information Center

McDermott, Debra; Neault, Roberta A.

2011-01-01

This article describes a project in the United Arab Emirates (UAE) to develop an in-house career coaching program to support and develop young employees recruited on an affirmative action initiative. The project involved the international partnership of a financial services organization in the UAE and a training provider in Canada to train human…

The Making of Careers, the Making of a Discipline: Luck and Chance in Migrant Careers in Geriatric Medicine

ERIC Educational Resources Information Center

Bornat, Joanna; Henry, Leroi; Raghuram, Parvati

2011-01-01

The geriatric specialty, unpopular among most UK born and trained medical graduates, provided an opportunity for career development and achievement for those doctors whose training had been non-standard for a variety of reasons. Migrant doctors who have played a substantive role in the UK National Health Service since its inception made an…

Factors that attract veterinarians to or discourage them from research careers: a program director's perspective.

PubMed

Atchison, Michael L

2009-01-01

There is a nationwide shortage of veterinarian-scientists in the United States. Barriers to recruiting veterinary students into research careers need to be identified, and mechanisms devised to reduce these barriers. Barriers to attracting veterinary students into research careers include ignorance of available research careers and of the training opportunities. Once admitted, students in research training programs often feel isolated, fitting into neither the veterinary environment nor the research environment. To address the above issues, it is necessary to advertise and educate the public about opportunities for veterinarian-scientists. Schools need to develop high-quality training programs that are well structured but retain appropriate flexibility. Sufficient resources are needed to operate these programs so that students do not graduate with significant debt. A community of veterinarian-scientists needs to be developed so that students do not feel isolated but, rather, are part of a large community of like-minded individuals. Because of the complexities of programs that train veterinarian-scientists, it is necessary to provide extensive advising and for faculty to develop a proactive, servant-leadership attitude. Finally, students must be made aware of career options after graduation.

Using the Training Reactions Questionnaire to Analyze the Reactions of University Students Undergoing Career-Related Training in Jordan: A Prospective Human Resource Development Approach

ERIC Educational Resources Information Center

Khasawneh, Samer; Al-Zawahreh, Abdelghafour

2015-01-01

The primary purpose of the present study was to validate Morgan and Casper's training reactions questionnaire (TRQ) for use in Jordan. The study also investigated the reactions of university students to career-related training programs. Another purpose of the study was to determine the impact of certain aspects of training programs on the overall…

A Study of the Drivers of Commitment amongst Nurses: The Salience of Training, Development and Career Issues

ERIC Educational Resources Information Center

McCabe, Thomas Joseph; Garavan, Thomas N.

2008-01-01

Purpose: The aim of this study is to highlight factors influencing the commitment of nurses, and particularly focuses on the role of training, development and career issues. It provides the basis for a HRD framework, outlining policy choices in developing high commitment amongst nursing staff. Design/methodology/approach: A qualitative research…

Career Planning and Development for Early-Career Scientists

EPA Science Inventory

Early career development can be looked at as being of two major phases. The first phase is the formal educational process leading to an awarded degree, postdoctoral training, and potentially formal certification in a scientific discipline. The second phase is the informal educa...

A comprehensive medical student career development program improves medical student satisfaction with career planning.

PubMed

Zink, Brian J; Hammoud, Maya M; Middleton, Eric; Moroney, Donney; Schigelone, Amy

2007-01-01

In 1999, the University of Michigan Medical School (UMMS) initiated a new career development program (CDP). The CDP incorporates the 4-phase career development model described by the Association of American Medical Colleges (AAMC) Careers in Medicine (CiM). The CDP offers self-assessment exercises with guidance from trained counselors for 1st- and 2nd-year medical students. Career exploration experiences include Career Seminar Series luncheons, shadow experiences with faculty, and a shadow program with second-year (M2) and fourth-year (M4) medical students. During the decision-making phase, students work with trained faculty career advisors (FCA). Mandatory sessions are held on career selection, preparing the residency application, interviewing, and program evaluation. During the implementation phase, students meet with deans or counselors to discuss residency application and matching. An "at-risk plan" assists students who may have difficulty matching. The CiM Web site is extensively used during the 4 stages. Data from the AAMC and UMMS Graduation Questionnaires (GQ) show significant improvements for UMMS students in overall satisfaction with career planning services and with faculty mentoring, career assessment activities, career information, and personnel availability. By 2003, UMMS students had significantly higher satisfaction in all measured areas of career planning services when compared with all other U.S. medical students.

Adult Career Counseling Center. Fifteenth Annual Report, September 1997-June 1998.

ERIC Educational Resources Information Center

Goodman, Jane

The Adult Career Counseling Center (ACCC) at Oakland University provides career exploration and planning opportunities to community adults at no cost; trains faculty, staff, and students in the use of computer-assisted career guidance programs; and supports research efforts for a better understanding of career development resources. Clients…

Careers Under Construction: Models for Developing Career Ladders.

ERIC Educational Resources Information Center

2003

This publication describes resources and processes that are a catalyst for discussion and action for local workforce investment partners--employers, training providers, and workers--to plan and implement regional career ladder programs. Section 1 discusses career ladders and uses. Section 2 describes how to build an industry career ladder or…

Career Transitions for Adults. Maine Guide. A Developmental Framework for Life Choices.

ERIC Educational Resources Information Center

Maine State Dept. of Educational and Cultural Services, Augusta. Bureau of Adult and Secondary Vocational Education.

This curriculum presents career, academic, and life skill activities to assist education and training organizations in developing and delivering comprehensive career development and life skill programs. It is designed for the out-of-school person who has life and work experiences and who wants to assess a current life or career situation. The…

Defense Threat Reduction Agency > Careers > Professional Development

Science.gov Websites

Justifications & Approvals Careers Who We Are Our Values Strategic Recruiting Programs Professional Your Reporting Day Senior Executive Service Special Programs PROFESSIONAL DEVELOPMENT Our Training and some of the pitfalls that may derail a career or delay a promotion. Competitive Professional

Motivation and Career-Development Training Programs: Use of Regulatory Focus to Determine Program Effectiveness

ERIC Educational Resources Information Center

Anthony, Peter J.; Weide, Jeffrey

2015-01-01

The purpose of this study was to focus on the relationship between career-development training programs and the motivation of employees. The study used a qualitative method and a phenomenological design using semistructured interviews conducted with a script of open-ended questions. Two main components of the research design were the modified van…

A School-Community Career Education Project. Final Report.

ERIC Educational Resources Information Center

Opelika City Schools, AL.

The 3-year Opelika City (Alabama) School-Community Career Education Project sought to make career education central and not just an adjunct to the education program in Opelika schools. Development of the project was carried out through four phases: (1) Staff training and development, (2) curriculum development and revisions, (3) guidance, and (4)…

Career Exploration and Specialization: A New Training Design for Adult and Youth Work Experience. Concept Paper [and Synopsis].

ERIC Educational Resources Information Center

Spann, Jerry

To address the Comprehensive Employment and Training Act (CETA) client's need for career development experience and skills, the Affirmative Action Office of Dane County (Wisconsin) and the Adult Work Experience Program (AWEP) staff plan to implement a year-long training program aimed at job exploration, internship, and personalized decision…

The Early-Career Development of Science Teachers from Initial Training Onwards: The Advantages of a Multifaceted Five-Year Programme

ERIC Educational Resources Information Center

Clarke, Julian; Howarth, Sue; King, Chris; Perry, John; Tas, Maarten; Twidle, John; Warhurst, Adrian; Garrett, Caro

2014-01-01

If a programme were to be devised for the early-career development of science teachers, what might such a programme look like? This was the focus of a meeting of science educators interested in developing such a structure, from the start of initial teacher training onwards. The contributions, modified and written up here, include a suggested…

Academic career in medicine: requirements and conditions for successful advancement in Switzerland.

PubMed

Buddeberg-Fischer, Barbara; Stamm, Martina; Buddeberg, Claus

2009-04-29

Within the framework of a prospective cohort study of Swiss medical school graduates a sample of young physicians aspiring to an academic career were surveyed on their career support and barriers experienced up to their sixth year of postgraduate training. Thirty-one junior academics took part in semi-structured telephone interviews in 2007. The interview guideline focused on career paths to date, career support and barriers experienced, and recommendations for junior and senior academics. The qualitatively assessed data were evaluated according to Mayring's content analysis. Furthermore, quantitatively gained data from the total cohort sample on person- and career-related characteristics were analyzed in regard to differences between the junior academics and cohort doctors who aspire to another career in medicine. Junior academics differ in terms of instrumentality as a person-related factor, and in terms of intrinsic career motivation and mentoring as career-related factors from cohort doctors who follow other career paths in medicine; they also show higher scores in the Career-Success Scale. Four types of career path could be identified in junior academics: (1) focus on basic sciences, (2) strong focus on research (PhD programs) followed by clinical training, (3) one to two years in research followed by clinical training, (4) clinical training and research in parallel. The interview material revealed the following categories of career-supporting experience: making oneself out as a proactive junior physician, research resources provided by superior staff, and social network; statements concerning career barriers encompassed interference between clinical training and research activities, insufficient research coaching, and personality related barriers. Recommendations for junior academics focused on mentoring and professional networking, for senior academics on interest in human resource development and being role models. The conditions for an academic career in medicine in Switzerland appear to be difficult especially for those physicians combining research with clinical work. For a successful academic career it seems crucial to start with research activities right after graduation, and take up clinical training later in the career. Furthermore, special mentoring programs for junior academics should be implemented at all medical schools to give trainees more goal-oriented guidance in their career.

Academic career in medicine – requirements and conditions for successful advancement in Switzerland

PubMed Central

Buddeberg-Fischer, Barbara; Stamm, Martina; Buddeberg, Claus

2009-01-01

Background Within the framework of a prospective cohort study of Swiss medical school graduates a sample of young physicians aspiring to an academic career were surveyed on their career support and barriers experienced up to their sixth year of postgraduate training. Methods Thirty-one junior academics took part in semi-structured telephone interviews in 2007. The interview guideline focused on career paths to date, career support and barriers experienced, and recommendations for junior and senior academics. The qualitatively assessed data were evaluated according to Mayring's content analysis. Furthermore, quantitatively gained data from the total cohort sample on person- and career-related characteristics were analyzed in regard to differences between the junior academics and cohort doctors who aspire to another career in medicine. Results Junior academics differ in terms of instrumentality as a person-related factor, and in terms of intrinsic career motivation and mentoring as career-related factors from cohort doctors who follow other career paths in medicine; they also show higher scores in the Career-Success Scale. Four types of career path could be identified in junior academics: (1) focus on basic sciences, (2) strong focus on research (PhD programs) followed by clinical training, (3) one to two years in research followed by clinical training, (4) clinical training and research in parallel. The interview material revealed the following categories of career-supporting experience: making oneself out as a proactive junior physician, research resources provided by superior staff, and social network; statements concerning career barriers encompassed interference between clinical training and research activities, insufficient research coaching, and personality related barriers. Recommendations for junior academics focused on mentoring and professional networking, for senior academics on interest in human resource development and being role models. Conclusion The conditions for an academic career in medicine in Switzerland appear to be difficult especially for those physicians combining research with clinical work. For a successful academic career it seems crucial to start with research activities right after graduation, and take up clinical training later in the career. Furthermore, special mentoring programs for junior academics should be implemented at all medical schools to give trainees more goal-oriented guidance in their career. PMID:19402885

Predictors of career progression and obstacles and opportunities for non-EU hospital doctors to undertake postgraduate training in Ireland.

PubMed

Tyrrell, Ella; Keegan, Conor; Humphries, Niamh; McAleese, Sara; Thomas, Steve; Normand, Charles; Brugha, Ruairí

2016-06-30

The World Health Organization's Global Code on the International Recruitment of Health Personnel urges Member States to observe fair recruitment practices and ensure equality of treatment of migrant and domestically-trained health personnel. However, international medical graduates (IMGs) have experienced difficulties in accessing postgraduate training and in progressing their careers in several destination countries. Ireland is highly dependent on IMGs, but also employs non-European Union (EU) doctors who qualified as doctors in Ireland. However, little is known regarding the career progression of these doctors. In this context, the present study assesses the determinants of career progression of non-EU doctors with particular focus on whether barriers to progression exist for those graduating outside Ireland compared to those who have graduated within. The study utilises quantitative data from an online survey of non-EU doctors registered with the Medical Council of Ireland undertaken as part of the Doctor Migration Project (2011-2013). Non-EU doctors registered with the Medical Council of Ireland were asked to complete an online survey about their recruitment, training and career experiences in Ireland. Analysis was conducted on the responses of 231 non-EU hospital doctors whose first post in Ireland was not permanent. Career progression was analysed by means of binary logistic regression analysis. While some of the IMGs had succeeded in accessing specialist training, many experienced slow or stagnant career progression when compared with Irish-trained non-EU doctors. Key predictors of career progression for non-EU doctors working in Ireland showed that doctors who qualified outside of Ireland were less likely than Irish-trained non-EU doctors to experience career progression. Length of stay as a qualified doctor in Ireland was strongly associated with career progression. Those working in anaesthesia were significantly more likely to experience career progression than those in other specialities. The present study highlights differences in terms of achieving career progression and training for Irish-trained non-EU doctors, compared to those trained elsewhere. However, the findings herein warrant further attention from a workforce planning and policy development perspective regarding Ireland's obligations under the Global Code of hiring, promoting and remunerating migrant health personnel on the basis of equality of treatment with the domestically-trained health workforce.

Early Career Mentoring for Translational Researchers: Mentee Perspectives on Challenges and Issues

PubMed Central

Keller, Thomas E.; Collier, Peter J.; Blakeslee, Jennifer E.; Logan, Kay; McCracken, Karen; Morris, Cynthia

2014-01-01

Background and purposes The education and training of early career biomedical translational researchers often involves formal mentoring by more experienced colleagues. This study investigated the nature of these mentoring relationships from the perspective of mentees. The objective was to understand the challenges and issues encountered by mentees in forming and maintaining productive mentoring relationships. Method Three focus groups (n=14) were conducted with early career researchers who had mentored career development awards. Thematic analysis identified, categorized, and illustrated the challenges and issues reported by mentees. Results The range of mentee challenges was reflected in five major categories: 1) network—finding appropriate mentors to meet various needs; 2) access—structuring schedules and opportunities to receive mentoring; 3) expectations—negotiating the mechanics of the mentoring relationship and its purpose; 4) alignment—managing mentor-mentee mismatches regarding interests, priorities, and goals; and 5) skills and supports—developing the institutional supports to be successful. Conclusions Mentoring relationships created for academic training and career development contend with tasks common to many other relationships, namely recognizing compatibility, finding time, establishing patterns, agreeing to goals, and achieving aims. Identifying challenges faced by mentees can facilitate the development of appropriate trainings and supports to foster mentoring relationships in academic and career settings. PMID:25010230

Health care leadership development and training: progress and pitfalls

PubMed Central

Sonnino, Roberta E

2016-01-01

Formal training in the multifaceted components of leadership is now accepted as highly desirable for health care leaders. Despite natural leadership instincts, some core leadership competencies (“differentiating competencies”) must be formally taught or refined. Leadership development may begin at an early career stage. Despite the recognized need, the number of comprehensive leadership development opportunities is still limited. Leadership training programs in health care were started primarily as internal institutional curricula, with a limited scope, for the development of faculty or practitioners. More comprehensive national leadership programs were developed in response to the needs of specific cohorts of individuals, such as programs for women, which are designed to increase the ranks of senior women leaders in the health sciences. As some programs reach their 20th year of existence, outcomes research has shown that health care leadership training is most effective when it takes place over time, is comprehensive and interdisciplinary, and incorporates individual/institutional projects allowing participants immediate practical application of their newly acquired skills. The training should envelop all the traditional health care domains of clinical practice, education, and research, so the leader may understand all the activities taking place under his/her leadership. Early career leadership training helps to develop a pipeline of leaders for the future, setting the foundation for further development of those who may chose to pursue significant leadership opportunities later in their career. A combination of early and mid-to-late career development may represent the optimal training for effective leaders. More training programs are needed to make comprehensive leadership development widely accessible to a greater number of potential health care leaders. This paper addresses the skills that health care leaders should develop, the optimal leadership development concepts that must be acquired to succeed as a health care leader today, some resources for where such training may be obtained, and what gaps are still present in today’s system. PMID:29355187

Career development resource: academic career in surgical education.

PubMed

Sanfey, Hilary; Gantt, Nancy L

2012-07-01

Academic surgeons play an instrumental role in the training of our medical students and surgical residents. Although volunteer faculty often have an important role in the clinical development of surgeons-in-training, the tasks of curricular development, structured didactic sessions, professional advising, research sponsorship, and mentoring at all levels fall to the academic surgeon. Historically, the career advancement path for an academic physician favored grant acquisition and scholarly publication. Broader definitions of scholarship have emerged, along with corresponding modifications in academic award systems that allow advancement in faculty rank based on a surgeon's educational efforts. Copyright © 2012 Elsevier Inc. All rights reserved.

Preparing Graduate Students for Non-Academic Careers

NASA Astrophysics Data System (ADS)

Woolf, Lawrence

2014-03-01

One of the primary topics discussed at the conference concerned career development, since most graduate students will not have the academic careers of their advisors. Goals included reviewing the primary functions of physicists in industry, evaluating how students are currently prepared for these careers, and identifying how to fill gaps in preparation. A number of non-academic physicists provided insight into meeting these goals. Most physics graduate programs in general do not purposely prepare students for a non-academic career. Strategies for overcoming this shortcoming include advising students about these careers and providing training on broadly valued professional skills such as written and verbal communication, time and project management, leadership, working in teams, innovation, product development, and proposal writing. Alumni and others from industry could provide guidance on careers and skills and should be invited to talk to students. Academic training could also better prepare students for non-academic careers by including engineering and cross disciplinary problem solving as well as incorporating software and toolsets common in industry.

Maintenance Management Information and Control System (MMICS). Administrative Boon or Burden.

DTIC Science & Technology

1984-03-01

training schools (fundamentals and theory ) for the particular career field; through correspondence courses developed and written by the Air Force, and...are identified, scheduled and done on a timely basis. 6 "The administration of an individual’s Upgrade Training ( UGT ) to meet the job knowledge and...formal OJT must study and complete a Career Develop- ment Course (CDC) as part of their upgrade training ( UGT ). The progress and status of the course is

The Career Development Institute for Psychiatry: an innovative, longitudinal program for physician-scientists.

PubMed

Kupfer, David J; Schatzberg, Alan F; Grochocinski, Victoria J; Dunn, Leslie O; Kelley, Katherine A; O'Hara, Ruth M

2009-01-01

The Research Career Development Institute for Psychiatry is a collaboration between the University of Pittsburgh and Stanford University to recruit and train a broad-based group of promising junior physicians by providing the necessary skills and support for successful research careers in academic psychiatry. Participants whose interests span the spectrum of clinical and intervention research attend a multiday career development institute workshop and follow-up annual booster sessions conducted with the American College of Neuropsychopharmacology. The program identifies and trains 20 new physician-researchers each year, with particular emphasis on women, minorities, and those from less research-intensive psychiatry departments, and provides booster sessions for all trainees. An annual evaluation is used to renew and update the content of the institutes and to measure the long-term value in research and career success. This report is based on the results of 77 participants from the first four Career Development Institute classes. Qualitative assessment of the program content and process led to improvements in each successive year's workshop. Preliminary quantitative follow-up assessment of participants indicated successful career progress toward individual objectives. By providing early career investigators with skills to cope with local and national forces in academic medical centers, the Career Development Institute is significantly contributing to the development of the next generation of leading academic clinical researchers in mental health and can serve as a model for other biomedical research arenas.

Girls Entering Technology, Science, Math and Research Training (get Smart): a Model for Preparing Girls in Science and Engineering Disciplines

NASA Astrophysics Data System (ADS)

Mawasha, P. Ruby; Lam, Paul C.; Vesalo, John; Leitch, Ronda; Rice, Stacey

In this article, it is postulated that the development of a successful training program for women in science, math, engineering, and technology (SMET) disciplines is dependent upon a combination of several factors, including (a) career orientation: commitment to SMET as a career, reasons for pursuing SMET as a career, and opportunity to pursue a SMET career; (b) knowledge of SMET: SMET courses completed, SMET achievement, and hands-on SMET activities; (c) academic and social support: diversity initiatives, role models, cooperative learning, and peer counseling; and (d) self-concept: program emphasis on competence and peer competition. The proposed model is based on the GET SMART (Girls Entering Technology, Science, Math and Research Training) workshop program to prepare and develop female high school students as competitive future SMET professionals. The proposed model is not intended to serve as an elaborate theory, but as a general guide in training females entering SMET disciplines.

Developing Career-Related Materials for Use with and by Adults.

ERIC Educational Resources Information Center

Wilson, Barbara Lazarus; And Others

One of a series of manuals developed by the Home and Community-Based Career Education Project, the publication presents the processes involved in reviewing and compiling information about educational, training, and supportive resources for career-related materials for adults. Principal focus is on materials created by the project's information…

The Work/Family Challenge: A Key Career Development Issue.

ERIC Educational Resources Information Center

Kahnweiler, William M; Kahnweiler, Jennifer B.

1992-01-01

A few corporations are responding to the impact of family structural changes on workers' ability to balance their roles with flexible benefits and schedules and with training. Work/family issues are an integral part of career and life decision making and must be incorporated into the career development process. (SK)

Career and Training in the New Economy: A Study Focused to Small Scale Enterprises Located in OSTIM Organized Industrial Region in Ankara/Turkey

ERIC Educational Resources Information Center

Aksoy, Hasan Huseyin

2007-01-01

The purpose of this study was to explore and describe training levels related to careers, employment, and influences of "new economy" in small and mid-sized firms. The organizational side of career development behaviors was also a focus of this study. Interviews related to company policies and practices were conducted with 26 employers…

Career Education. Career Preparation and Career Development. K-12.

ERIC Educational Resources Information Center

Danbury Public Schools, CT.

The document presents information pertaining to the program in career education at the Danbury (Connecticut) public schools. The system's organizational chart and policy statement precede descriptions of the elementary, junior high, and senior high programs. Also included are descriptions of inservice teacher training activities, specialized…

Cancer Control Research Training for Native Researchers: A Model for Development of Additional Native Researcher Training Programs

ERIC Educational Resources Information Center

Becker, Thomas M.; Dunn, Esther; Tom-Orme, Lillian; Joe, Jennie

2005-01-01

Several social and biological scientists who have Native status are engaged in productive research careers, but the encouragement that has been offered to Native students to formulate career goals devoted to cancer etiology or cancer control in Native peoples has had limited success. Hence, the Native Researchers' Cancer Control Training Program…

Determinants of career choices among women and men medical students and interns.

PubMed

Redman, S; Saltman, D; Straton, J; Young, B; Paul, C

1994-09-01

Women continue to be poorly represented in medical specialties other than general practice. A cross-sectional design was used to explore the development of career plans as medical training progressed; men and women students were compared in their first (n = 316), final (n = 295) and intern (n = 292) years. Women at each stage of training were significantly more likely to choose general practice as the field in which they were most likely to practise. There was little evidence that these differences were influenced by experience during training: women were as likely to choose general practice in first year as in the intern year. The most important determinant of career choice appeared to be the flexibility of training and of practice of medicine: variables such as the opportunity for part-time training, flexible working hours and part-time practice were important determinants of career choice and were of more importance to women than to men. The study also found high rates of discrimination or harassment reported by women medical students and interns. The results indicate the need for continued debate about these issues within medicine and the development of more flexible styles of medical training and practice.

Training the next generation of physician researchers - Vanderbilt Medical Scholars Program.

PubMed

Brown, Abigail M; Chipps, Teresa M; Gebretsadik, Tebeb; Ware, Lorraine B; Islam, Jessica Y; Finck, Luke R; Barnett, Joey; Hartert, Tina V

2018-01-04

As highlighted in recent reports published by the Physician-Scientist Workforce Working Group at the National Institutes of Health, the percentage of physicians conducting research has declined over the past decade. Various programs have been put in place to support and develop current medical student interest in research to alleviate this shortage, including The Vanderbilt University School of Medicine Medical Scholars Program (MSP). This report outlines the long-term program goals and short-term outcomes on career development of MSP alumni, to shed light on the effectiveness of research training programs during undergraduate medical training to inform similar programs in the United States. MSP alumni were asked to complete an extensive survey assessing demographics, accomplishments, career progress, future career plans, and MSP program evaluation. Fifty-five (81%) MSP alumni responded, among whom 12 had completed all clinical training. The demographics of MSP alumni survey respondents are similar to those of all Vanderbilt medical students and medical students at all other Association of American Medical College (AAMC) medical schools. MSP alumni published a mean of 1.9 peer-reviewed manuscripts (95% CI:1.2, 2.5), and 51% presented at national meetings. Fifty-eight percent of respondents reported that MSP participation either changed their career goals or helped to confirm or refine their career goals. Results suggest that the MSP program both prepares students for careers in academic medicine and influences their career choices at an early juncture in their training. A longer follow-up period is needed to fully evaluate the long-term outcomes of some participants.

Career Development in Rural Education.

ERIC Educational Resources Information Center

Baskerville, Roger A.

The Lohrville Career Education Model (LCEM) was instituted as a systematic attempt at exploring careers in Iowa and inducing Iowa youth to seek careers closer to home following high school graduation or post-secondary education training; a major purpose of the Toward Community Growth project was to teach positive attitudes about living and working…

Career transition and dental school faculty development program.

PubMed

Hicks, Jeffery L; Hendricson, William D; Partida, Mary N; Rugh, John D; Littlefield, John H; Jacks, Mary E

2013-11-01

Academic dentistry, as a career track, is not attracting sufficient numbers of new recruits to maintain a corps of skilled dental educators. The Faculty Development Program (FDP) at the University of Texas Health Science Center at San Antonio Dental School received federal funds to institute a 7-component program to enhance faculty recruitment and retention and provide training in skills associated with success in academics including:(1) a Teaching Excellence and Academic Skills (TExAS)Fellowship, (2) training in research methodology,evidence-based practice research, and information management, (3) an annual dental hygiene faculty development workshop for dental hygiene faculty, (4) a Teaching Honors Program and Academic Dental Careers Fellowship to cultivate students' interest in educational careers, (5) an Interprofessional Primary Care Rotation,(6) advanced education support toward a master's degree in public health, and (7) a key focus of the entire FDP, an annual Career Transition Workshop to facilitate movement from the practice arena to the educational arm of the profession.The Career Transition Workshop is a cap stone for the FDP; its goal is to build a bridge from practice to academic environment. It will provide guidance for private practice, public health, and military dentists and hygienists considering a career transition into academic dentistry. Topics will be addressed including: academic culture, preparation for the academic environment,academic responsibilities, terms of employment,compensation and benefits, career planning, and job search / interviewing. Instructors for the workshop will include dental school faculty who have transitioned from the practice, military, and public health sectors into dental education.Objectives of the Overall Faculty Development Program:• Provide training in teaching and research skills,career planning, and leadership in order to address faculty shortages in dental schools and under representation of minority faculty.• Provide resident and faculty training in cultural and linguistic competency.• Develop and conduct a collaborative inter professional education project with a Pediatric Medicine department, a nursing school, and other health professions' education programs.• Provide faculty and residents with financial support to pursue a master's degree in public health; and • Provide support and assistance for dental practitioners desiring to explore a transition into the educational environment.

A Nation at Risk: The Economic Consequences of Neglecting Career Development.

ERIC Educational Resources Information Center

Jarvis, Phillip S.

1990-01-01

Neglect of career development at all levels, K-adult, is costly to employers, taxpayers, and individuals. The information delivered through computer-based career guidance systems is vital, but it must be accompanied by training in critical reasoning skills so that relevant information for decision making can be selected through the insight gained…

The Career Development Institute for Psychiatry: An Innovative, Longitudinal Program for Physician-Scientists

ERIC Educational Resources Information Center

Kupfer, David J.; Schatzberg, Alan F.; Grochocinski, Victoria J.; Dunn, Leslie O.; Kelley, Katherine A.; O'Hara, Ruth M.

2009-01-01

Objectives: The Research Career Development Institute for Psychiatry is a collaboration between the University of Pittsburgh and Stanford University to recruit and train a broad-based group of promising junior physicians by providing the necessary skills and support for successful research careers in academic psychiatry. Methods: Participants…

New Careers in Private Industry.

ERIC Educational Resources Information Center

Urban League of Greater New York, NY.

The career-oriented training system discussed at the conference requires (1) visible extra benefits for the new employee beyond the guarantee of a steady job, (2) a highly developed structure of social services designed to attack the unique problems of the newly-employed disadvantaged trainee, (3) specialized training of administrators and…

Occupational Skills Training and Counseling Handbook. Transitional Black Women's Project.

ERIC Educational Resources Information Center

Atlanta Univ., GA. Women's Inst. for the Southeast.

This handbook provides seven days of workshops in occupational skills training and counseling for developing career awareness and motivating career decision-making among transitional black women in the population of women who are underemployed, unemployed, undereducated, or poor, and who are unaware of educational or occupational opportunities…

Career Development through Knowledge Management (KM): Be a Chief Information Officer (CIO) for Your Digital Dividend Destiny.

ERIC Educational Resources Information Center

Groff, Warren H.

Career development for the next wave of competent leaders and technically trained workers during e-globalization is one of the most difficult challenges advanced nations face. Career development programs that begin in elementary education and have e-paradigms as a logical choice as the preferred scenario are needed by e-commerce in all its…

Factors influencing career intentions on completion of general practice vocational training in England: a cross-sectional study

PubMed Central

Russell, Rachel; Scott, Emma; Owen, Katherine

2017-01-01

Objectives General practice is experiencing a growing crisis with the numbers of doctors who are training and then entering the profession in the UK failing to keep pace with workforce needs. This study investigated the immediate to medium term career intentions of those who are about to become general practitioners (GPs) and the factors that are influencing career plans. Design Online questionnaire survey, with quantitative answers analysed using descriptive statistics and free text data analysed using a thematic framework approach. Setting and participants Doctors approaching the end of 3-year GP vocational training in the West Midlands, England. Results 178 (57.2%) doctors completed the survey. Most participants planned to work as salaried GPs or locums rather than entering a general practice partnership for at least the first 5 years post-completion of training; others failed to express a career plan or planned to leave general practice completely or work overseas. Many were interested in developing portfolio careers. The quality of general practice experience across undergraduate, foundation and vocational training were reported as influencing personal career plans, and in particular perceptions about workload pressure and morale within the training practices in which they had been placed. Experience of a poor work–life balance as a trainee had a negative effect on career intentions, as did negative perceptions about how general practice is portrayed by politicians and the media. Conclusion This study describes a number of potentially modifiable factors related to training programmes that are detrimentally influencing the career plans of newly trained GPs. In addition, there are sociodemographic factors, such as age, gender and having children, which are also influencing career plans and so need to be accommodated. With ever-increasing workload in general practice, there is an urgent need to understand and where possible address these issues at national and local level. PMID:28819069

Factors influencing career intentions on completion of general practice vocational training in England: a cross-sectional study.

PubMed

Dale, Jeremy; Russell, Rachel; Scott, Emma; Owen, Katherine

2017-08-17

General practice is experiencing a growing crisis with the numbers of doctors who are training and then entering the profession in the UK failing to keep pace with workforce needs. This study investigated the immediate to medium term career intentions of those who are about to become general practitioners (GPs) and the factors that are influencing career plans. Online questionnaire survey, with quantitative answers analysed using descriptive statistics and free text data analysed using a thematic framework approach. Doctors approaching the end of 3-year GP vocational training in the West Midlands, England. 178 (57.2%) doctors completed the survey. Most participants planned to work as salaried GPs or locums rather than entering a general practice partnership for at least the first 5 years post-completion of training; others failed to express a career plan or planned to leave general practice completely or work overseas. Many were interested in developing portfolio careers.The quality of general practice experience across undergraduate, foundation and vocational training were reported as influencing personal career plans, and in particular perceptions about workload pressure and morale within the training practices in which they had been placed. Experience of a poor work-life balance as a trainee had a negative effect on career intentions, as did negative perceptions about how general practice is portrayed by politicians and the media. This study describes a number of potentially modifiable factors related to training programmes that are detrimentally influencing the career plans of newly trained GPs. In addition, there are sociodemographic factors, such as age, gender and having children, which are also influencing career plans and so need to be accommodated. With ever-increasing workload in general practice, there is an urgent need to understand and where possible address these issues at national and local level. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Outcomes of Global Public Health Training Program for US Minority Students: A Case Report.

PubMed

Krawczyk, Noa; Claudio, Luz

The numbers and success of minority students in science and the health fields remain relatively low. This study presents the outcomes of a research training program as an illustrative case study. The Short-Term Training Program for Minority Students (STPMS) recruits underrepresented minority undergraduate and graduate students for immersion in research training. A total of 69 students participated in the STPMS between 1995 and 2012, and 59 of these completed our survey to determine the perceived impact of the program on the students' motivations and professional development. Results indicated that motivations to participate in the STPMS were commonly related to long-term professional development, such as obtaining mentoring and guidance in career decision making, rather than gaining specific research skills or for economic reasons. Students reported that participation in short-term research training had the most significant effect on improving their attitudes toward biomedical research and promoted positive attitudes toward future careers in health research. A total of 85% of the program's alumni have since completed or are currently working toward a degree in higher education, and 79% are currently working in science research and health care fields. Overall, the short-term training program improved students' attitudes toward research and health science careers. Mentoring and career guidance were important in promoting academic development in students. Copyright © 2017. Published by Elsevier Inc.

Minnesota Career Focus. Careers & Training: A Guide for Adults.

ERIC Educational Resources Information Center

Minnesota State Dept. of Economic Security, St. Paul.

This guide to Minnesota training resources for adults seeking new employment opportunities provides an overview of careers, wages, job availability, and necessary training. Occupations are described in these areas: medical careers; office professions; technical careers; art, writing, and media careers; service careers---food, hair, police;…

Creating alternatives in science

PubMed Central

2009-01-01

Traditional scientist training at the PhD level does not prepare students to be competitive in biotechnology or other non-academic science careers. Some universities have developed biotechnology-relevant doctoral programmes, but most have not. Forming a life science career club makes a statement to university administrators that it is time to rework the curriculum to include biotechnology-relevant training. A career club can supplement traditional PhD training by introducing students to available career choices, help them develop a personal network and teach the business skills that they will need to be competitive in science outside of academia. This paper is an instructional guide designed to help students create a science career club at their own university. These suggestions are based on the experience gained in establishing such a club for the Graduate School at the University of Colorado Denver. We describe the activities that can be offered, the job descriptions for the offices required and potential challenges. With determination, a creative spirit, and the guidance of this paper, students should be able to greatly increase awareness of science career options, and begin building the skills necessary to become competitive in non-academic science. PMID:20161069

Professionalising Teachers in Career Dialogue: An Effect Study

ERIC Educational Resources Information Center

Kuijpers, Marinka; Meijers, Frans

2017-01-01

As a result of the changing notions of work, schools are increasingly acknowledging that they have a strong responsibility in guiding students not only in their academic growth, but also in their career development. This paper presents the results of a study about the effects of teacher training on career dialogues promoting career competency…

Career opportunities and benefits for young oncologists in the European Society for Medical Oncology (ESMO).

PubMed

Morgan, Gilberto; Lambertini, Matteo; Kourie, Hampig Raphael; Amaral, Teresa; Argiles, Guillem; Banerjee, Susana; Cardone, Claudia; Corral, Jesus; De Mattos-Arruda, Letticia; Öztürk, Akif; Petrova, Mila; Poulsen, Laurids; Strijbos, Michiel; Tyulyandina, Alexandra; Vidra, Radu; Califano, Raffaele; de Azambuja, Evandro; Garrido Lopez, Pilar; Guarneri, Valentina; Reck, Martin; Moiseyenko, Vladimir; Martinelli, Erika; Douillard, Jean-Yves; Stahel, Rolf; Voest, Emile; Arnold, Dirk; Cardoso, Fatima; Casali, Paolo; Cervantes, Andrés; Eggermont, Alexander M M; Eniu, Alexandru; Jassem, Jacek; Pentheroudakis, George; Peters, Solange; McGregor, Keith; Rauh, Stefan; Zielinski, Christoph C; Ciardiello, Fortunato; Tabernero, Josep; Preusser, Matthias

2016-01-01

The European Society for Medical Oncology (ESMO) is one of the leading societies of oncology professionals in the world. Approximately 30% of the 13 000 ESMO members are below the age of 40 and thus meet the society's definition of young oncologists (YOs). ESMO has identified the training and development of YOs as a priority and has therefore established a comprehensive career development programme. This includes a leadership development programme to help identify and develop the future leaders in oncology. Well-trained and highly motivated future generations of multidisciplinary oncologists are essential to ensure the optimal evolution of the field of oncology with the ultimate goal of providing the best possible care to patients with cancer. ESMO's career development portfolio is managed and continuously optimised by several dedicated committees composed of ESMO officers and is directly supervised by the ESMO Executive Board and the ESMO President. It offers unique resources for YOs at all stages of training and includes a broad variety of fellowship opportunities, educational courses, scientific meetings, publications and resources. In this article, we provide an overview of the activities and career development opportunities provided by ESMO to the next generation of oncologists.

Career opportunities and benefits for young oncologists in the European Society for Medical Oncology (ESMO)

PubMed Central

Morgan, Gilberto; Lambertini, Matteo; Kourie, Hampig Raphael; Amaral, Teresa; Argiles, Guillem; Banerjee, Susana; Cardone, Claudia; Corral, Jesus; De Mattos-Arruda, Letticia; öztürk, Akif; Petrova, Mila; Poulsen, Laurids; Strijbos, Michiel; Tyulyandina, Alexandra; Vidra, Radu; Califano, Raffaele; de Azambuja, Evandro; Garrido Lopez, Pilar; Guarneri, Valentina; Reck, Martin; Moiseyenko, Vladimir; Martinelli, Erika; Douillard, Jean-Yves; Stahel, Rolf; Voest, Emile; Arnold, Dirk; Cardoso, Fatima; Casali, Paolo; Cervantes, Andrés; Eggermont, Alexander M M; Eniu, Alexandru; Jassem, Jacek; Pentheroudakis, George; Peters, Solange; McGregor, Keith; Rauh, Stefan; Zielinski, Christoph C; Ciardiello, Fortunato; Tabernero, Josep; Preusser, Matthias

2016-01-01

The European Society for Medical Oncology (ESMO) is one of the leading societies of oncology professionals in the world. Approximately 30% of the 13 000 ESMO members are below the age of 40 and thus meet the society's definition of young oncologists (YOs). ESMO has identified the training and development of YOs as a priority and has therefore established a comprehensive career development programme. This includes a leadership development programme to help identify and develop the future leaders in oncology. Well-trained and highly motivated future generations of multidisciplinary oncologists are essential to ensure the optimal evolution of the field of oncology with the ultimate goal of providing the best possible care to patients with cancer. ESMO's career development portfolio is managed and continuously optimised by several dedicated committees composed of ESMO officers and is directly supervised by the ESMO Executive Board and the ESMO President. It offers unique resources for YOs at all stages of training and includes a broad variety of fellowship opportunities, educational courses, scientific meetings, publications and resources. In this article, we provide an overview of the activities and career development opportunities provided by ESMO to the next generation of oncologists. PMID:28255451

Incorporation of Novel MRI and Biomarkers into Prostate Cancer Active Surveillance Risk Assessment

DTIC Science & Technology

2016-09-01

that are integral in the preparation for a career in clinical research. These goals are 1) training in T1 translational research; 2) training in the...Texas. In addition to basic mentoring tasks, we have identified four sources of mentorship in particular to my career , which include opportunities at...clinical schedule for protected time to ensure I meet the goals of my grant and career development. Research: We have successfully implemented

Clinician-scientist trainee: a German perspective.

PubMed

Bossé, Dominick; Milger, Katrin; Morty, Rory E

2011-12-01

Clinician-scientists are particularly well positioned to bring basic science findings to the patient's bedside; the ultimate objective of basic research in the health sciences. Concerns have recently been raised about the decreasing workforce of clinician-scientists in both the United States of America and in Canada; however, little is known about clinician-scientists elsewhere around the globe. The purpose of this article is two-fold: 1) to feature clinician-scientist training in Germany; and 2) to provide a comparison with the Canadian system. In a question/answer interview, Rory E. Morty, director of a leading clinician-scientist training program in Germany, and Katrin Milger, a physician and graduate from that program, draw a picture of clinician-scientist training and career opportunities in Germany, outlining the place of clinician-scientists in the German medical system, the advantages and drawbacks of this training, and government initiatives to promote training and career development of clinician-scientists. The interview is followed by a discussion comparing the German and Canadian clinician-scientist development programs, focusing on barriers to trainee recruitment and career progress, and efforts to eliminate the barriers encountered along this very demanding but also very rewarding career path.

The Translational Science Training Program at NIH: Introducing Early Career Researchers to the Science and Operation of Translation of Basic Research to Medical Interventions

PubMed Central

Gilliland, C. Taylor; Sittampalam, G. Sitta; Wang, Philip Y.; Ryan, Philip E.

2016-01-01

Translational science is an emerging field that holds great promise to accelerate the development of novel medical interventions. As the field grows, so does the demand for highly trained biomedical scientists to fill the positions that are being created. Many graduate and postdoctorate training programs do not provide their trainees with sufficient education to take advantage of this growing employment sector. To help better prepare the trainees at the National Institutes of Health for possible careers in translation, we have created the Translational Science Training Program (TSTP)1. The TSTP is an intensive 2–3 day training program that introduces NIH postdoctoral trainees and graduate students to the science and operation of turning basic research discoveries into a medical therapeutic, device or diagnostic, and also exposes them to the variety of career options in translational science. Through a combination of classroom teaching from practicing experts in the various disciplines of translation and small group interactions with pre-clinical development teams, participants in the TSTP gain knowledge that will aid them in obtaining a career in translational science and building a network to make the transition to the field. PMID:27231204

Building a Training and Development Program.

ERIC Educational Resources Information Center

Bare, Alan C.

An approach to building an effective training and development (T&D) process within postsecondary institutions is described. The process involves three distinct phases: developing an inservice skills training program, institutionalizing an on-the-job career development process, and conducting organizational development activities. The focus of the…

Exploring Athletic Training Educators' Development as Teachers

ERIC Educational Resources Information Center

Payne, Ellen K.; Walker, Stacy E.; Mazerolle, Stephanie M.

2017-01-01

Context: Little research is available on how athletic training educators develop their instructional styles over the course of their careers and what influences their teaching practices. Understanding the development of athletic training educators' teaching practices may help promote effective teaching in athletic training programs and help guide…

The Female Experience in America: Development, Counseling and Career Issues. A Learning/Teaching Guide.

ERIC Educational Resources Information Center

Lord, Sharon B.; And Others

This guide is one of a four-book series on female development designed to provide a model for a sex-fair graduate training program in counseling, educational psychology, and career education. It focuses on the female experience in America, especially developmental, psychological, counseling and career/life style issues. This book is divided into…

Med-Tech Program. Tech Prep Final Report.

ERIC Educational Resources Information Center

Chicago Public Schools, IL.

Staff from DuSable High School in Chicago, Illinois, collaborated with Malcolm X College and three area hospitals to develop a medical technician training program focusing on career awareness and development of the basic reading and math skills needed for any career. A 3-year Med Tech curriculum for grades 9, 10, and 11 and a career awareness…

2013 CENTER FOR ARMY LEADERSHIP ANNUAL SURVEY OF ARMY LEADERSHIP (CASAL): MAIN FINDINGS

DTIC Science & Technology

2014-04-30

The Center for Army Profession and Ethic (CAPE) has fielded education and training materials (including doctrine, pamphlets , videos, brochures , and...Army Pamphlet (DA PAM) 600-3, Commissioned Officer Development and Career Management, states that a goal of warrant officer training and education... Pamphlet 600-25, U.S. Army noncommissioned officer professional development and career management. Washington, D.C.: Headquarters, Department of the Army

20 CFR 1010.210 - In which Department job training programs do covered persons receive priority of service?

Code of Federal Regulations, 2010 CFR

2010-04-01

...) Any such program or service that uses technology to assist individuals to access workforce development programs (such as job and training opportunities, labor market information, career assessment tools, and..., One-Stop Career Centers, the Workforce Investment Act of 1998, a demonstration or other temporary...

How To Train Older Workers. [Revised.

ERIC Educational Resources Information Center

American Association of Retired Persons, Washington, DC. Work Force Programs Dept.

This booklet is a practical guide to help employers develop ways to train midcareer and older employees to work to their full potential. Section 1 discusses the older worker advantage. Section 2 focuses on dealing with older workers, the half-life effect, and three common problems that reduce productivity: career burnout, career plateauing, and…

Pathways for Academic Career and Employment (PACE) Program: Fiscal Year 2014 Report

ERIC Educational Resources Information Center

Iowa Department of Education, 2014

2014-01-01

Community colleges across Iowa are working with business and industry through sector boards to develop training programs for jobs that have applicant shortages. The state Pathways for Academic Career and Employment (PACE) program enables community colleges to offer in-demand training, making education affordable for low income or unemployed…

Implementing High School JROTC [Junior Reserve Officers Training Corps] Career Academies.

ERIC Educational Resources Information Center

Hanser, Lawrence M.; Robyn, Abby E.

In 1992, the U.S. Department of Defense and U.S. Department of Education jointly developed the Junior Reserve Officers Training Corps (JROTC) Career Academy model, which provides a framework for implementation of an innovative vocational education program designed to keep dropout-prone students in school. The program, which combines military…

A Quick and Handy Guide to Educational Mentoring. A Product of a 310 Special Demonstration Training Project 1982-83, "Training Mentors as Educational Counselors of Adult Learners."

ERIC Educational Resources Information Center

Singer, Elizabeth

Developed in two training sessions involving key personnel from business, industry, and community agencies who counsel employees or clients about career changes, this handbook is intended to help persons who are responsible for guiding adults through educational or career changes. The guide is organized into 11 sections. Topics covered by these…

Portfolio careers for medical graduates: implications for postgraduate training and workforce planning.

PubMed

Eyre, Harris A; Mitchell, Rob D; Milford, Will; Vaswani, Nitin; Moylan, Steven

2014-06-01

Portfolio careers in medicine can be defined as significant involvement in one or more portfolios of activity beyond a practitioner's primary clinical role, either concurrently or in sequence. Portfolio occupations may include medical education, research, administration, legal medicine, the arts, engineering, business and consulting, leadership, politics and entrepreneurship. Despite significant interest among junior doctors, portfolios are poorly integrated with prevocational and speciality training programs in Australia. The present paper seeks to explore this issue. More formal systems for portfolio careers in Australia have the potential to increase job satisfaction, flexibility and retention, as well as diversify trainee skill sets. Although there are numerous benefits from involvement in portfolio careers, there are also risks to the trainee, employing health service and workforce modelling. Formalising pathways to portfolio careers relies on assessing stakeholder interest, enhancing flexibility in training programs, developing support programs, mentorship and coaching schemes and improving support structures in health services.

Statistical mentoring at early training and career stages

DOE PAGES

Anderson-Cook, Christine M.; Hamada, Michael S.; Moore, Leslie M.; ...

2016-06-27

At Los Alamos National Laboratory (LANL), statistical scientists develop solutions for a variety of national security challenges through scientific excellence, typically as members of interdisciplinary teams. At LANL, mentoring is actively encouraged and practiced to develop statistical skills and positive career-building behaviors. Mentoring activities targeted at different career phases from student to junior staff are an important catalyst for both short and long term career development. This article discusses mentoring strategies for undergraduate and graduate students through internships as well as for postdoctoral research associates and junior staff. Topics addressed include project selection, progress, and outcome; intellectual and social activitiesmore » that complement the student internship experience; key skills/knowledge not typically obtained in academic training; and the impact of such internships on students’ careers. Experiences and strategies from a number of successful mentorships are presented. Feedback from former mentees obtained via a questionnaire is incorporated. As a result, these responses address some of the benefits the respondents received from mentoring, helpful contributions and advice from their mentors, key skills learned, and how mentoring impacted their later careers.« less

Statistical mentoring at early training and career stages

DOE Office of Scientific and Technical Information (OSTI.GOV)

Anderson-Cook, Christine M.; Hamada, Michael S.; Moore, Leslie M.

At Los Alamos National Laboratory (LANL), statistical scientists develop solutions for a variety of national security challenges through scientific excellence, typically as members of interdisciplinary teams. At LANL, mentoring is actively encouraged and practiced to develop statistical skills and positive career-building behaviors. Mentoring activities targeted at different career phases from student to junior staff are an important catalyst for both short and long term career development. This article discusses mentoring strategies for undergraduate and graduate students through internships as well as for postdoctoral research associates and junior staff. Topics addressed include project selection, progress, and outcome; intellectual and social activitiesmore » that complement the student internship experience; key skills/knowledge not typically obtained in academic training; and the impact of such internships on students’ careers. Experiences and strategies from a number of successful mentorships are presented. Feedback from former mentees obtained via a questionnaire is incorporated. As a result, these responses address some of the benefits the respondents received from mentoring, helpful contributions and advice from their mentors, key skills learned, and how mentoring impacted their later careers.« less

Integrating student-focused career planning into undergraduate gerontology programs.

PubMed

Manoogian, Margaret M; Cannon, Melissa L

2018-04-02

As our global older adult populations are increasing, university programs are well-positioned to produce an effective, gerontology-trained workforce (Morgan, 2012; Silverstein & Fitzgerald, 2017). A gerontology curriculum comprehensively can offer students an aligned career development track that encourages them to: (a) learn more about themselves as a foundation for negotiating career paths; (b) develop and refine career skills; (c) participate in experiential learning experiences; and (d) complete competency-focused opportunities. In this article, we discuss a programmatic effort to help undergraduate gerontology students integrate development-based career planning and decision-making into their academic programs and achieve postgraduation goals.

Mentoring and Leadership Development in the Officer Corps of the United States Air Force

DTIC Science & Technology

1984-09-01

concluded that mentoring is critical for on-the-job training for career success for both men and women. Phillips-Jones agreed that one of the main...f or support in the f uture. Third, mentoring is seen as a critical tool for training and promoting career success for the protege (13:478-481). As...nor the unmentored officers viewed mentoring as "extremely important" for career success . Overall, the average response of all the respondents rated

Military Careers: A Guide to Military Occupations and Selected Military Career Paths, 1992-1994.

ERIC Educational Resources Information Center

Department of Defense, Washington, DC.

This book was developed to help educators and youth learn about career opportunities in the military. It is a compendium of military occupational, training, and career information and is designed for use by students interested in the military. The first section, military occupations, contains descriptions of 197 enlisted and officer occupations.…

Effects of Emotions on Learning in Adult, Career and Career-Technical Education. Trends and Issues Alert.

ERIC Educational Resources Information Center

Imel, Susan

Recent research conducted by neurologists and educators shows a strong link between emotion and reason. The role of emotion has been addressed in various ways in the fields of adult education and training, career education and development, and career and technical education (CTE). The term "emotional intelligence" (EI) is generally used…

Career choice, pathways and continuing professional development of dental nurses at one institution.

PubMed

Durkan, C; Belsi, A; Johnson, R; Gallagher, J

2012-07-27

To explore the career pathways and continuing professional development of dental nurses employed at one institution relative to the scope of practice. A questionnaire exploring career pathways and continuing professional development of dental nurses was compiled and delivered to clinical departments. Responses were entered onto SPSS v17 for analysis. Ninety-eight percent (n = 64) of available nurses responded to the questionnaire survey. Eighty percent (n = 51) of the dental nurses were aged between 25 and 44 years, and 95% (n = 61) were female. The ethnicity of the workforce varied; 58% (n = 37) were White and this consequently constituted the largest ethnic group in the workforce. The dental nurses reported that they chose their profession for a wide variety of reasons, the most common one being the opportunity to progress in the dental sector. Before commencing training 38% (n = 24) were aware of their options for progression; this increased subsequent to training with between 55% (n = 35) and 66% (n = 42), depending on the option, stating that they were aware of their options for progression. Eighty-three percent (n = 53) were trained in an additional skill and all of those who were not (n = 11) stated that they would like this training. Conscious sedation was the most frequently possessed additional skill and radiography was the additional skill in which the highest proportion would like to be trained. Personal satisfaction was the most significant factor affecting the willingness of the workforce to pursue career progression. The findings suggest that amongst dental nurses employed in one institution there is evidence that the majority benefit from continuing professional development opportunities, possess additional skills and are motivated to further their skills and progress in their careers.

Analysis of Postdoctoral Training Outcomes That Broaden Participation in Science Careers.

PubMed

Rybarczyk, Brian J; Lerea, Leslie; Whittington, Dawayne; Dykstra, Linda

2016-01-01

Postdoctoral training is an optimal time to expand research skills, develop independence, and shape career trajectories, making this training period important to study in the context of career development. Seeding Postdoctoral Innovators in Research and Education (SPIRE) is a training program that balances research, teaching, and professional development. This study examines the factors that promote the transition of postdocs into academic careers and increase diversity in science, technology, engineering, and mathematics. Data indicate that SPIRE scholars (n = 77) transition into faculty positions at three times the national average with a greater proportion of underrepresented racial minorities (URMs) and females represented among SPIRE scholars. Logistic regression models indicate that significant predictors are the intended career track at the start of the postdoctoral training and the number of publications. Factors necessary for successful transition are teaching experience as independent instructors, professional development opportunities, and the experience of balancing teaching with research. Scholars' continued commitment to increasing diversity in their faculty roles was demonstrated by their attainment of tenure-track positions at minority-serving institutions, continued mentorship of URMs, and engagement with diversity initiatives. These results suggest that a postdoctoral program structured to include research, teaching, and diversity inclusion facilitates attainment of desired academic positions with sustained impacts on broadening participation. © 2016 B. J. Rybarczyk et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Career Development/Special Needs.

ERIC Educational Resources Information Center

1996

This document contains four papers presented at a symposium on career development and special needs moderated by James M. Brown at the 1996 conference of the Academy of Human Resource Development (AHRD). "Differential Rates of Employer Sponsored Job Training by Demographic Characteristics among Executives, Administrators, and Managers"…

The Charlotte-Mecklenburg Teacher Career Development Program.

ERIC Educational Resources Information Center

Schlechty, Phillip C.; And Others

1985-01-01

Effective training, evaluation, and incentives are key aspects of this school system's six-level career ladder program for teacher development. The three-pronged committee structure for planning and communication and the program's ownership by everyone involved have been vital to its successful planning and development. (DCS)

Project Career: An individualized postsecondary approach to promoting independence, functioning, and employment success among students with traumatic brain injuries.

PubMed

Minton, Deborah; Elias, Eileen; Rumrill, Phillip; Hendricks, Deborah J; Jacobs, Karen; Leopold, Anne; Nardone, Amanda; Sampson, Elaine; Scherer, Marcia; Gee Cormier, Aundrea; Taylor, Aiyana; DeLatte, Caitlin

2017-09-14

Project Career is a five-year interdisciplinary demonstration project funded by NIDILRR. It provides technology-driven supports, merging Cognitive Support Technology (CST) evidence-based practices and rehabilitation counseling, to improve postsecondary and employment outcomes for veteran and civilian undergraduate students with traumatic brain injury (TBI). Provide a technology-driven individualized support program to improve career and employment outcomes for students with TBI. Project staff provide assessments of students' needs relative to assistive technology, academic achievement, and career preparation; provide CST training to 150 students; match students with mentors; provide vocational case management; deliver job development and placement assistance; and maintain an electronic portal regarding accommodation and career resources. Participating students receive cognitive support technology training, academic enrichment, and career preparatory assistance from trained professionals at three implementation sites. Staff address cognitive challenges using the 'Matching Person with Technology' assessment to accommodate CST use (iPad and selected applications (apps)). JBS International (JBS) provides the project's evaluation. To date, 117 students participate with 63% report improved life quality and 75% report improved academic performance. Project Career provides a national model based on best practices for enabling postsecondary students with TBI to attain academic, employment, and career goals.

Career Development Institute with Enhanced Mentoring: A Revisit

PubMed Central

Kupfer, David J.; Schatzberg, Alan F.; Dunn, Leslie O.; Schneider, Andrea K.; Moore, Tara L.; DeRosier, Melissa

2015-01-01

Objective The need for innovative methods to promote training, advancement, and retention of clinical and translational investigators in order to build a pipeline of trainees to focus on mental health-relevant research careers is pressing. The specific aim of the Career Development Institute for Psychiatry is to provide the necessary skill set and support to a nationally selected broad-based group of young psychiatrists and PhD researchers to launch and maintain successful research careers in academic psychiatry. The program targets such career skills as writing, negotiating, time management, juggling multiple demanding responsibilities, networking, project management, responsible conduct of research, and career goal setting. The current program builds on the previous program by adding a longitudinal, long-distance, virtual mentoring and training program, seen as integral components to sustaining these career skills. Methods Career development activities occur in four phases over a 24-month period for each annual class of up to 18 participants: online baseline career and skills self-assessment and goal setting, preparations for four-day in-person workshop, long-distance structured mentoring and online continued learning, peer- mentoring activities and post-program career progress and process evaluation. Program instructors and mentors consist of faculty from the University of Pittsburgh and Stanford University as well as successful past program graduates from other universities as peer-mentors. A comprehensive website facilitates long-distance activities to occur on-line. Continued training occurs via webinars every other month by experts discussing topics selected for the needs of each particular class. Personally assigned mentors meet individually bi-monthly with participants via a secure web-based “mentor center” that allows mentor dyads to collaborate, share, review, and discuss career goals and research activities. Results Preliminary results after the first 24 months are favorable. Almost uniformly, participants felt the program was very helpful. They had regular contact with their long-distance mentor at least every two months over the two-year period. At the end of the 2 year period, the majority of participants had full-time faculty appointments with K-award support and very few were doing primarily clinical work. Conclusions The longitudinal program of education, training, mentoring, peer support, and communications for individuals making the transition to academic research should increase the number of scientists committed to research careers in mental health. PMID:26048460

Career Development Institute with Enhanced Mentoring: A Revisit.

PubMed

Kupfer, David J; Schatzberg, Alan F; Dunn, Leslie O; Schneider, Andrea K; Moore, Tara L; DeRosier, Melissa

2016-06-01

The need for innovative methods to promote training, advancement, and retention of clinical and translational investigators in order to build a pipeline of trainees to focus on mental health-relevant research careers is pressing. The specific aim of the Career Development Institute for Psychiatry is to provide the necessary skill set and support to a nationally selected broad-based group of young psychiatrists and PhD researchers to launch and maintain successful research careers in academic psychiatry. The program targets such career skills as writing, negotiating, time management, juggling multiple demanding responsibilities, networking, project management, responsible conduct of research, and career goal setting. The current program builds on the previous program by adding a longitudinal, long-distance, virtual mentoring, and training program, seen as integral components to sustaining these career skills. Career development activities occur in four phases over a 24-month period for each annual class of up to 18 participants: online baseline career and skills self-assessment and goal setting, preparations for 4-day in-person workshop, long-distance structured mentoring and online continued learning, peer-mentoring activities, and post-program career progress and process evaluation. Program instructors and mentors consist of faculty from the University of Pittsburgh and Stanford University as well as successful past program graduates from other universities as peer mentors. A comprehensive website facilitates long-distance activities to occur online. Continued training occurs via webinars every other month by experts discussing topics selected for the needs of each particular class. Personally assigned mentors meet individually bimonthly with participants via a secure web-based "mentor center" that allows mentor dyads to collaborate, share, review, and discuss career goals and research activities. Preliminary results after the first 24 months are favorable. Almost uniformly, participants felt the program was very helpful. They had regular contact with their long-distance mentor at least every 2 months over the 2-year period. At the end of the 2-year period, the majority of participants had full-time faculty appointments with K-award support and very few were doing primarily clinical work. The longitudinal program of education, training, mentoring, peer support, and communications for individuals making the transition to academic research should increase the number of scientists committed to research careers in mental health.

Education and Training to Address Specific Needs During the Career Progression of Surgeons.

PubMed

Sachdeva, Ajit K; Blair, Patrice Gabler; Lupi, Linda K

2016-02-01

Surgeons have specific education and training needs as they enter practice, progress through the core period of active practice, and then as they wind down their clinical work before retirement. These transitions and the career progression process, combined with the dynamic health care environment, present specific opportunities for innovative education and training based on practice-based learning and improvement, and continuous professional development methods. Cutting-edge technologies, blended models, simulation, mentoring, preceptoring, and integrated approaches can play critical roles in supporting surgeons as they provide the best surgical care throughout various phases of their careers. Copyright © 2016 Elsevier Inc. All rights reserved.

Factors Associated With the Career Choices of Hematology and Medical Oncology Fellows Trained at Academic Institutions in the United States

PubMed Central

Horn, Leora; Koehler, Elizabeth; Gilbert, Jill; Johnson, David H.

2011-01-01

Purpose Factors that influence hematology-oncology fellows' choice of academic medicine as a career are not well defined. We undertook a survey of hematology-oncology fellows training at cancer centers designated by the National Cancer Institute (NCI) and the National Comprehensive Cancer Network (NCCN) to understand the factors fellows consider when making career decisions. Methods Program directors at all NCI and NCCN cancer centers were invited to participate in the study. For the purpose of analysis, fellows were grouped into three groups on the basis of interest in an academic career. Demographic data were tested with the Kruskal-Wallis test and χ2 test, and nondemographic data were tested by using the multiscale bootstrap method. Results Twenty-eight of 56 eligible fellowship programs participated, and 236 fellows at participating institutions responded (62% response rate). Approximately 60% of fellows graduating from academic programs in the last 5 years chose academic career paths. Forty-nine percent of current fellows ranked an academic career as extremely important. Fellows choosing an academic career were more likely to have presented and published their research. Additional factors associated with choosing an academic career included factors related to mentorship, intellect, and practice type. Fellows selecting nonacademic careers prioritized lifestyle in their career decision. Conclusion Recruitment into academic medicine is essential for continued progress in the field. Our data suggest that fewer than half the current fellows training at academic centers believe a career in academic medicine is important. Efforts to improve retention in academics should include focusing on mentorship, research, and career development during fellowship training and improving the image of academic physicians. PMID:21911716

Adult Education Career Path Training Resources. A Method, a Process, and a Few Examples: How to Motivate and Develop Minority Workers Starting Work in Entry Level Jobs via Adult Education.

ERIC Educational Resources Information Center

Alvir, Howard P.

This package contains self-paced training materials for mental health aides, designed to increase career mobility for lower grade Civil Service employees by preparing them to pass a Civil Service examination for upgrading. Procedures are described whereby the materials were developed by educational personnel at several adult education centers and…

Interdisciplinary research career development: building interdisciplinary research careers in women's health program best practices.

PubMed

Domino, Steven E; Bodurtha, Joann; Nagel, Joan D

2011-11-01

The Office of Research on Women's Health (ORWH) and the National Institutes of Health (NIH) Institutes and Centers and the Agency for Health Care Research and Quality (AHRQ) have sponsored an interdisciplinary research career development program in five funding cycles since 2000 through a K12 mechanism titled "Building Interdisciplinary Research Careers in Women's Health (BIRCWH)." As of 2010, 407 scholars have been supported in interdisciplinary women's health research and a total of 63 BIRCWH program awards have been made to 41 institutions across the U.S. In an effort to share practical approaches to interdisciplinary research training, currently funded BIRCWH sites were invited to submit 300-word bullet-point style summaries describing their best practices in interdisciplinary research training following a common format with an emphasis on practices that are innovative, can be reproduced in other places, and advance women's health research. Twenty-six program narratives provide unique perspectives along with common elements and themes in interdisciplinary research training best practices.

Hospital Corpsman 1 & C. Rate Training Manual and Nonresident Career Course. Revised.

ERIC Educational Resources Information Center

Smith, Frederick R.

This Rate Training Manual (RTM) and Nonresident Career Course (NRCC) form a self-study package that will enable Navy senior hospital corps personnel to fulfill the requirements of their rating. While primarily developed around the requirements for personnel serving on independent duty, the information contained within it is applicable to all HM 1…

Integrating Theory and Practice to Increase Scientific Workforce Diversity: A Framework for Career Development in Graduate Research Training

ERIC Educational Resources Information Center

Byars-Winston, Angela; Gutierrez, Belinda; Topp, Sharon; Carnes, Molly

2011-01-01

Few, if any, educational interventions intended to increase underrepresented minority (URM) graduate students in biological and behavioral sciences are informed by theory and research on career persistence. Training and Education to Advance Minority Scholars in Science (TEAM-Science) is a program funded by the National Institute of General Medical…

Virginia's Private Career Schools. An Overlooked Resource for Job Training and Economic Development.

ERIC Educational Resources Information Center

Moore, Richard W.

A study gathered objective data to inform policymakers and the public about the role of the private career school in providing postsecondary vocational training. The universe of the study was made up of state-approved for-profit business, trade, and technical schools and nationally accredited cosmetology schools. A mailed questionnaire gathered…

The MSFC Program Control Development Program

NASA Technical Reports Server (NTRS)

1994-01-01

It is the policy of the Marshall Space Flight Center (MSFC) that employees be given the opportunity to develop their individual skills and realize their full potential consistent with their selected career path and with the overall Center's needs and objectives. The MSFC Program Control Development Program has been designed to assist individuals who have selected Program Control or Program Analyst Program Control as a career path to achieve their ultimate career goals. Individuals selected to participate in the MSFC Program Control Development Program will be provided with development training in the various Program Control functional areas identified in the NASA Program Control Model. The purpose of the MSFC Program Control Development Program is to develop individual skills in the various Program Control functions by on-the-job and classroom instructional training on the various systems, tools, techniques, and processes utilized in these areas.

Improving Graduate Education to Support a Branching Career Pipeline: Recommendations Based on a Survey of Doctoral Students in the Basic Biomedical Sciences

PubMed Central

Fuhrmann, C. N.; Halme, D. G.; O’Sullivan, P. S.; Lindstaedt, B.

2011-01-01

Today's doctoral programs continue to prepare students for a traditional academic career path despite the inadequate supply of research-focused faculty positions. We advocate for a broader doctoral curriculum that prepares trainees for a wide range of science-related career paths. In support of this argument, we describe data from our survey of doctoral students in the basic biomedical sciences at University of California, San Francisco (UCSF). Midway through graduate training, UCSF students are already considering a broad range of career options, with one-third intending to pursue a non–research career path. To better support this branching career pipeline, we recommend that national standards for training and mentoring include emphasis on career planning and professional skills development to ensure the success of PhD-level scientists as they contribute to a broadly defined global scientific enterprise. PMID:21885820

Improving graduate education to support a branching career pipeline: recommendations based on a survey of doctoral students in the basic biomedical sciences.

PubMed

Fuhrmann, C N; Halme, D G; O'Sullivan, P S; Lindstaedt, B

2011-01-01

Today's doctoral programs continue to prepare students for a traditional academic career path despite the inadequate supply of research-focused faculty positions. We advocate for a broader doctoral curriculum that prepares trainees for a wide range of science-related career paths. In support of this argument, we describe data from our survey of doctoral students in the basic biomedical sciences at University of California, San Francisco (UCSF). Midway through graduate training, UCSF students are already considering a broad range of career options, with one-third intending to pursue a non-research career path. To better support this branching career pipeline, we recommend that national standards for training and mentoring include emphasis on career planning and professional skills development to ensure the success of PhD-level scientists as they contribute to a broadly defined global scientific enterprise.

The Naval Enlisted Professional Development Information System (NEPDIS): Front End Analysis (FEA) Process. Technical Report 159.

ERIC Educational Resources Information Center

Aagard, James A.; Ansbro, Thomas M.

The Naval Enlisted Professional Development Information System (NEPDIS) was designed to function as a fully computerized information assembly and analysis system to support labor force, personnel, and training management. The NEPDIS comprises separate training development, instructional, training record and evaluation, career development, and…

[Career satisfaction of German medical residents after four years of training].

PubMed

Römer, Farina; Ziegler, Stine; Scherer, Martin; van den Bussche, Hendrik

2017-02-01

To evaluate German residents' career satisfaction and its dependency on intrinsic and extrinsic factors after four years of postgraduate training. Gender, parental status, training conditions and specialty choice were of particular interest. Postal questionnaires were sent to medical graduates from seven different German faculties annually, starting in 2009. This paper presents cross-sectional data of domestic, working and training conditions four years after graduation. We used descriptive statistics and t-tests. In order to identify factors with an impact on career satisfaction, multiple regression analyses were calculated. Male residents who have children tended to be more satisfied with their career than residents without children. For female residents, however, having children was associated with lower career satisfaction. Those who chose training in general surgery or orthopedic surgery were less satisfied with their career progress. Residents with prolonged specialty training showed lower career satisfaction. Junior doctors who rated the quality of their residency training higher were more satisfied with their career. Those who perceived their job as particularly demanding were less satisfied. Concerning intrinsic factors, occupational self-efficacy and overall satisfaction with life were significantly associated with career satisfaction. Residents in general are quite satisfied with their career after four years of training. Opportunities to work part-time during residency as well as structured training programs should be implemented in order to overcome parenthood as a career obstacle for female residents. The quality of specialty training is particularly important for career satisfaction and has to be ensured across specialties. Copyright © 2017. Published by Elsevier GmbH.

The Work of the Careers Master

ERIC Educational Resources Information Center

Longland, C. P.

2008-01-01

Purpose: The purpose of this paper is to outline the skills and responsibilities of a careers master in the late 1950s. Design/methodology/approach: Schools were becoming more businesslike, and training was becoming more specialised and developed. Schools needed to have an "Officer of Information" or a "Careers Master" in order…

Career Education: Gateway to Better Reading.

ERIC Educational Resources Information Center

Gorton, Patricia C.

Career education is a vehicle which can capitalize on the interests of learning disabled students and, at the same time, show the relevance of academic skills. Project SELECT (Special Education Learning Experiences for Career Training), funded by the Elementary and Secondary Education Act, Title III, was implemented in order to develop a…

Career Development Standards. What Are They? Background Paper.

ERIC Educational Resources Information Center

Pruitt, Wes

Washington's Workforce Training and Education Coordinating Board (WTECB) conducted research to identify components that constitute a content definition of career development by relating history, defining nomenclature, identifying issues, and describing the various approaches to such standards. Past efforts to establish academic and career…

The North American Development Partnership: Experiment in International Collaboration.

ERIC Educational Resources Information Center

Carlson, Burton L.; Goguen, Robert A.; Jarvis, Phillip S.; Lester, Juliette N.

2000-01-01

Describes how career development programs became the focus of an international partnership between the United States and Canada. Discusses the partnership's efforts at developing training and materials that promote the use of occupational and labor markets information and the creation of a computer-based career information delivery system.…

Development and Evaluation of a Success Index for Professionals in Postgraduate Training Programs

DTIC Science & Technology

1993-02-26

15 Predicting Success among Program Participants .... ......... .. 16 AEGD Success and Career Success .......... ................ .. 16...10), and general career success (8). Hough applied the principle of behavioral consistency and aspects of the biographical inventory to develop and...the opportunity to evaluate how measures of success in AEGD translate into career success . The 90 AERs were reviewed by two experienced senior dental

A Survey of the Manpower Training Needs of Connecticut Business and Industry with Special Emphasis on the Development of a Computer-Based Model for Vocational-Career Information Delivery Systems. Final Report.

ERIC Educational Resources Information Center

Connecticut Business and Industry Association, Hartford.

Conducting a survey of manpower training needs of business and industry in Connecticut and identifying elements of a vocational-career information delivery system were the two major focuses of the study described in this report. Content is presented in three chapters. Chapter 1 reviews and analyzes the manpower training needs survey and results.…

Development and pilot evaluation of Native CREST-a Cancer Research Experience and Student Training program for Navajo undergraduate students.

PubMed

Hughes, Christine A; Bauer, Mark C; Horazdovsky, Bruce F; Garrison, Edward R; Patten, Christi A; Petersen, Wesley O; Bowman, Clarissa N; Vierkant, Robert A

2013-03-01

The Mayo Clinic Cancer Center and Diné College received funding for a 4-year collaborative P20 planning grant from the National Cancer Institute in 2006. The goal of the partnership was to increase Navajo undergraduates' interest in and commitment to biomedical coursework and careers, especially in cancer research. This paper describes the development, pilot testing, and evaluation of Native CREST (Cancer Research Experience and Student Training), a 10-week cancer research training program providing mentorship in a Mayo Clinic basic science or behavioral cancer research lab for Navajo undergraduate students. Seven Native American undergraduate students (five females, two males) were enrolled during the summers of 2008-2011. Students reported the program influenced their career goals and was valuable to their education and development. These efforts may increase the number of Native American career scientists developing and implementing cancer research, which will ultimately benefit the health of Native American people.

Development and Pilot Evaluation of Native CREST – a Cancer Research Experience and Student Training Program for Navajo Undergraduate Students

PubMed Central

Hughes, Christine A.; Bauer, Mark C.; Horazdovsky, Bruce F.; Garrison, Edward R.; Patten, Christi A.; Petersen, Wesley O.; Bowman, Clarissa N.; Vierkant, Robert A.

2012-01-01

The Mayo Clinic Cancer Center and Diné College received funding for a 4-year collaborative P20 planning grant from the National Cancer Institute in 2006. The goal of the partnership was to increase Navajo undergraduates’ interest in and commitment to biomedical coursework and careers, especially in cancer research. This paper describes the development, pilot testing and evaluation of Native CREST (Cancer Research Experience & Student Training), a 10-week cancer research training program providing mentorship in a Mayo Clinic basic science or behavioral cancer research lab for Navajo undergraduate students. Seven Native American undergraduate students (5 females, 2 males) were enrolled during the summers of 2008 - 2011. Students reported the program influenced their career goals and was valuable to their education and development. These efforts may increase the number of Native American career scientists developing and implementing cancer research, which will ultimately benefit the health of Native American people. PMID:23001889

South Dakota Statewide Core Curriculum, Career Ladder, and Challenge System. A Case History.

ERIC Educational Resources Information Center

Brekke, Donald G.; Gildseth, Wayne M.

The South Dakota Core Curriculum Project involving the career ladder approach to health manpower training, which began in 1970, had seven objectives including the following: (1) To organize a Health Manpower Council for the entire State; (2) to define the areas of basic commonality among the various training programs; and (3) to develop a core…

Customer Satisfaction: A Comparison of Community College and Employment Security Commission Joblink Career Centers in North Carolina.

ERIC Educational Resources Information Center

Deese, Stephanie

The Workforce Investment Act of 1998 provided states with a great amount of flexibility in the implementation of a system-wide approach to job training and workforce development. The legislation consolidated employment and training services into a one-stop system that is known as JobLink Career Centers in North Carolina. This document presents…

Support from Teachers and Trainers in Vocational Education and Training: The Pathways to Career Aspirations and Further Career Development

ERIC Educational Resources Information Center

Hofmann, Claudia; Stalder, Barbara E.; Tschan, Franziska; Häfeli, Kurt

2014-01-01

Transition from school to work is a challenging period for young people with learning difficulties. In the dual vocational system of Switzerland, teachers at vocational educational and training (VET)-schools, as well as trainers at VET-companies, provide important support. We were interested in the different pathways from this support to…

NASA Procurement Career Development Program

NASA Technical Reports Server (NTRS)

1987-01-01

The NASA Procurement Career Development Program establishes an agency-wide framework for the management of career development activity in the procurement field. Within this framework, installations are encouraged to modify the various components to meet installation-specific mission and organization requirements. This program provides a systematic process for the assessment of and planning for the development, training, and education required to increase the employees' competence in the procurement work functions. It includes the agency-wide basic knowledge and skills by career field and level upon which individual and organizational development plans are developed. Also, it provides a system that is compatible with other human resource management and development systems, processes, and activities. The compatibility and linkage are important in fostering the dual responsibility of the individual and the organization in the career development process.

A novel phased-concept course for the delivery of anatomy and orthopedics training in medical education.

PubMed

Klima, Stefan; Hepp, Pierre; Löffler, Sabine; Cornwall, Jon; Hammer, Niels

2017-07-01

Integration of anatomy and clinical teaching is a theoretical ideal, yet there is a worldwide paucity of such amalgamation. These teaching models provide support for medical trainees, an important element in Germany where orthopedic intern numbers have declined and anecdotal evidence suggests disinterest in orthopedics. The aim of the study was to develop an integrated anatomy-surgical course for undergraduate medical training, assess the model developed, and explore how medical students perceive orthopedics as a career. The course was to deliver medical anatomy and clinical orthopedic training, focusing on interdisciplinary teaching and learning, vertical integration of clinical knowledge and skills, and professional interaction. Survey evaluation of the course and students' perceptions of orthopedic careers was performed, including Likert-type responses rating variables of interest. A phased-concept program of five courses, each optional and under one-week in duration, was developed parallel to the undergraduate medical program. Delivered by anatomists and surgeons, courses included biomechanics, advanced dissection, surgical approaches, casts and implants, and sports medicine. Course data indicate positive support for course format, stimulation of interest, and high clinical relevance. Students are generally interested in surgery, and identify hierarchy, lawsuits, bureaucracy and physical stress as barriers to orthopedic careers. This novel phased-concept successfully delivers combined anatomy and surgery training in a vertically-integrated format while addressing students' clinical and professional skills. The format facilitates an appreciation of potential career options in orthopedics, while fostering professional skills during medical training. Barriers to careers in orthopedics can now be addressed in future courses. Anat Sci Educ 10: 372-382. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Career Development for Youth with Autism.

ERIC Educational Resources Information Center

Berkell, Dianne E.

1987-01-01

Presents an overview of a community-based vocational training program, focusing on aspects that have been effective in preparing students with autism for productive employment. Discusses issues concerning career development, including (1) assessment, (2) placement, (3) job analysis, (4) family involvement, and (5) interagency cooperation. (CH)

NATCON Papers, 1996 = Les Actes du CONAT [1996].

ERIC Educational Resources Information Center

National Consultation on Career Development (NATCON), Toronto (Ontario).

These papers, a portion of which are written in French, address a number of issues in education and development. The topics covered include pedagogical suggestions, self-direction in professional development, values assessment, building career transitions, career services, communicating in tomorrow's workplace, community-based training, personal…

Regimented research: a recipe for success?

PubMed

Yu, Eric H C

2003-04-01

Cardiology trainees at the University of Toronto participate annually in a mandatory research competition. Its purpose is to promote creative thinking, help develop a greater understanding of the scientific method and encourage them to pursue research as a career. Since its inception, this research competition's outcomes have not been assessed. This study set out to determine which components of a cardiology training program are important in the development of a career in cardiovascular research and addressed whether participation in this mandatory research competition was considered important to the development of a career in cardiovascular research. This study found that both faculty and trainees considered the following factors to be important in the development of a research career: (1) a mentor to provide support and guidance; (2) regular attendance at national and international meetings; (3) a fixed block of time within the training program dedicated solely to research activity; and (4) an academic environment that provides exposure to clinicians with varied research interests and ability. Neither trainees nor faculty believed that mandatory participation in a research competition was of significant benefit in the development of a research career, although faculty's perception of such a benefit was greater than the trainees'.

Teaching matters-academic professional development in the early 21st century.

PubMed

Fahnert, Beatrix

2015-10-01

Academic work at different career stages has changed and a broadened portfolio of expertise enables academics to adapt, maintain and advance their career. Development related to research activity is naturally driven by methodology and technology. Institutions and peers largely support development in the contexts of dissemination, measuring impact and obtaining funding. A European Commission High Level Group recommended pedagogic training for everyone teaching in Higher Education by 2020 with mandatory continuing professional development and with academic staff recruitment and promotion being linked to teaching performance. Early career teaching experience is already an expectation, and advantage is gained by developing recognized teaching expertise. More senior academics gain an advantage through recognition of higher levels of expertise, also covering elements of leadership and innovation in teaching. This review aims to raise awareness particularly of teaching-related skills within the dimensions of academic professional development in Higher Education, outlining some general directions for development and recognition in context of current challenges to support planning and identifying training needs and opportunities at different career stages. © FEMS 2015. All rights reserved.

The non specialist paediatric training registrar in the healthcare system.

PubMed

O'Neill, M B; Kumar, A

2012-01-01

This study evaluated the experiences of non Specialist Paediatric Training Registrars (nonSPTR) in the Irish Healthcare system. The survey explored their adaptation to the healthcare system, skill development, perceptions of training and career development inclusive of working conditions. Thirty nine (53%) doctors responded. The time spent in Paediatrics ranged from 3 to 19 years with a mean of 8.9 years. Nineteen (49%) had only worked in non regional hospitals and for 20 (51%) the mean time spent in regional hospitals was 2.6 years. The very positives experiences (likert scores 5/6) included journal appraisal for 19 (49%), clinical skill development for 17 (44%) and consultant feedback for 11 (28%).The very negative experiences were difficulty obtaining desired clinical posts for 16 (43%) doctors and only 5 (13%) were happy with their career progression. Thirty one (79.5%) cited specific barriers to career progression, with only 10 (25%) making an application to the Specialist Paediatrics Registrar (SPR) training programme. Solutions for the non SPTR difficulties include the expansion of the SPR programme and the utilization of a criterion based portfolio system to integrate the nonSPTR into formal training.

Getting There From Here: Revitalizing Child Welfare Training.

ERIC Educational Resources Information Center

Seaberg, James R.

1982-01-01

Suggests that revitalization of child welfare training is more complex than development of better training curriculum and materials. Reviews factors affecting training and questions the overall concept of child welfare training centers. If child welfare careers become more attractive, training programs will revitalize themselves. (JAC)

[A self-improvement and participatory career development education program involving internships and volunteer training experience for pharmacy students: results verified in a follow-up survey three years after participation].

PubMed

Kurio, Wasako; Konishi, Motomi; Okuno, Tomofumi; Nakao, Teruyuki; Kimura, Tomoki; Tsuji, Takumi; Yamamuro, Akiko; Yamamoto, Yumi; Nishikawa, Tomoe; Yanada, Kazuo; Yasuhara, Tomohisa; Kohno, Takeyuki; Ogita, Kiyokazu; Sone, Tomomichi

2014-01-01

The Faculty of Pharmaceutical Sciences, Setsunan University, offers the Self-improvement and Participatory Career Development Education Program: Internship and Volunteer Training Experience for Pharmacy Students to third-year students. We previously reported that the training experience was effective in cultivating important attributes among students, such as a willingness to learn the aims of pharmacists, an awareness of their own role as healthcare workers, and a desire to reflect on their future careers and lives. A follow-up survey of the participants was carried out three years after the training experience. The questionnaire verified that the training experience affected attendance at subsequent lectures and course determination after graduation. We confirmed the relationship between the participants' degree of satisfaction with the training experience and increased motivation for attending subsequent lectures. Through the training experience, participants discovered future targets and subjects of study. In addition, they became more interested in subsequent classroom lessons and their future. The greater the participants' degree of satisfaction with their training experience, the more interest they took in practical training and future courses. The present study clarified that the training experience was effective in cultivating important attributes such as a willingness to learn and an interest in future courses. Moreover, the training positively affected the course determination after graduation.

Low-fidelity bench models for basic surgical skills training during undergraduate medical education.

PubMed

Denadai, Rafael; Saad-Hossne, Rogério; Todelo, Andréia Padilha; Kirylko, Larissa; Souto, Luís Ricardo Martinhão

2014-01-01

It is remarkable the reduction in the number of medical students choosing general surgery as a career. In this context, new possibilities in the field of surgical education should be developed to combat this lack of interest. In this study, a program of surgical training based on learning with models of low-fidelity bench is designed as a complementary alternative to the various methodologies in the teaching of basic surgical skills during medical education, and to develop personal interests in career choice.

Professional Development across the Teaching Career: Teachers' Uptake of Formal and Informal Learning Opportunities

ERIC Educational Resources Information Center

Richter, Dirk; Kunter, Mareike; Klusmann, Uta; Ludtke, Oliver; Baumert, Jurgen

2011-01-01

This study examined teachers' uptake of formal and informal learning opportunities across the career cycle. Analyses were based on data from 1939 German secondary teachers in 198 schools. Results showed that formal learning opportunities (in-service training) were used most frequently by mid-career teachers, whereas informal learning opportunities…

Strategic Directions for Careers Services in Higher Education. NICEC Project Report.

ERIC Educational Resources Information Center

Watts, A. G.

Higher education career services are more strongly developed in the United Kingdom than in other European countries. Increasing numbers of students and pressures on university budgets and recent major transformations in the structures of work and career (including reduced recruitment into graduate training programs in large companies and erosion…

Educating Career Guidance Practitioners in the Twenty-First Century

ERIC Educational Resources Information Center

Gough, John

2017-01-01

Rapidly changing policy contexts in England have dramatically affected the provision of career guidance, and the training and development of its practitioners. This paper takes an autoethnographic and self-reflexive approach to exploring the experience of a Senior Lecturer in Career Guidance who manages a centre that offers the Qualification in…

Development of Career Progression Systems for Employees in the Foodservice Industry. Final Report.

ERIC Educational Resources Information Center

National Restaurant Association, Chicago, IL.

Firms representing four segments of the foodservice industry (institutional foodservice (9 jobs), commercial restaurants (19 jobs), hotel foodservice (100 jobs), and airline foodservice (10 jobs), participated in a career and training study to test the feasibility of designing and implementing career progression (c.p.) systems within these…

On-the-job, real-time professional development for graduate students and early career scientists at the University of Hawaii

NASA Astrophysics Data System (ADS)

Bruno, B. C.; Guannel, M.; Wood-Charlson, E.; Choy, A.; Wren, J.; Chang, C.; Alegado, R.; Leon Soon, S.; Needham, H.; Wiener, C.

2015-12-01

Here we present an overview of inter-related programs designed to promote leadership and professional development among graduate students and early career scientists. In a very short time, these young scientists have developed into an impressive cohort of leaders. Proposal Writing. The EDventures model combines proposal-writing training with the incentive of seed money. Rather than providing training a priori, the EDventures model encourages students and post-docs to write a proposal based on guidelines provided. Training occurs during a two-stage review stage: proposers respond to panel reviews and resubmit their proposal within a single review cycle. EDventures alumni self-report statistically significant confidence gains on all questions posed. Their subsequent proposal success is envious: of the 12 proposals submitted by program alumni to NSF, 50% were funded. (Wood Charlson & Bruno, in press; cmore.soest.hawaii.edu/education/edventures.htm)Mentoring. The C-MORE Scholars and SOEST Maile Mentoring Bridgeprograms give graduate students the opportunity to serve as research mentors and non-research mentors, respectively, to undergraduates. Both programs aim to develop a "majority-minority" scientist network, where Native Hawaiians and other underrepresented students receive professional development training and personal support through one-on-one mentoring relationships (Gibson and Bruno, 2012; http://cmore.soest.hawaii.edu/scholars; http://maile.soest.hawaii.edu).Outreach & Science Communication. Ocean FEST (Families Exploring Science Together), Ocean TECH (Technology Explores Career Horizons) and the Kapiolani Community College summer bridge program provide opportunities for graduate students and post-docs to design and deliver outreach activities, lead field trips, communicate their research, and organize events (Wiener et al, 2011, Bruno & Wren, 2014; http://oceanfest.soest.hawaii.edu; http://oceantech.soest.hawaii.edu)Professional Development Course. In this career-focused graduate seminar, students and post-docs explore a range of career paths, identify and build skills, prepare application materials, and develop a class project around their professional development interests (Guannel et al, 2014).

Career Development Event Participation and Professional Development Needs of Kansas Agricultural Education Teachers

ERIC Educational Resources Information Center

Harris, Clark R.

2008-01-01

Past studies have shown that agricultural education teachers perceive a need for professional development in Career Development Events (CDEs) preparation, but they did not identify the individual CDEs where training was needed. This study examined the CDEs that Kansas schools were participating in at the district and state levels and the CDEs…

Why Aren't More Primary Care Residents Going into Primary Care? A Qualitative Study.

PubMed

Long, Theodore; Chaiyachati, Krisda; Bosu, Olatunde; Sircar, Sohini; Richards, Bradley; Garg, Megha; McGarry, Kelly; Solomon, Sonja; Berman, Rebecca; Curry, Leslie; Moriarty, John; Huot, Stephen

2016-12-01

Workforce projections indicate a potential shortage of up to 31,000 adult primary care providers by the year 2025. Approximately 80 % of internal medicine residents and nearly two-thirds of primary care internal medicine residents do not plan to have a career in primary care or general internal medicine. We aimed to explore contextual and programmatic factors within primary care residency training environments that may influence career choices. This was a qualitative study based on semi-structured, in-person interviews. Three primary care internal medicine residency programs were purposefully selected to represent a diversity of training environments. Second and third year residents were interviewed. We used a survey guide developed from pilot interviews and existing literature. Three members of the research team independently coded the transcripts and developed the code structure based on the constant comparative method. The research team identified emerging themes and refined codes. ATLAS.ti was used for the analysis. We completed 24 interviews (12 second-year residents, and 12 third-year residents). The age range was 27-39 years. Four recurrent themes characterized contextual and programmatic factors contributing to residents' decision-making: resident expectations of a career in primary care, navigation of the boundary between social needs and medical needs, mentorship and perceptions of primary care, and structural features of the training program. Addressing aspects of training that may discourage residents from careers in primary care such as lack of diversity in outpatient experiences and resident frustration with their inability to address social needs of patients, and strengthening aspects of training that may encourage interests in careers in primary care such as mentorship and protected time away from inpatient responsibilities during primary care rotations, may increase the proportion of residents enrolled in primary care training programs who pursue a career in primary care.

Interdisciplinary Research Career Development: Building Interdisciplinary Research Careers in Women's Health Program Best Practices

PubMed Central

Bodurtha, Joann; Nagel, Joan D.

2011-01-01

Abstract Background The Office of Research on Women's Health (ORWH) and the National Institutes of Health (NIH) Institutes and Centers and the Agency for Health Care Research and Quality (AHRQ) have sponsored an interdisciplinary research career development program in five funding cycles since 2000 through a K12 mechanism titled “Building Interdisciplinary Research Careers in Women's Health (BIRCWH).” As of 2010, 407 scholars have been supported in interdisciplinary women's health research and a total of 63 BIRCWH program awards have been made to 41 institutions across the U.S. Methods In an effort to share practical approaches to interdisciplinary research training, currently funded BIRCWH sites were invited to submit 300-word bullet-point style summaries describing their best practices in interdisciplinary research training following a common format with an emphasis on practices that are innovative, can be reproduced in other places, and advance women's health research. Results and Conclusions Twenty-six program narratives provide unique perspectives along with common elements and themes in interdisciplinary research training best practices. PMID:21923414

Identifying and Applying for Professional Development Funding.

PubMed

Hyden, Christel; Escoffery, Cam; Kenzig, Melissa

2015-07-01

Participation in ongoing professional development can be critical for maintaining up-to-date knowledge in your field, as well as preparing for promotions and job changes. Career development activities may include formal classroom education, web-based courses, on-the-job training, workshops and seminars, professional conferences, and self-study programs. Developing a career development plan, cultivating a team to support your goals, and actively pursuing continuing education and skill-building opportunities are important across all career stages. However, the financial cost of these opportunities can often place them beyond reach. In this commentary, we summarize several potential sources for career development funding as well as best practices for completing the application process. © 2015 Society for Public Health Education.

Comparative Analysis: Potential Barriers to Career Participation by North American Physicians in Global Health

PubMed Central

Rhee, Daniel S.; Heckman, Jennifer E.

2014-01-01

Physician interest in global health, particularly among family physicians, is reflected by an increasing proliferation of field training and service experiences. However, translating initial training involvement into a defined and sustainable global health career remains difficult and beset by numerous barriers. Existing global health literature has largely examined training experiences and related ethical considerations while neglecting the role of career development in global health. To explore this, this paper extrapolates potential barriers to global health career involvement from existing literature and compares these to salary and skills requirements for archetypal physician positions in global health, presenting a framework of possible barriers to sustained physician participation in global health work. Notable barriers identified include financial limitations, scheduling conflicts, security/family concerns, skills limitations, limited awareness of opportunities, and specialty choice, with family practice often closely aligned with global health experience. Proposed solutions include financial support, protected time, family relocation support, and additional training. This framework delineates barriers to career involvement in global health by physicians. Further research regarding these barriers as well as potential solutions may help direct policy and initiatives to better utilize physicians, particularly family physicians, as a valuable global health human resource. PMID:25405030

National Minority Health Month Spotlight: Career Development

Cancer.gov

April is National Minority Health Month and in support of the 2016 theme, Accelerating Health Equity for the Nation, the NCI Center to Reduce Cancer Health Disparities (CRCHD) is highlighting how diversity training and career development opportunities are contributing to efforts to reduce the unequal burden of cancer in our society.

The clinical academic workforce of the future: a cross-sectional study of factors influencing career decision-making among clinical PhD students at two research-intensive UK universities

PubMed Central

Ranieri, Veronica; Lambert, Trevor; Pugh, Chris; Barratt, Helen; Fulop, Naomi J; Rees, Geraint; Best, Denise

2017-01-01

Objectives To examine clinical doctoral students’ demographic and training characteristics, career intentions, career preparedness and what influences them as they plan their future careers. Design and setting Online cross-sectional census surveys at two research-intensive medical schools in England in 2015–2016. Participants All medically qualified PhD students (N=523) enrolled at the University of Oxford and University College London were invited to participate. We report on data from 320 participants (54% male and 44% female), who were representative by gender of the invited population. Main outcome measures Career intentions. Results Respondents were mainly in specialty training, including close to training completion (25%, n=80), and 18% (n=57) had completed training. Half (50%, n=159) intended to pursue a clinical academic career (CAC) and 62% (n=198) were at least moderately likely to seek a clinical lectureship (CL). However, 51% (n=163) had little or no knowledge about CL posts. Those wanting a CAC tended to have the most predoctoral medical research experience (χ2 (2, N=305)=22.19, p=0.0005). Key reasons cited for not pursuing a CAC were the small number of senior academic appointments available, the difficulty of obtaining research grants and work-life balance. Conclusions Findings suggest that urging predoctoral clinicians to gain varied research experience while ensuring availability of opportunities, and introducing more flexible recruitment criteria for CL appointments, would foster CACs. As CL posts are often only open to those still in training, the many postdoctoral clinicians who have completed training, or nearly done so, do not currently gain the opportunity the post offers to develop as independent researchers. Better opportunities should be accompanied by enhanced career support for clinical doctoral students (eg, to increase knowledge of CLs). Finally, ways to increase the number of senior clinical academic appointments should be explored since their lack seems to significantly influence career decisions. PMID:28851792

The translational science training program at NIH: Introducing early career researchers to the science and operation of translation of basic research to medical interventions.

PubMed

Gilliland, C Taylor; Sittampalam, G Sitta; Wang, Philip Y; Ryan, Philip E

2017-01-02

Translational science is an emerging field that holds great promise to accelerate the development of novel medical interventions. As the field grows, so does the demand for highly trained biomedical scientists to fill the positions that are being created. Many graduate and postdoctorate training programs do not provide their trainees with sufficient education to take advantage of this growing employment sector. To help better prepare the trainees at the National Institutes of Health for possible careers in translation, we have created the Translational Science Training Program (TSTP). The TSTP is an intensive 2- to 3-day training program that introduces NIH postdoctoral trainees and graduate students to the science and operation of turning basic research discoveries into a medical therapeutic, device or diagnostic, and also exposes them to the variety of career options in translational science. Through a combination of classroom teaching from practicing experts in the various disciplines of translation and small group interactions with pre-clinical development teams, participants in the TSTP gain knowledge that will aid them in obtaining a career in translational science and building a network to make the transition to the field. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(1):13-24, 2017. © 2016 The International Union of Biochemistry and Molecular Biology.

Merely a stepping stone? Professional identity and career prospects following postgraduate mental health nurse training.

PubMed

McCrae, N; Askey-Jones, S; Laker, C

2014-01-01

Accelerated mental health nurse training attracts talented graduates, many with a psychology degree. Our study shows that such trainees feel incompatible with the nursing culture. Consequently, professional identification is inhibited, and on qualifying these nurses may choose to develop their careers elsewhere. Nurse educators and mentors should pay greater attention to nurturing a positive professional identity in trainees. Alongside their attainment of knowledge and skills, nursing trainees are moulded by a professional culture and inculcated to norms of beliefs and behaviour. The process of professional identification may be inhibited by accelerated nurse training and an influx of psychology graduates potentially using mental health nursing qualification as a springboard to other career opportunities. This study explored facilitators and barriers to professional identification in newly qualified nurses of accelerated postgraduate training. Qualitative interviews were conducted with 10 nurses who had recently completed a postgraduate diploma in mental health nursing at King's College London. Participants identified more with the mental health field than with the broader profession of nursing. They defined their practice in terms of values rather than skills and found difficulty in articulating a distinct role for mental health nursing. Although participants had found experience in training and as a registered practitioner rewarding, they were concerned that nursing may not fulfil their aspirations. Professional identity is likely to be a major factor in satisfaction and retention of nurses. Training and continuing professional development should promote career advancement within clinical nursing practice. © 2014 John Wiley & Sons Ltd.

The Career Development of Recently Qualified British South Asian Women Teachers: "Everybody's the Same. I Don't Feel My Ethnicity Is an Issue at All."

ERIC Educational Resources Information Center

Butt, Graham; MacKenzie, Lin; Manning, Russell

2012-01-01

This article reports on the final year of a four year research project into the influences on British South Asian women's choice of teaching as a career and on their subsequent career development. The research cohort was interviewed during their initial teacher training year on a PGCE (Post Graduate Certificate of Education) course in the English…

Career progress in online and blended learning environments.

PubMed

DeRosier, Melissa; Kameny, Rebecca; Holler, Wendy; Davis, Naomi Ornstein; Maschauer, Emily

2013-03-01

The authors examined the career achievement of early- and mid-career researchers in social, behavioral, and mental health who participated in a career-development conference. Trainees participated in a career-development conference either through attending a live conference supplemented with an online version of the conference (Combined: N=46) or through the online version of the conference alone (Web-Only: N=60). An objective measure tracked the trainees' publications, involvement in research projects, honors and grant awards, collaborations, and scientific presentations before and 9 months after participation in the career-development conference. Statistical analysis showed that trainees improved for each category measured, with no significant differences across the Combined and Web-Only groups. The strongest variable affecting improvement was Time, and the most significant time effect was seen in the production of presentations and publications. A significant Gender difference was present, with women showing greater total career progress than men. Career-development conferences can support career growth for trainees. Online training provides a cost-effective and time-efficient alternative to in-person methods, while still enhancing key markers of career progress.

Project COED: Bridge to the Future from Classroom to Internship to Career. A How To Handbook for Client Success.

ERIC Educational Resources Information Center

Association for Retarded Citizens of Dallas, TX.

Project COED (Career Opportunities through Education for Persons with Disabilities) was developed to: (1) provide career instruction for adults who are functionally mentally retarded, through job training opportunities in food services, clerical/office work, or housekeeping/janitorial work; (2) increase levels of clients' financial independence;…

Development of Career Opportunities for Technicians in the Nuclear Medicine Field, Phase I. Interim Report Number 1: Survey of Job Characteristics, Manpower Needs and Training Resources, July 1969.

ERIC Educational Resources Information Center

Technical Education Research Center, Cambridge, MA.

Phase I of a multiphase research program in progress at the Technical Education Research Center, Inc., was conducted to analyze needs and resources in terms of job performance tasks, career opportunities, and training requirements for nuclear medical technicians. Data were gathered through personal interviews with 203 persons, mostly physicians,…

Cancer Genetics and Signaling | Center for Cancer Research

Cancer.gov

The Cancer, Genetics, and Signaling (CGS) Group at the National Cancer Institute at Frederick  offers a competitive postdoctoral training and mentoring program focusing on molecular and genetic aspects of cancer. The CGS Fellows Program is designed to attract and train exceptional postdoctoral fellows interested in pursuing independent research career tracks. CGS Fellows participate in a structured mentoring program designed for scientific and career development and transition to independent positions.

Functions within the Naval Air Training Command

DTIC Science & Technology

1984-02-15

Resource Management < HRM ), Leadership and Management Education and Training (LMET), Officer and Enlisted Career Counseling and Retention programs...as division officer for assigned HRM and career counselor personnel. i3i/byQ]§Q_BesDurce_rianaaement_Seeci.ali.5t N13-5 Advises and assists Code...13 in the development, evaluation and standardization of NATRACOM HRM programs. N13-6 Responsible for monitoring NAVAVSCOLSCOM HRM Support Team

The Impact of Postgraduate Health Technology Innovation Training: Outcomes of the Stanford Biodesign Fellowship.

PubMed

Wall, James; Hellman, Eva; Denend, Lyn; Rait, Douglas; Venook, Ross; Lucian, Linda; Azagury, Dan; Yock, Paul G; Brinton, Todd J

2017-05-01

Stanford Biodesign launched its Innovation Fellowship in 2001 as a first-of-its kind postgraduate training experience for teaching biomedical technology innovators a need-driven process for developing medical technologies and delivering them to patients. Since then, many design-oriented educational programs have been initiated, yet the impact of this type of training remains poorly understood. This study measures the career focus, leadership trajectory, and productivity of 114 Biodesign Innovation Fellowship alumni based on survey data and public career information. It also compares alumni on certain publicly available metrics to finalists interviewed but not selected. Overall, 60% of alumni are employed in health technology in contrast to 35% of finalists interviewed but not selected. On leadership, 72% of alumni hold managerial or higher positions compared to 48% of the finalist group. A total of 67% of alumni reported that the fellowship had been "extremely beneficial" on their careers. As a measure of technology translation, more than 440,000 patients have been reached with technologies developed directly out of the Biodesign Innovation Fellowship, with another 1,000,000+ aided by solutions initiated by alumni after their training. This study suggests a positive impact of the fellowship program on the career focus, leadership, and productivity of its alumni.

Oh, Develop

NASA Technical Reports Server (NTRS)

Post, Todd

2003-01-01

In a mature view of the subject, career development is not simply four years of college or a week at training, culminating in a diploma or a certificate to hang on an office wall. That's why we wanted to take a broad look at career development in this issue of ASK. Take for example, Dr. Gerald Mulenburg s contribution, Fly on the Wall. When Mulenburg and other members of a knowledge-sharing group at Ames were invited to observe an upcoming project review, Mulenburg thought it would be interesting to learn how another project does its reviews. Note that Mulenburg is no fresh out who's never attended a NASA project review. Not only has he been through a fair share of them as the reviewed, he has also been on the other side of the table as a reviewer. This experienced project manager recognizes that at any stage of a career there is room to grow and develop one's repertoire. Too often people associate career development with textbooks and role classroom training, far removed from project life. But classroom training need not be like this, as you'll find in our Special Feature, The Enterprise Project by Wendy Dolci, which sprung out of an APPL Advanced Project Management class in July 2003 at Ames Research Center. In addition to Dolci, some of her classmates contribute to the story. Mike Sander of the Jet Propulsion Laboratory, project manager for the Mars Science Laboratory mission, who provided the assignment on which the story is based, also has a cameo in the story. We think Dolci's story is an inspiring example of what classroom training can be if it's approached imaginatively and made to serve a practical purpose. Another story from Ames, by Frank Larsen, takes a different twist on career development. At the annual Experimental Aircraft Association Fly-in in Oshkosh, Wisconsin, Larsen represented Ames at a NASA booth. While there, Larsen met a colleague from Glenn Research Center. Months later on a project with a quick turnaround, he remembered his colleague from Glenn who had equipment that might help Larsen save time and money on his project. Although they had never worked together and they had to unravel a lot of red tape before they could collaborate, they managed a way to get the job done. There are other stories in this issue that deal directly with this theme of career development. Then there are others in which it is less explicit. But if you take the view that career development happens all the time, and is as necessary to your survival as breathing, then you can read almost any story in ASK with your career development in mind. In that case, all the best, and so then-start developing.

Young Investigator Perspectives. Teaching and the postdoctoral experience: impact on transition to faculty positions.

PubMed

Uno, Jennifer; Walton, Kristen L W

2014-05-01

This editorial continues with our Young Investigator Perspectives series. Drs. Uno and Walton are young investigators who hold faculty positions. They completed a K12 postdoctoral program through the IRACDA (Individual Research and Career Development Award) program sponsored through the NIGMS institute at NIH. IRACDA programs exist at multiple institutions in the USA to combine postdoctoral training with formal training in academic skills and teaching at partner institutions. I thank Drs. Walton and Uno for a thoughtful perspective on how this experience shaped their career goals to combine teaching and research and inspire undergraduates to science careers. Given the current national dialog on broadening career paths and outcomes for PhD scientists, this is a timely perspective. -P. Kay Lund.

A new approach to mentoring for research careers: the National Research Mentoring Network.

PubMed

Sorkness, Christine A; Pfund, Christine; Ofili, Elizabeth O; Okuyemi, Kolawole S; Vishwanatha, Jamboor K; Zavala, Maria Elena; Pesavento, Theresa; Fernandez, Mary; Tissera, Anthony; Deveci, Alp; Javier, Damaris; Short, Alexis; Cooper, Paige; Jones, Harlan; Manson, Spero; Buchwald, Dedra; Eide, Kristin; Gouldy, Andrea; Kelly, Erin; Langford, Nicole; McGee, Richard; Steer, Clifford; Unold, Thad; Weber-Main, Anne Marie; Báez, Adriana; Stiles, Jonathan; Pemu, Priscilla; Thompson, Winston; Gwathmey, Judith; Lawson, Kimberly; Johnson, Japera; Hall, Meldra; Paulsen, Douglas; Fouad, Mona; Smith, Ann; Luna, Rafael; Wilson, Donald; Adelsberger, Greg; Simenson, Drew; Cook, Abby; Feliu-Mojer, Monica; Harwood, Eileen; Jones, Amy; Branchaw, Janet; Thomas, Stephen; Butz, Amanda; Byars-Winston, Angela; House, Stephanie; McDaniels, Melissa; Quinn, Sandra; Rogers, Jenna; Spencer, Kim; Utzerath, Emily; Duplicate Of Weber-Main; Womack, Veronica

2017-01-01

Effective mentorship is critical to the success of early stage investigators, and has been linked to enhanced mentee productivity, self-efficacy, and career satisfaction. The mission of the National Research Mentoring Network (NRMN) is to provide all trainees across the biomedical, behavioral, clinical, and social sciences with evidence-based mentorship and professional development programming that emphasizes the benefits and challenges of diversity, inclusivity, and culture within mentoring relationships, and more broadly the research workforce. The purpose of this paper is to describe the structure and activities of NRMN. NRMN serves as a national training hub for mentors and mentees striving to improve their relationships by better aligning expectations, promoting professional development, maintaining effective communication, addressing equity and inclusion, assessing understanding, fostering independence, and cultivating ethical behavior. Training is offered in-person at institutions, regional training, or national meetings, as well as via synchronous and asynchronous platforms; the growing training demand is being met by a cadre of NRMN Master Facilitators. NRMN offers career stage-focused coaching models for grant writing, and other professional development programs. NRMN partners with diverse stakeholders from the NIH-sponsored Diversity Program Consortium (DPC), as well as organizations outside the DPC to work synergistically towards common diversity goals. NRMN offers a virtual portal to the Network and all NRMN program offerings for mentees and mentors across career development stages. NRMNet provides access to a wide array of mentoring experiences and resources including MyNRMN, Guided Virtual Mentorship Program, news, training calendar, videos, and workshops. National scale and sustainability are being addressed by NRMN "Coaches-in-Training" offerings for more senior researchers to implement coaching models across the nation. "Shark Tanks" provide intensive review and coaching for early career health disparities investigators, focusing on grant writing for graduate students, postdoctoral trainees, and junior faculty. Partners from diverse perspectives are building the national capacity and sparking the institutional changes necessary to truly diversify and transform the biomedical research workforce. NRMN works to leverage resources towards the goals of sustainability, scalability, and expanded reach.

Antecedents and outcomes of organizational support for development: the critical role of career opportunities.

PubMed

Kraimer, Maria L; Seibert, Scott E; Wayne, Sandy J; Liden, Robert C; Bravo, Jesus

2011-05-01

This study examines antecedents and behavioral outcomes of employees' perceptions of organizational support for development. We first propose that employees' past participation in formal developmental activities and experience with developmental relationships positively relate to their perceptions of organizational support for development. We then propose that perceived career opportunity within the organization moderates the relationship between organizational support for development and employee performance and turnover. Using a sample of 264 exempt-level employees and their supervisors, we found that participation in training classes, leader-member exchange, and career mentoring were each positively related to employees' perceptions of organizational support for development. We also found support for the moderator hypotheses. Specifically, development support positively related to job performance, but only when perceived career opportunity within the organization was high. Further, development support was associated with reduced voluntary turnover when perceived career opportunity was high, but it was associated with increased turnover when perceived career opportunity was low. Our study demonstrates that social exchange and career motivation theory work together to explain when and how employees' perceptions of organizational support for development relate to turnover and job performance.

Socialization and Pre-Career Development of Public Relations Professionals via the Undergraduate Curriculum

ERIC Educational Resources Information Center

Waymer, Damion; Brown, Kenon A.; Baker, Kimberly; Fears, Lillie

2018-01-01

We interviewed racially/ethnically diverse, early career public relations practitioners. By asking participants to reflect on their collegiate social and educational development, we unearth contributing factors to these individuals' success both in college and in their professions to date. Respondents desired much more in-school training and…

Korean Graduate Students' Perceptions of Guidance and Professional Development

ERIC Educational Resources Information Center

Lee, Kent; Lee, Hikyoung

2017-01-01

Past studies have indicated shortcomings in the training of graduate students in the US, especially for practical career skills, teaching skills, and non-academic careers. Students thus find professional development and guidance lacking for the demands of the modern marketplace. This study extends this research to the unique situation of current…

Self Validation: Putting the Pieces Together. [Leader's Handbook].

ERIC Educational Resources Information Center

Beiman, Abbie; And Others

This document is one in a set of eight staff development training manuals developed to facilitate the efforts of educators in the planning and implementation of comprehensive career guidance programs on the secondary level (7-12). This series is based on the goals and developmental objectives identified by the Georgia Comprehensive Career Guidance…

Four years of training in family medicine: implications for residency redesign.

PubMed

Sigmon, J Lewis; McPherson, Vanessa; Little, John M

2012-09-01

In light of the ongoing consideration for extending the length of residency education in family medicine in the United States, this paper reports the findings from a retrospective, qualitative study of six family physicians that elected to extend their residency training from 3 to 4 years. Each participant completed a written questionnaire and a structured personal interview focusing on various aspects of career development resulting from the additional year of training. The authors independently evaluated these interviews to identify major themes. All the participants were found to have been involved in teaching medicine, valued a more flexible and expanded curriculum, and appreciated their individualized curricula-based on their respective career interests. Given the opportunity, each would opt again for a fourth year of training. There were mixed opinions as to whether the fourth year should be required of all family medicine residents. Other perceived benefits reported were: a better opportunity to find a personally satisfactory practice, additional time for gaining clarity about career plans, and a higher beginning salary as a result of the additional skills and experiences gained. This study of mid-career physicians supports that a fourth-year (PGY4) curriculum in family medicine may enhance subsequent career satisfaction. Further studies of residents in other PGY4 training programs are necessary to assess outcomes comparing our findings as well as guide the discipline's leaders in residency redesign.

Outcomes of a Novel Training Program for Physician-Scientists: Integrating Graduate Degree Training With Specialty Fellowship.

PubMed

Wong, Mitchell D; Guerrero, Lourdes; Sallam, Tamer; Frank, Joy S; Fogelman, Alan M; Demer, Linda L

2016-02-01

Although physician-scientists generally contribute to the scientific enterprise by providing a breadth of knowledge complementary to that of other scientists, it is a challenge to recruit, train, and retain physicians in a research career pathway. To assess the outcomes of a novel program that combines graduate coursework and research training with subspecialty fellowship. A retrospective analysis was conducted of career outcomes for 123 physicians who graduated from the program during its first 20 years (1993-2013). Using curricula vitae, direct contact, and online confirmation, data were compiled on physicians' subsequent activities and careers as of 2013. Study outcomes included employment in academic and nonacademic research, academic clinical or private practice positions, and research grant funding. More than 80% of graduates were actively conducting research in academic, institutional, or industrial careers. The majority of graduates (71%) had academic appointments; a few (20%) were in private practice. Fifty percent had received career development awards, and 19% had received investigator-initiated National Institutes of Health (NIH) R01 or equivalent grants. Individuals who obtained a PhD during subspecialty training were significantly more likely to have major grant funding (NIH R series or equivalent) than those who obtained a Master of Science in Clinical Research. Trainees who obtained a PhD in a health services or health policy field were significantly more likely to have research appointments than those in basic science. Incorporation of graduate degree research, at the level of specialty or subspecialty clinical training, is a promising approach to training and retaining physician-scientists.

TRAINING THE POOR FOR NEW CAREERS.

ERIC Educational Resources Information Center

SHAFFER, ANATOLE; SPECHT, HARRY

IN A DISCUSSION OF THE RICHMOND COMMUNITY DEVELOPMENT DEMONSTRATION PROJECT FOR TRAINING SUBPROFESSIONALS, THE FOLLOWING ACTIVITIES OF THE PROJECT ARE DISCUSSED--(1) RECRUITMENT AND SELECTION OF PERSONNEL, AND (2) BASIC, INSERVICE, AND OTHER TRAINING PROCEDURES. THE PROJECT TRAINS LOW-INCOME INDIVIDUALS FOR SUBPROFESSIONAL JOBS IN THE POLICE…

Training and career development in clinical and translational science: an opportunity for rehabilitation scientists.

PubMed

Kelly, Thomas H; Mattacola, Carl G

2010-11-01

The National Institutes of Health's Clinical and Translational Science Award initiative is designed to establish and promote academic centers of clinical and translational science (CTS) that are empowered to train and advance multi- and interdisciplinary investigators and research teams to apply new scientific knowledge and techniques to enhance patient care. Among the key components of a full-service center for CTS is an educational platform to support research training in CTS. Educational objectives and resources available to support the career development of the clinical and translational scientists, including clinical research education, mentored research training, and career development support, are described. The purpose of the article is to provide an overview of the CTS educational model so that rehabilitation specialists can become more aware of potential resources that are available and become more involved in the delivery and initiation of the CTS model in their own workplace. Rehabilitation clinicians and scientists are well positioned to play important leadership roles in advancing the academic mission of CTS. Rigorous academic training in rehabilitation science serves as an effective foundation for supporting the translation of basic scientific discovery into improved health care. Rehabilitation professionals are immersed in patient care, familiar with interdisciplinary health care delivery, and skilled at working with multiple health care professionals. The NIH Clinical and Translational Science Award initiative is an excellent opportunity to advance the academic development of rehabilitation scientists.

Career Paths of Pathology Informatics Fellowship Alumni.

PubMed

Rudolf, Joseph W; Garcia, Christopher A; Hanna, Matthew G; Williams, Christopher L; Balis, Ulysses G; Pantanowitz, Liron; Tuthill, J Mark; Gilbertson, John R

2018-01-01

The alumni of today's Pathology Informatics and Clinical Informatics fellowships fill diverse roles in academia, large health systems, and industry. The evolving training tracks and curriculum of Pathology Informatics fellowships have been well documented. However, less attention has been given to the posttraining experiences of graduates from informatics training programs. Here, we examine the career paths of subspecialty fellowship-trained pathology informaticians. Alumni from four Pathology Informatics fellowship training programs were contacted for their voluntary participation in the study. We analyzed various components of training, and the subsequent career paths of Pathology Informatics fellowship alumni using data extracted from alumni provided curriculum vitae. Twenty-three out of twenty-seven alumni contacted contributed to the study. A majority had completed undergraduate study in science, technology, engineering, and math fields and combined track training in anatomic and clinical pathology. Approximately 30% (7/23) completed residency in a program with an in-house Pathology Informatics fellowship. Most completed additional fellowships (15/23) and many also completed advanced degrees (10/23). Common primary posttraining appointments included chief medical informatics officer (3/23), director of Pathology Informatics (10/23), informatics program director (2/23), and various roles in industry (3/23). Many alumni also provide clinical care in addition to their informatics roles (14/23). Pathology Informatics alumni serve on a variety of institutional committees, participate in national informatics organizations, contribute widely to scientific literature, and more than half (13/23) have obtained subspecialty certification in Clinical Informatics to date. Our analysis highlights several interesting phenomena related to the training and career trajectory of Pathology Informatics fellowship alumni. We note the long training track alumni complete in preparation for their careers. We believe flexible training pathways combining informatics and clinical training may help to alleviate the burden. We highlight the importance of in-house Pathology Informatics fellowships in promoting interest in informatics among residents. We also observe the many important leadership roles in academia, large community health systems, and industry available to early career alumni and believe this reflects a strong market for formally trained informaticians. We hope this analysis will be useful as we continue to develop the informatics fellowships to meet the future needs of our trainees and discipline.

Preparing Women for Careers in International Management.

ERIC Educational Resources Information Center

Ruhe, John A.; Allen, William R.

1997-01-01

Representatives from 17 of 24 "best companies for women" identified preferred career supports for women in management (supervisors, mentors, role models), policies for women's development (sexual harassment, maternity leave, flexible opportunities), and selection and training policies (competence in functional areas, identification of…

Small Potatoes No More.

ERIC Educational Resources Information Center

Ries, Eric

2000-01-01

Idaho has improved its historically poor career and technical education programs by changing priorities and increasing state support. A large grant from the J.A. and Kathryn Albertson Foundation is being used to develop professional-technical academies and to train career and technical teachers. (JOW)

Role models and professional development in dentistry: an important resource: The views of early career stage dentists at one academic health science centre in England.

PubMed

Mohamed Osama, O; Gallagher, J E

2018-02-01

The importance of role models, and their differing influence in early, mid- and late careers, has been identified in the process of professional development of medical doctors. There is a paucity of evidence within dentistry on role models and their attributes. To explore the views of early career dentists on positive and negative role models across key phases of professional development, together with role models' attributes and perceived influence. This is a phenomenological study collecting qualitative data through semi-structured interviews based on a topic guide. Dentists in junior (core training) hospital posts in one academic health science centre were all invited to participate. Interviews were recorded, transcribed verbatim and analysed using framework analysis. Twelve early career stage dentists, 10 of whom were female, reported having role models, mainly positive, in their undergraduate and early career phases. Participants defined role models' attributes in relation to three distinct domains: clinical attributes, personal qualities and teaching skills. Positive role models were described as "prioritising the patient's best interests", "delivering learner-centred teaching and training" and "exhibiting a positive personality", whilst negative role models demonstrated the converse. Early career dentists reported having largely positive dentist role models during- and post-dental school and report their impact on professional values and aspirations, learning outcomes and career choice. The findings suggest that these early career dentists in junior hospital posts have largely experienced and benefitted from positive role models, notably dentists, perceived as playing an important and creative influence promoting professionalism and shaping the career choices of early career stage dentists. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Career Decisions of Senior Athletic Training Students and Recent Graduates of Accredited Athletic Training Education Programs

ERIC Educational Resources Information Center

Neibert, Peter; Huot, Christopher; Sexton, Patrick

2010-01-01

Context: Athletic training students and graduates are faced with many factors that direct them into or away from the athletic training profession as a final career choice. Objective: The purpose of the study was to determine the career decisions made by athletic training students following graduation from an accredited professional athletic…

Residency hospital type and career paths in Japan: an analysis of physician registration cohorts.

PubMed

Koike, Soichi; Kodama, Tomoko; Matsumoto, Shinya; Ide, Hiroo; Yasunaga, Hideo; Imamura, Tomoaki

2010-01-01

In 2004, a new postgraduate medical training system was introduced in Japan and a shift of new graduates from university hospitals to other postgraduate education hospitals happened. The aim of this study is to analyse the past trends on postgraduate medical education choices and subsequent career options to discuss possible outcomes of the current shift and policy implications. Data from the national physician survey from 1976 to 2006 were analysed. The proportion change of physicians started their career in university hospitals was calculated. The career paths for physicians by different residency type were presented. More than 90% of physicians experienced university hospital work at least once in their 20-year careers. In their first 10 years of their career, physicians who started their residency in a university hospital tended to spend more years working in university hospitals, and those who started in other post-graduate training hospitals tended to spend less in university hospitals. Then, these groups presented quite similar patterns in their career choices. University hospitals need to strengthen their function as continuing education and career development centres and to adopt a less paternalistic approach, as fewer residents start their career in university hospitals.

The first nationwide survey of MD-PhDs in the social sciences and humanities: training patterns and career choices.

PubMed

Holmes, Seth M; Karlin, Jennifer; Stonington, Scott D; Gottheil, Diane L

2017-03-21

While several articles on MD-PhD trainees in the basic sciences have been published in the past several years, very little research exists on physician-investigators in the social sciences and humanities. However, the numbers of MD-PhDs training in these fields and the number of programs offering training in these fields are increasing, particularly within the US. In addition, accountability for the public funding for MD-PhD programs requires knowledge about this growing population of trainees and their career trajectories. The aim of this paper is to describe the first cohorts of MD-PhDs in the social sciences and humanities, to characterize their training and career paths, and to better understand their experiences of training and subsequent research and practice. This paper utilizes a multi-pronged recruitment method and novel survey instrument to examine an understudied population of MD-PhD trainees in the social sciences and humanities, many of whom completed both degrees without formal programmatic support. The survey instrument was designed to collect demographic, training and career trajectory data, as well as experiences of and perspectives on training and career. It describes their routes to professional development, characterizes obstacles to and predictors of success, and explores career trends. The average length of time to complete both degrees was 9 years. The vast majority (90%) completed a clinical residency, almost all (98%) were engaged in research, the vast majority (88%) were employed in academic institutions, and several others (9%) held leadership positions in national and international health organizations. Very few (4%) went into private practice. The survey responses supply recommendations for supporting current trainees as well as areas for future research. In general, MD-PhDs in the social sciences and humanities have careers that fit the goals of agencies providing public funding for training physician-investigators: they are involved in mutually-informative medical research, clinical practice, and teaching - working to improve our responses to the social, cultural, and political determinants of health and health care. These findings provide strong evidence for continued and improved funding and programmatic support for MD-PhD trainees in the social sciences and humanities.

Targeting Learning Needs in an Australian Aid Project in Thailand.

ERIC Educational Resources Information Center

Kinder, Rex; Karawanan, Chaisak

1996-01-01

The Thailand Land Titling Project includes a training and development component aimed at long-term sustainability. A training target matrix was developed to identify the knowledge, skills, experience, and performance standards required and needs for training at various levels. Six broad and flexible career paths allow for logical succession,…

AFOMP Policy No 5: career progression for clinical medical physicists in AFOMP countries.

PubMed

Round, W H; Stefanoyiannis, A P; Ng, K H; Rodriguez, L V; Thayalan, K; Han, Y; Tang, F; Fukuda, S; Srivastava, R; Krisanachinda, A; Shiau, A C; Deng, X

2015-06-01

This policy statement, which is the fifth of a series of documents being prepared by the Asia-Oceania Federation of Organizations for Medical Physics Professional Development Committee, gives guidance on how clinical medical physicists' careers should progress from their initial training to career end. It is not intended to be prescriptive as in some AFOMP countries career structures are already essentially defined by employment awards and because such matters will vary considerably from country to country depending on local culture, employment practices and legislation. It is intended to be advisory and set out options for member countries and employers of clinical medical physicists to develop suitable career structures.

The Applicability of COSMOS to the Development of the Submarine Radioman Career Model

DTIC Science & Technology

2008-09-01

7 C. MODEL DESIGN ............................................................................................8 D. COSMOS LIMITATIONS...REQUIREMENTS.............................................................13 C. MODEL DESIGN ...School Training Flow..................................................17 3. Radioman Selection Post A-School Training

20 CFR 668.340 - What are INA grantee allowable activities?

Code of Federal Regulations, 2010 CFR

2010-04-01

...; (7) Career counseling; (8) Provision of employment statistics information and local, regional, and... and specialized testing and assessment; (2) Development of an individual employment plan; (3) Group counseling; (4) Individual counseling and career planning; (5) Case Management for seeking training services...

Career Advising in a VUCA Environment

ERIC Educational Resources Information Center

Shaffer, Leigh S.; Zalewski, Jacqueline M.

2011-01-01

Recent developments in the knowledge-driven, postindustrial economy have radically affected college students' prospects for entering and completing successful careers. In this volatile, uncertain, complex, and ambiguous (VUCA) environment, fewer organizations find profitability in hiring, training, and retaining workers. Over the last 20 years,…

Factors Influencing Athletic Training Students' Perceptions of the Athletic Training Profession and Career Choice

ERIC Educational Resources Information Center

Benes, Sarah S.; Mazerolle, Stephanie M.

2014-01-01

Context: Successful athletic training programs should help students develop a desire to work within the athletic training profession while providing adequate preparation for them to enter the workforce. Understanding athletic training students' perceptions of the profession as they leave programs and the factors that influence these…

Career Advancement for Low-Income Workers through Community College and Community-Based Organization Partnerships.

ERIC Educational Resources Information Center

Roberts, Brandon

An increasing number of community colleges (CCs) and community-based organizations (CBOs) are now working in partnership to develop education and training programs enabling low-income workers to gain the education and skills necessary to obtain higher-wage jobs and develop a foundation for lifelong learning and career advancement. The following…

Connecting the Links: The Career Development Networking Directory.

ERIC Educational Resources Information Center

Azer, Sheri L.; Newman, Elizabeth

This directory includes lists of people, agencies, and organizations that represent many of the key stakeholders in early childhood education career development and training work. It is intended to give activists from all walks of the early care and education field a place to start and a way to know to whom they should be talking both within and…

Improving clinical and translational research training: a qualitative evaluation of the Atlanta Clinical and Translational Science Institute KL2-mentored research scholars program

PubMed Central

Comeau, Dawn L; Escoffery, Cam; Freedman, Ariela; Ziegler, Thomas R; Blumberg, Henry M

2017-01-01

A major impediment to improving the health of communities is the lack of qualified clinical and translational research (CTR) investigators. To address this workforce shortage, the National Institutes of Health (NIH) developed mechanisms to enhance the career development of CTR physician, PhD, and other doctoral junior faculty scientists including the CTR-focused K12 program and, subsequently, the KL2-mentored CTR career development program supported through the Clinical and Translational Science Awards (CTSAs). Our evaluation explores the impact of the K12/KL2 program embedded within the Atlanta Clinical and Translational Science Institute (ACTSI), a consortium linking Emory University, Morehouse School of Medicine and the Georgia Institute of Technology. We conducted qualitative interviews with program participants to evaluate the impact of the program on career development and collected data on traditional metrics (number of grants, publications). 46 combined K12/KL2 scholars were supported between 2002 and 2016. 30 (65%) of the 46 K12/KL2 scholars are women; 24 (52%) of the trainees are minorities, including 10 (22%) scholars who are members of an underrepresented minority group. Scholars reported increased research skills, strong mentorship experiences, and positive impact on their career trajectory. Among the 43 scholars who have completed the program, 39 (91%) remain engaged in CTR and received over $89 000 000 as principal investigators on federally funded awards. The K12/KL2 funding provided the training and protected time for successful career development of CTR scientists. These data highlight the need for continued support for CTR training programs for junior faculty. PMID:27591319

Association of Polar Early Career Scientists Promotes Professional Skills

NASA Astrophysics Data System (ADS)

Pope, Allen; Fugmann, Gerlis; Kruse, Frigga

2014-06-01

As a partner organization of AGU, the Association of Polar Early Career Scientists (APECS; http://www.apecs.is) fully supports the views expressed in Wendy Gordon's Forum article "Developing Scientists' `Soft' Skills" (Eos, 95(6), 55, doi:10.1002/2014EO060003). Her recognition that beyond research skills, people skills and professional training are crucial to the success of any early-career scientist is encouraging.

Triple Track: A New Paradigm for Developing Air Force Officers

DTIC Science & Technology

2017-03-06

multiple career fields, including aircraft maintenance, command and control, engineering , modeling analysis, joint targeting, program management...the opportunity for an engineering job because he was too critical in his career field. The member ultimately left the service.41 Critical manning...manpower, and officer training. Over the course of her career , she was responsible for generating over 956 C-130 aircraft sorties, led interagency efforts

A Consortium Approach to Exemplary Career Education Program Development Involving Two Unified School Districts and Two Teacher Education Institutions. Final Report.

ERIC Educational Resources Information Center

Borhani, Rahim

This is the final report of a Kansas state project which had four purposes: (1) Involvement of teacher training institutions with the unified school districts' career education program in order to gather information needed to provide realistic experiences for inservice education of future career education teachers, (2) involve the community in…

Re-Employment Training: Evaluation of the Oakland University RECAP/JETS Program.

ERIC Educational Resources Information Center

Ramey, Luellen

This document provides a description and evaluation of the RECAP (Re-employment Career Planning)/JETS (Job, Education/Training, Selection) program, a cooperative re-employment training program for displaced automobile industry workers in Michigan. Following the brief introduction, program development and pre-training preparation are discussed,…

Barriers to a Career Focus in Cancer Prevention: A Report and Initial Recommendations From the American Society of Clinical Oncology Cancer Prevention Workforce Pipeline Work Group

PubMed Central

Meyskens, Frank L.; Bajorin, Dean F.; George, Thomas J.; Jeter, Joanne M.; Khan, Shakila; Tyne, Courtney A.; William, William N.

2016-01-01

Purpose To assist in determining barriers to an oncology career incorporating cancer prevention, the American Society of Clinical Oncology (ASCO) Cancer Prevention Workforce Pipeline Work Group sponsored surveys of training program directors and oncology fellows. Methods Separate surveys with parallel questions were administered to training program directors at their fall 2013 retreat and to oncology fellows as part of their February 2014 in-training examination survey. Forty-seven (67%) of 70 training directors and 1,306 (80%) of 1,634 oncology fellows taking the in-training examination survey answered questions. Results Training directors estimated that ≤ 10% of fellows starting an academic career or entering private practice would have a career focus in cancer prevention. Only 15% of fellows indicated they would likely be interested in cancer prevention as a career focus, although only 12% thought prevention was unimportant relative to treatment. Top fellow-listed barriers to an academic career were difficulty in obtaining funding and lower compensation. Additional barriers to an academic career with a prevention focus included unclear career model, lack of clinical mentors, lack of clinical training opportunities, and concerns about reimbursement. Conclusion Reluctance to incorporate cancer prevention into an oncology career seems to stem from lack of mentors and exposure during training, unclear career path, and uncertainty regarding reimbursement. Suggested approaches to begin to remedy this problem include: 1) more ASCO-led and other prevention educational resources for fellows, training directors, and practicing oncologists; 2) an increase in funded training and clinical research opportunities, including reintroduction of the R25T award; 3) an increase in the prevention content of accrediting examinations for clinical oncologists; and 4) interaction with policymakers to broaden the scope and depth of reimbursement for prevention counseling and intervention services. PMID:26527778

The clinical academic workforce of the future: a cross-sectional study of factors influencing career decision-making among clinical PhD students at two research-intensive UK universities.

PubMed

Lopes, Joana; Ranieri, Veronica; Lambert, Trevor; Pugh, Chris; Barratt, Helen; Fulop, Naomi J; Rees, Geraint; Best, Denise

2017-08-28

To examine clinical doctoral students' demographic and training characteristics, career intentions, career preparedness and what influences them as they plan their future careers. Online cross-sectional census surveys at two research-intensive medical schools in England in 2015-2016. All medically qualified PhD students (N=523) enrolled at the University of Oxford and University College London were invited to participate. We report on data from 320 participants (54% male and 44% female), who were representative by gender of the invited population. Career intentions. Respondents were mainly in specialty training, including close to training completion (25%, n=80), and 18% (n=57) had completed training. Half (50%, n=159) intended to pursue a clinical academic career (CAC) and 62% (n=198) were at least moderately likely to seek a clinical lectureship (CL). However, 51% (n=163) had little or no knowledge about CL posts. Those wanting a CAC tended to have the most predoctoral medical research experience (χ 2 (2, N=305)=22.19, p=0.0005). Key reasons cited for not pursuing a CAC were the small number of senior academic appointments available, the difficulty of obtaining research grants and work-life balance. Findings suggest that urging predoctoral clinicians to gain varied research experience while ensuring availability of opportunities, and introducing more flexible recruitment criteria for CL appointments, would foster CACs. As CL posts are often only open to those still in training, the many postdoctoral clinicians who have completed training, or nearly done so, do not currently gain the opportunity the post offers to develop as independent researchers. Better opportunities should be accompanied by enhanced career support for clinical doctoral students (eg, to increase knowledge of CLs). Finally, ways to increase the number of senior clinical academic appointments should be explored since their lack seems to significantly influence career decisions. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Development of Curriculum Content for a Unique Career Ladder Multi-Entry/Multi-Exit Nursing Program. Final Report.

ERIC Educational Resources Information Center

Rosbach, Ellen M.

A project was undertaken to develop the curriculum content for a unique career ladder multi-entry/multi-exit nursing program that would provide training for nurse aides, practical nurses, and registered nurses. The major objectives of the project were to conduct a review of the literature on curriculum materials presently in use, to develop 11…

Methods Used by Colleges and Schools of Pharmacy to Prepare Student Pharmacists for Careers in Academia

PubMed Central

Dy-Boarman, Eliza A.; Clifford, Kalin M.; Summa, Maria A.; Willson, Megan N.; Boyle, Jaclyn A.; Peeters, Michael J.

2017-01-01

Objective. To identify the methods used by US colleges and schools of pharmacy to prepare student pharmacists for academic careers. Method. An 18-item survey instrument was developed and distributed to US colleges and schools of pharmacy. Representatives were asked about faculty responsibilities, experiences in academia currently offered to student pharmacists, and representatives’ perception of their student pharmacists’ preparedness for careers in academia, including barriers in current programming. Results. Representatives from 96 colleges/schools responded. The vast majority (96%) provided academia-focused advanced pharmacy practice experiences (APPEs), 40% provided didactic coursework in academia, 28% offered a longitudinal research track, and 42% offered academia-focused independent studies. Teaching methods and creating learning objectives were the most common pedagogical content, while assessment activities were diverse. Time was the most prevalent barrier to providing training for academic careers; however, degree of student pharmacist interest, faculty inexperience, and lack of leadership support were also commonly reported. Conclusions: Colleges and schools of pharmacy vary in the extent to which they prepare student pharmacists for careers in academia. Advanced pharmacy practice experiences were the most common method of training offered. Standardization of training for academia may better promote this career path to student pharmacists. PMID:28289296

Standards and Professional Development

ERIC Educational Resources Information Center

Zengler, Cynthia J.

2017-01-01

The purpose of this paper is to describe the professional development that has taken place in conjunction with Ohio adopting the College and Career Readiness (CCR) Standards. The professional development (PD) has changed over time to include not only training on the new standards and lesson plans but training on the concepts defined in the…

Career Development in Australia.

ERIC Educational Resources Information Center

McCowan, Colin; Mountain, Elizabeth

Australia has a federal system, comprising the national Commonwealth government and eight state and territory governments. At the Commonwealth level, the ministries of Education, Training and Youth Affairs, and Employment, Workplace Relations and Small Business have primary roles in the career information and services field. Education and training…

Career Builders

ERIC Educational Resources Information Center

Weinstein, Margery

2012-01-01

While a main goal for corporate trainers traditionally has been to train employees to reach organizational goals, many trainers may find their roles expanding. With companies cutting back on staffing and consolidating multiple job roles into single positions, career development has taken on a much larger significance. At forward-thinking…

Making the Most of Education and Training: An Employer Perspective.

ERIC Educational Resources Information Center

Pollitt, David, Ed.

2002-01-01

Eleven articles focus on issues surrounding employer investment in training in Britain. Topics include employee induction, flexible lifelong learning, workplace learning partnerships, retention through training, management development, cooperation with competitors, technician career paths to management, online learning in small businesses, and…

Alumni Perspectives on Career Preparation during a Postdoctoral Training Program: A Qualitative Study

PubMed Central

Faupel-Badger, Jessica M.; Raue, Kimberley; Nelson, David E.; Tsakraklides, Sophia

2015-01-01

Published evaluations of career preparation of alumni from long-standing postdoctoral fellowship programs in the biomedical sciences are limited and often focus on quantitative analysis of data from extant publicly available sources. Qualitative methods provide the opportunity to gather robust information about specific program elements from structured postdoctoral training programs and the influence of this training on subsequent career paths of alumni. In-depth interviews with a subset of the National Cancer Institute’s Cancer Prevention Fellowship Program (CPFP) alumni (n = 27), representing more than 25 years of the program’s history and multiple career sectors, were conducted to assess alumni reflections on the training environment and career preparation during their time in the CPFP. NVivo software was used to analyze data and identify major themes. Four main themes emerged from these interviews, including: the value of structured training curriculum, mentorship, transdisciplinary environment, and professional identity. Even when reflecting on training that occurred one to two decades earlier, alumni were able to highlight specific components of a structured postdoctoral training program as influencing their research and career trajectories. These results may have relevance for those interested in assessing how postdoctoral training can influence fellows throughout their careers and understanding salient features of structured programs. PMID:25673353

Wisconsin Technical College System Board Equity Staff Development Workshops and Services--Phase IV. Final Report.

ERIC Educational Resources Information Center

Baldus, Lorayne

A staff development program on gender equity was conducted for personnel in Wisconsin's technical colleges using the train-the-trainer method. The training took two approaches: a class for college personnel and career challenge training for project directors of single parent and displaced homemaker grants. The inservice class resulted in increased…

Training the Cancer Research Workforce

Cancer.gov

The National Cancer Institute (NCI) builds up the nation's cancer research workforce through training and career development grants, as well as intramural research experiences at the NIH Clinical Center and NCI offices and laboratories in Maryland.

Exploring intentions of physician-scientist trainees: factors influencing MD and MD/PhD interest in research careers.

PubMed

Kwan, Jennifer M; Daye, Dania; Schmidt, Mary Lou; Conlon, Claudia Morrissey; Kim, Hajwa; Gaonkar, Bilwaj; Payne, Aimee S; Riddle, Megan; Madera, Sharline; Adami, Alexander J; Winter, Kate Quinn

2017-07-11

Prior studies have described the career paths of physician-scientist candidates after graduation, but the factors that influence career choices at the candidate stage remain unclear. Additionally, previous work has focused on MD/PhDs, despite many physician-scientists being MDs. This study sought to identify career sector intentions, important factors in career selection, and experienced and predicted obstacles to career success that influence the career choices of MD candidates, MD candidates with research-intense career intentions (MD-RI), and MD/PhD candidates. A 70-question survey was administered to students at 5 academic medical centers with Medical Scientist Training Programs (MSTPs) and Clinical and Translational Science Awards (CTSA) from the NIH. Data were analyzed using bivariate or multivariate analyses. More MD/PhD and MD-RI candidates anticipated or had experienced obstacles related to balancing academic and family responsibilities and to balancing clinical, research, and education responsibilities, whereas more MD candidates indicated experienced and predicted obstacles related to loan repayment. MD/PhD candidates expressed higher interest in basic and translational research compared to MD-RI candidates, who indicated more interest in clinical research. Overall, MD-RI candidates displayed a profile distinct from both MD/PhD and MD candidates. MD/PhD and MD-RI candidates experience obstacles that influence their intentions to pursue academic medical careers from the earliest training stage, obstacles which differ from those of their MD peers. The differences between the aspirations of and challenges facing MD, MD-RI and MD/PhD candidates present opportunities for training programs to target curricula and support services to ensure the career development of successful physician-scientists.

"Now I feel like a true parasitologist" -Concept-based training for early career scientists.

PubMed

Maier, Alexander G

2018-03-15

One of the allures of parasitology is its breadth of aspects spanning everything from molecules to ecosystems. Very few institutions have the capability to cover this breadth in educating parasitologists. As the national professional body, the Australian Society for Parasitology has developed a training course that aims to fill this gap. The course offers a comprehensive overview over the field, highlights the current research foci and introduces key methods. The program equips participants with an appreciation of parasites and with strategies to deal with the complexity of parasitological systems. The course provides an innovative model for training parasitological key concepts with a focus on professional development for early career researchers. Copyright © 2018 Elsevier B.V. All rights reserved.

5 CFR 410.203 - Options for developing employees.

Code of Federal Regulations, 2013 CFR

2013-01-01

... Planning and Evaluating Training § 410.203 Options for developing employees. Agencies may use a full range...-development activities, coaching, mentoring, career development counseling, details, rotational assignments...

5 CFR 410.203 - Options for developing employees.

Code of Federal Regulations, 2014 CFR

2014-01-01

... Planning and Evaluating Training § 410.203 Options for developing employees. Agencies may use a full range...-development activities, coaching, mentoring, career development counseling, details, rotational assignments...

5 CFR 410.203 - Options for developing employees.

Code of Federal Regulations, 2011 CFR

2011-01-01

... Planning and Evaluating Training § 410.203 Options for developing employees. Agencies may use a full range...-development activities, coaching, mentoring, career development counseling, details, rotational assignments...

5 CFR 410.203 - Options for developing employees.

Code of Federal Regulations, 2012 CFR

2012-01-01

... Planning and Evaluating Training § 410.203 Options for developing employees. Agencies may use a full range...-development activities, coaching, mentoring, career development counseling, details, rotational assignments...

75 FR 28811 - Statement of Organization, Functions, and Delegations of Authority

Federal Register 2010, 2011, 2012, 2013, 2014

2010-05-24

... comprehensive strategic human resource leadership and career training and development program for all... statement for the Office of Health and Safety (CAJP), insert the following: Human Capital Management Office... training programs; (3) develops, designs, and implements a comprehensive strategic human resource...

Where did the acute medical trainees go? A review of the career pathways of acute care common stem acute medical trainees in London.

PubMed

Gowland, Emily; Ball, Karen Le; Bryant, Catherine; Birns, Jonathan

2016-10-01

Acute care common stem acute medicine (ACCS AM) training was designed to develop competent multi-skilled acute physicians to manage patients with multimorbidity from 'door to discharge' in an era of increasing acute hospital admissions. Recent surveys by the Royal College of Physicians have suggested that acute medical specialties are proving less attractive to trainees. However, data on the career pathways taken by trainees completing core acute medical training has been lacking. Using London as a region with a 100% fill rate for its ACCS AM training programme, this study showed only 14% of trainees go on to higher specialty training in acute internal medicine and a further 10% to pursue higher medical specialty training with dual accreditation with internal medicine. 16% of trainees switched from ACCS AM to emergency medicine or anaesthetics during core ACCS training, and intensive care medicine proved to be the most popular career choice for ACCS AM trainees (21%). The ACCS AM training programme therefore does not appear to be providing what it was set out to do and this paper discusses the potential causes and effects. © Royal College of Physicians 2016. All rights reserved.

The ARAMCO Industrial Traiing Centers: Academic Training and College Preparatory Programs: A Descriptive Report.

ERIC Educational Resources Information Center

ARAMCO Services Co., Houston, TX.

The report describes the components of the educational program provided by the Industrial Training Centers of the Training and Career Development Organization of ARAMCO (Arabian American Oil Company) in Saudi Arabia. ARAMCO provides in-house academic or job skills training to over 15,000 employees. Characteristics of the company's training program…

Transferable Skills Training for Researchers: Supporting Career Development and Research

ERIC Educational Resources Information Center

OECD Publishing (NJ3), 2012

2012-01-01

Researchers are embarking on increasingly diverse careers where collaboration, networking and interdisciplinarity are becoming more important. Transferable skills (e.g. communication skills and problem-solving abilities) can help researchers operate more effectively in different work environments. While researchers acquire some of these skills in…

Career Development in Germany.

ERIC Educational Resources Information Center

Hass, Hubert

In Germany, after elementary school, the school system splits into three branches, with students either preparing for an apprenticeship or continuing in school. A second system exists, parallel to this education system, which combines general education with basic professional training. The first key career decision point is in Grade 4, when…

Classroom Observation Practice in Career Schools: A Multiple Case Study

ERIC Educational Resources Information Center

Withers, Marya G.

2017-01-01

Post-secondary career school educational leaders are charged with formulating sufficient, ongoing, and effective faculty development programming to ensure the delivery of quality education in their unique trade-expert led institutions. Classroom observations, which include substantive feedback exchanges from trained personnel are well documented…

Women, Equity and Career Development.

ERIC Educational Resources Information Center

Gwinn, Yolanda; Williams, Doris K.

While federal legislation has opened doors to non-traditional career opportunities, many women are still training to become teachers, secretaries, and nurses. The most basic influence in socializing young girls into strictly feminine roles is the parental attitudes. Sex-associated roles, role limitations, and male-created barriers are constraints…

The impact of mentoring during postgraduate training on doctors' career success.

PubMed

Stamm, Martina; Buddeberg-Fischer, Barbara

2011-05-01

Although mentoring is perceived as key to a successful and satisfying career in medicine, there is a lack of methodologically sound studies to support this view. This study made use of a longitudinal design to investigate the impact of mentoring during postgraduate specialist training on the career success of doctors. We analysed data pertaining to 326 doctors (172 women, 52.8%; 154 men, 47.2%) from a cohort of medical school graduates participating in the prospective SwissMedCareer Study, assessing personal characteristics, the possession of a mentor, mentoring support provided by the development network, and career success. The impact of personal characteristics on having a mentor was investigated using multiple linear regression analysis. The impacts of having a mentor and of having development network mentoring support on career success were analysed using hierarchical multiple regression analysis. Up to 50% of doctors reported having a mentor. A significant gender difference was found, with fewer female than male doctors having a mentor (40.7% versus 60.4% at the fifth assessment; p ≤ 0.001). Apart from gender, significant predictors of having a mentor were instrumentality (β = 0.24, p ≤ 0.01) and extraprofessional concerns (β = -0.15, p ≤ 0.05). Both having a mentor and having career support from the development network were significant predictors of both objective (β = 0.15, p ≤ 0.01; β = 0.17, p ≤ 0.01) and subjective (β = 0.17, p ≤ 0.01; β = 0.14, p ≤ 0.05) career success, but not of career satisfaction. This study confirmed the positive impact of mentoring on career success in a cohort of Swiss doctors in a longitudinal design. However, female doctors, who are mentored less frequently than male doctors, appear to be disadvantaged in this respect. Formal mentoring programmes could reduce barriers to mentorship and promote the career advancement of female doctors in particular. © Blackwell Publishing Ltd 2011.

The Effect of the Summer Training Program on Midshipmen Career Choice at the United States Naval Academy

DTIC Science & Technology

2004-03-01

theory, and social constructionism . It is important to note that the specific names of the traditions and the theories they contain vary from author...10 B. DEVELOPMENTAL.................................................................................14 C. SOCIAL -COGNITIVE...psychology has lead to the development of several new models for vocational development. Among these, the Social Cognitive Career Theory (SCCT; Lent, Brown

A Study of Career Ladders and Manpower Development for Non-Management Personnel in the Food Service Industry.

ERIC Educational Resources Information Center

State Univ. of New York, Ithaca. School of Hotel Administration at Cornell Univ.

Because of its failure to provide career ladders for non-management employees, the food service industry is facing increasingly severe manpower shortages and labor turnover. Unnecessary requirements bar entry workers from many jobs, and training opportunities leave much to be desired. This report identifies the problem areas and develops a model…

Research Capacity Strengthening in Low and Middle Income Countries - An Evaluation of the WHO/TDR Career Development Fellowship Programme.

PubMed

Käser, Michael; Maure, Christine; Halpaap, Beatrice M M; Vahedi, Mahnaz; Yamaka, Sara; Launois, Pascal; Casamitjana, Núria

2016-05-01

Between August 2012 and April 2013 the Career Development Fellowship programme of the Special Programme for Research and Training in Tropical Diseases (World Health Organization) underwent an external evaluation to assess its past performance and determine recommendations for future programme development and continuous performance improvement. The programme provides a year-long training experience for qualified researchers from low and middle income countries at pharmaceutical companies or product development partnerships. Independent evaluators from the Swiss Tropical and Public Health Institute and the Barcelona Institute for Global Health used a results-based methodology to review the programme. Data were gathered through document review, surveys, and interviews with a range of programme participants. The final evaluation report found the Career Development Fellowship to be relevant to organizers' and programme objectives, efficient in its operations, and effective in its training scheme, which was found to address needs and gaps for both fellows and their home institutions. Evaluators found that the programme has the potential for impact and sustainability beyond the programme period, especially with the successful reintegration of fellows into their home institutions, through which newly-developed skills can be shared at the institutional level. Recommendations included the development of a scheme to support the re-integration of fellows into their home institutions post-fellowship and to seek partnerships to facilitate the scaling-up of the programme. The impact of the Professional Membership Scheme, an online professional development tool launched through the programme, beyond the scope of the Career Development Fellowship programme itself to other applications, has been identified as a positive unintended outcome. The results of this evaluation may be of interest for other efforts in the field of research capacity strengthening in LMICs or, generally, to other professional development schemes of a similar structure.

College and Career Counseling Training Initiative

ERIC Educational Resources Information Center

Southern Regional Education Board (SREB), 2014

2014-01-01

The Southern Regional Education Board's (SREB) College and Career Counseling Training Initiative works to increase the knowledge and skills of counselors who advise students on their postsecondary aspirations. Membership in the initiative provides access to Strategies in College and Career Counseling, a series of online training modules that can…

Gastroenterology training in private hospitals: India vs South Africa

PubMed Central

Mulder, Chris Jacob Johan; Puri, Amarender Singh; Reddy, Duvvur Nageshwar

2010-01-01

In South Africa, nurses and doctors are emigrating in significant numbers. Job satisfaction, safety and ensuring career progression are important in retaining doctors to make a career in Republic of South Africa (RSA). Due to budgetary constraints many hospitals have not been upgraded. Coming home after overseas training seems difficult. In RSA it takes a minimum of 13 years for a young specialist to become registered and 15 years for subspecialists. Career progression, creating more specialist trainees in public and private hospitals and shortening the period of professional training are potential solutions to the problem. India, which has a population of more than 1 billion people, is struggling with similar problems. For the past 10-15 years, private hospitals have assisted in manpower development for medical specialist and subspecialist careers. Currently their private sector trains 60% of their recognised (sub)specialities fellows. A national task force for specialist training in RSA should be instituted. It should discuss, based on the current status and projected specialist and subspecialist personnel requirements, the future structure and logistics of training needs. This is required in all subspecialities including gastroenterology, as has been done in India. It is hoped that as a consequence well-trained doctors, similar to those in India, might move to provincial hospitals in rural areas, upgrading the medical services and keeping medical power in South Africa. South Africa should become a model for Sub-Saharan Africa, as India already is for South-East Asia. PMID:20180232

University of Washington's eScience Institute Promotes New Training and Career Pathways in Data Science

NASA Astrophysics Data System (ADS)

Stone, S.; Parker, M. S.; Howe, B.; Lazowska, E.

2015-12-01

Rapid advances in technology are transforming nearly every field from "data-poor" to "data-rich." The ability to extract knowledge from this abundance of data is the cornerstone of 21st century discovery. At the University of Washington eScience Institute, our mission is to engage researchers across disciplines in developing and applying advanced computational methods and tools to real world problems in data-intensive discovery. Our research team consists of individuals with diverse backgrounds in domain sciences such as astronomy, oceanography and geology, with complementary expertise in advanced statistical and computational techniques such as data management, visualization, and machine learning. Two key elements are necessary to foster careers in data science: individuals with cross-disciplinary training in both method and domain sciences, and career paths emphasizing alternative metrics for advancement. We see persistent and deep-rooted challenges for the career paths of people whose skills, activities and work patterns don't fit neatly into the traditional roles and success metrics of academia. To address these challenges the eScience Institute has developed training programs and established new career opportunities for data-intensive research in academia. Our graduate students and post-docs have mentors in both a methodology and an application field. They also participate in coursework and tutorials to advance technical skill and foster community. Professional Data Scientist positions were created to support research independence while encouraging the development and adoption of domain-specific tools and techniques. The eScience Institute also supports the appointment of faculty who are innovators in developing and applying data science methodologies to advance their field of discovery. Our ultimate goal is to create a supportive environment for data science in academia and to establish global recognition for data-intensive discovery across all fields.

The Role of Regulatory Focus in Determining Career-Development Training Program Effectiveness

ERIC Educational Resources Information Center

Weide, Jeffrey Lee

2014-01-01

American organizations spend over $135 billion annually on training with an unknown return on investment. When budgets decline, leaders typically reduce training, despite the known influence of such training on employee motivation. To explore the perceptions of government-focused project managers regarding the effect of a lack of standardized…

The Development and Implementation of an Integrated Career-Centered Curriculum for Elementary Grades One Through Six. Final Report, Fiscal Year 1971-72.

ERIC Educational Resources Information Center

Wilson, Norean; Esposito, James

The objectives described in this report were to develop and implement an elementary school curriculum to meet students' needs and an inservice training program to show the teachers how to teach career development to the students. The six elementary schools in the Newport Independent School District are in a high poverty area with all of the…

Valuing Professional Development Components for Emerging Undergraduate Researchers

NASA Astrophysics Data System (ADS)

Cheung, I.

2015-12-01

In 2004 the Hatfield Marine Science Center (HMSC) at Oregon State University (OSU) established a Research Experience for Undergraduates (REU) program to engage undergraduate students in hands-on research training in the marine sciences. The program offers students the opportunity to conduct research focused on biological and ecological topics, chemical and physical oceanography, marine geology, and atmospheric science. In partnership with state and federal government agencies, this ten-week summer program has grown to include 20+ students annually. Participants obtain a background in the academic discipline, professional development training, and research experience to make informed decisions about careers and advanced degrees in marine and earth system sciences. Professional development components of the program are designed to support students in their research experience, explore career goals and develop skills necessary to becoming a successful young marine scientist. These components generally include seminars, discussions, workshops, lab tours, and standards of conduct. These componentscontribute to achieving the following professional development objectives for the overall success of new emerging undergraduate researchers: Forming a fellowship of undergraduate students pursuing marine research Stimulating student interest and understanding of marine research science Learning about research opportunities at Oregon State University "Cross-Training" - broadening the hands-on research experience Exploring and learning about marine science careers and pathways Developing science communication and presentation skills Cultivating a sense of belonging in the sciences Exposure to federal and state agencies in marine and estuarine science Academic and career planning Retention of talented students in the marine science Standards of conduct in science Details of this program's components, objectives and best practices will be discussed.

Reducing the physician workforce crisis: Career choice and graduate medical education reform in an emerging Arab country.

PubMed

Ibrahim, Halah; Nair, Satish Chandrasekhar; Shaban, Sami; El-Zubeir, Margaret

2016-01-01

In today's interdependent world, issues of physician shortages, skill imbalances and maldistribution affect all countries. In the United Arab Emirates (UAE), a nation that has historically imported its physician manpower, there is sustained investment in educational infrastructure to meet the population's healthcare needs. However, policy development and workforce planning are often hampered by limited data regarding the career choice of physicians-in-training. The purpose of this study was to determine the specialty career choice of applicants to postgraduate training programs in the UAE and factors that influence their decisions, in an effort to inform educational and health policy reform. To our knowledge, this is the first study of career preferences for UAE residency applicants. All applicants to residency programs in the UAE in 2013 were given an electronic questionnaire, which collected demographic data, specialty preference, and factors that affected their choice. Differences were calculated using the t-test statistic. Of 512 applicants, 378 participated (74%). The most preferred residency programs included internal medicine, pediatrics, emergency medicine and family medicine. A variety of clinical experience, academic reputation of the hospital, and international accreditation were leading determinants of career choice. Potential future income was not a significant contributing factor. Applicants to UAE residency programs predominantly selected primary care careers, with the exception of obstetrics. The results of this study can serve as a springboard for curricular and policy changes throughout the continuum of medical education, with the ultimate goal of training future generations of primary care clinicians who can meet the country's healthcare needs. As 65% of respondents trained in medical schools outside of the UAE, our results may be indicative of medical student career choice in countries throughout the Arab world.

Mentoring Early-Career Faculty Researchers Is Important-But First "Train the Trainer".

PubMed

Sood, Akshay; Tigges, Beth; Helitzer, Deborah

2016-12-01

It has long been known that mentoring is critical to the success of junior faculty researchers. The controlled intervention study by Libby et al published in this issue of Academic Medicine demonstrates that institutional investment in a mentored research career development program for early-career faculty investigators provided significant long-term gains in grant productivity. Academic institutions hoping to replicate this program's success by launching similar mentoring programs for their junior faculty investigators will, however, find that the Achilles' heel lies in the scarcity of skilled research mentors and the relative lack of attention to and recognition of the importance of a supportive institutional climate for mentoring. It is essential, therefore, to begin by developing programs to "train the trainer" as well as programs and policies to support mentors. As a recent trial at 16 Clinical and Translational Science Award institutions demonstrated, competency-based, structured research mentor training can improve mentors' skills.In this Commentary, the authors offer a comprehensive two-pronged framework for mentor development with elements that address both individual mentoring competencies and the institutional climate for mentoring. The framework depicts the gaps, activities, and outcomes that a mentor development program can address. Activities directed at changing the institutional climate related to mentor development should complement training activities for individual mentors. The authors propose that employing this framework's approach to mentor development will lead to the desired impact: to increase the competence, productivity, and retention of a diverse clinical and translational research workforce.

Rand Symposium on Pilot Training and the Pilot Career. (Santa Monica, Calif., Feb. 23-27, 1970).

ERIC Educational Resources Information Center

Stewart, W. A.; Wainstein, E. S.

This document contains discussions of the following: The pilot career; Career and education; The pilot skill--definition, measurement, and retention; Relevance of training to combat; Selection; Motivation; Training innovations and the role of research; Simulators; The instructor pilot; Topics for research. (Author/CK)

Career exploration behavior of Korean medical students

PubMed Central

2017-01-01

Purpose This study is to analyze the effects of medical students’ social support and career barriers on career exploration behavior mediated by career decision-making self-efficacy. Methods We applied the t-test to investigate the difference among the variables based on gender and admission types. Also, we performed path analysis to verify the effect of perceived career barriers and social support on career exploration behavior with career decision efficacy as a mediator. Results First, we noted statistically significant gender and admission type difference in social support, career barriers and career exploration behaviors. Second, social support and career barriers were found to influence career exploration behavior as a mediating variable for career decision-making self-efficacy. Conclusion Social support and career barriers as perceived by medical students influenced their career exploration behavior, with their decision-making self-efficacy serving as a full mediator. Therefore, this study has educational implications for career program development and educational training for career decision-making self-efficacy. PMID:28870020

The Career Pathways Landscape: Policy, Partnership, and Association Impact in Higher Education

ERIC Educational Resources Information Center

Schulte, Marthann; Custard, Holly; Cunningham, Mark; Major, Debbie; Murray, Ashley P.; Stone, Alexandria

2017-01-01

"Career pathways" is the collective term for a workforce development strategy to support workers as they transition from education into jobs. Adopted at the federal, state, and local levels, the strategy increases education, training, and learning opportunities for America's current and emerging workforce. As workers mature, career…

20 CFR 628.520 - Individual service strategy.

Code of Federal Regulations, 2010 CFR

2010-04-01

... interpreted broadly and based on long-term career guidance. (c) Joint Development of ISS. The ISS shall be..., and ensure that the participant is not excluded from training or career options consistent with the provisions of 29 CFR part 34 concerning nondiscrimination and equal opportunity. (3) For the title II-B...

Virginia's College and Career Ready Mathematics Performance Expectations

ERIC Educational Resources Information Center

Virginia Department of Education, 2011

2011-01-01

The Mathematics Performance Expectations (MPE) define the content and level of achievement students must reach to be academically prepared for success in entry-level, credit-bearing mathematics courses in college or career training. They were developed through a process that involved faculty from Virginia's two- and four-year colleges and…

Career Development Standards for Vocational Automotive Service Instruction.

ERIC Educational Resources Information Center

Motor Vehicle Manufacturers Association of the U.S., Inc., Detroit, MI.

The book, prepared for educators and industry, was designed as a complete guide to establishing an automotive training program. The 10 sections describe the following aspects of program planning and implementation: (1) career opportunities in automotive service; (2) guidance, counseling, placement, and followup; (3) school, parent, emPloyer,…

Early Career Teacher Professional Development: Bridging Simulation Technology with Evidence-Based Behavior Management

ERIC Educational Resources Information Center

Shernoff, Elisa; Frazier, Stacy; Lisetti, Christine; Buche, Cedric; Lunn, Stephanie; Brown, Claire; Delmarre, Alban; Chou, Tommy; Gabbard, Joseph; Morgan, Emily

2018-01-01

Early career teachers working in high poverty schools face of overwhelming challenges navigating disruptive behaviors with studies highlighting behavior problems as one of the strongest predictors of turnover (Ingersoll & Smith, 2003). Simulation-based technology leverages important pedagogical strengths (e.g., realistic training context,…

"2+2" Articulated Health Occupations Project. Nursing Program. Second Year Final Report.

ERIC Educational Resources Information Center

Paris Independent School District, TX.

A project was conducted to develop a 2 + 2 articulated training program in health careers to link the last 2 years of secondary and the first 2 years of postsecondary training. During the second year of the secondary project, the first year of training was implemented and the model program was further developed and refined. Project tasks included…

Practice nursing in Australia: A review of education and career pathways

PubMed Central

Parker, Rhian M; Keleher, Helen M; Francis, Karen; Abdulwadud, Omar

2009-01-01

Background Nurses in Australia are often not educated in their pre registration years to meet the needs of primary care. Careers in primary care may not be as attractive to nursing graduates as high-tech settings such as intensive or acute care. Yet, it is in primary care that increasingly complex health problems are managed. The Australian government has invested in incentives for general practices to employ practice nurses. However, no policy framework has been developed for practice nursing to support career development and post-registration education and training programs are developed in an ad hoc manner and are not underpinned by core professional competencies. This paper reports on a systematic review undertaken to establish the available evidence on education models and career pathways with a view to enhancing recruitment and retention of practice nurses in primary care in Australia. Methods Search terms describing education models, career pathways and policy associated with primary care (practice) nursing were established. These search terms were used to search electronic databases. The search strategy identified 1394 citations of which 408 addressed one or more of the key search terms on policy, education and career pathways. Grey literature from the UK and New Zealand internet sites were sourced and examined. The UK and New Zealand Internet sites were selected because they have well established and advanced developments in education and career pathways for practice nurses. Two reviewers examined titles, abstracts and studies, based on inclusion and exclusion criteria. Disagreement between the reviewers was resolved by consensus or by a third reviewer. Results Significant advances have been made in New Zealand and the UK towards strengthening frameworks for primary care nursing education and career pathways. However, in Australia there is no policy at national level prepare nurses to work in primary care sector and no framework for education or career pathways for nurses working in that sector. Conclusion There is a need for national training standards and a process of accreditation for practice nursing in Australia to support the development of a responsive and sustainable nursing workforce in primary care and to provide quality education and career pathways. PMID:19473493

Practice nursing in Australia: A review of education and career pathways.

PubMed

Parker, Rhian M; Keleher, Helen M; Francis, Karen; Abdulwadud, Omar

2009-05-27

Nurses in Australia are often not educated in their pre registration years to meet the needs of primary care. Careers in primary care may not be as attractive to nursing graduates as high-tech settings such as intensive or acute care. Yet, it is in primary care that increasingly complex health problems are managed. The Australian government has invested in incentives for general practices to employ practice nurses. However, no policy framework has been developed for practice nursing to support career development and post-registration education and training programs are developed in an ad hoc manner and are not underpinned by core professional competencies. This paper reports on a systematic review undertaken to establish the available evidence on education models and career pathways with a view to enhancing recruitment and retention of practice nurses in primary care in Australia. Search terms describing education models, career pathways and policy associated with primary care (practice) nursing were established. These search terms were used to search electronic databases. The search strategy identified 1394 citations of which 408 addressed one or more of the key search terms on policy, education and career pathways. Grey literature from the UK and New Zealand internet sites were sourced and examined. The UK and New Zealand Internet sites were selected because they have well established and advanced developments in education and career pathways for practice nurses.Two reviewers examined titles, abstracts and studies, based on inclusion and exclusion criteria. Disagreement between the reviewers was resolved by consensus or by a third reviewer. Significant advances have been made in New Zealand and the UK towards strengthening frameworks for primary care nursing education and career pathways. However, in Australia there is no policy at national level prepare nurses to work in primary care sector and no framework for education or career pathways for nurses working in that sector. There is a need for national training standards and a process of accreditation for practice nursing in Australia to support the development of a responsive and sustainable nursing workforce in primary care and to provide quality education and career pathways.

How well does early-career investigators' cardiovascular outcomes research training align with funded outcomes research?

PubMed

Crowley, Matthew J; Al-Khatib, Sana M; Wang, Tracy Y; Khazanie, Prateeti; Kressin, Nancy R; Krumholz, Harlan M; Kiefe, Catarina I; Wells, Barbara L; O'Brien, Sean M; Peterson, Eric D; Sanders, Gillian D

2018-02-01

Outcomes research training programs should prepare trainees to successfully compete for research funding. We examined how early-career investigators' prior and desired training aligns with recently funded cardiovascular (CV) outcomes research. We (1) reviewed literature to identify 13 core competency areas in CV outcomes research; (2) surveyed early-career investigators to understand their prior and desired training in each competency area; (3) examined recently funded grants commonly pursued by early-career outcomes researchers to ascertain available funding in competency areas; and (4) analyzed alignment between investigator training and funded research in each competency area. We evaluated 185 survey responses from early-career investigators (response rate 28%) and 521 funded grants from 2010 to 2014. Respondents' prior training aligned with funded grants in the areas of clinical epidemiology, observational research, randomized controlled trials, and implementation/dissemination research. Funding in community-engaged research and health informatics was more common than prior training in these areas. Respondents' prior training in biostatistics and systematic review was more common than funded grants focusing on these specific areas. Respondents' desired training aligned similarly with funded grants, with some exceptions; for example, desired training in health economics/cost-effectiveness research was more common than funded grants in these areas. Restricting to CV grants (n=132) and National Heart, Lung, and Blood Institute-funded grants (n=170) produced similar results. Identifying mismatch between funded grants in outcomes research and early-career investigators' prior/desired training may help efforts to harmonize investigator interests, training, and funding. Our findings suggest a need for further consideration of how to best prepare early-career investigators for funding success. Copyright © 2017. Published by Elsevier Inc.

Critical care trainees' career goals and needs: A Canadian survey.

PubMed

St-Onge, Maude; Mandelzweig, Keren; Marshall, John C; Scales, Damon C; Granton, John

2014-01-01

For training programs to meet the needs of trainees, an understanding of their career goals and expectations is required. Canadian critical care medicine (CCM) trainees were surveyed to understand their career goals in terms of clinical work, research, teaching, administration and management; and to identify their perceptions regarding the support they need to achieve their goals. The online survey was sent to all trainees registered in a Canadian adult or pediatric CCM program. It documented the participants' demographics; their career expectations; the perceived barriers and enablers to achieve their career goals; and their perceptions relating to their chances of developing a career in different areas. A response rate of 85% (66 of 78) was obtained. The majority expected to work in an academic centre. Only approximately one-third (31%) estimated their chances of obtaining a position in CCM as >75%. The majority planned to devote 25% to 75% of their time performing clinical work and <25% in education, research or administration. The trainees perceived that there were limited employment opportunities. Networking and having specialized expertise were mentioned as being facilitators for obtaining employment. They expressed a need for more protected time, resources and mentorship for nonclinical tasks during training. CCM trainees perceived having only limited support to help them to achieve their career goals and anticipate difficulties in obtaining successful employment. They identified several gaps that could be addressed by training programs, including more mentoring in the areas of research, education and administration.

The Role of Geoscience Departments in Preparing Future Geoscience Professionals

NASA Astrophysics Data System (ADS)

Ormand, C. J.; MacDonald, H.; Manduca, C. A.

2010-12-01

The Building Strong Geoscience Departments program ran a workshop on the role of geoscience departments in preparing geoscience professionals. Workshop participants asserted that geoscience departments can help support the flow of geoscience graduates into the geoscience workforce by providing students with information about jobs and careers; providing experiences that develop career-oriented knowledge, attitudes and skills; encouraging exploration of options; and supporting students in their job searches. In conjunction with the workshop, we have developed a set of online resources designed to help geoscience departments support their students’ professional development in these ways. The first step toward sending geoscience graduates into related professions is making students aware of the wide variety of career options available in the geosciences and of geoscience employment trends. Successful means of achieving this include making presentations about careers (including job prospects and potential salaries) in geoscience classes, providing examples of practical applications of course content, talking to advisees about their career plans, inviting alumni to present at departmental seminars, participating in institutional career fairs, and publishing a departmental newsletter with information about alumni careers. Courses throughout the curriculum as well as co-curricular experiences can provide experiences that develop skills, knowledge, and attitudes that will be useful for a range of careers. Successful strategies include having an advisory board that offers suggestions about key knowledge and skills to incorporate into the curriculum, providing opportunities for students to do geoscience research, developing internship programs, incorporating professional skills training (such as HazMat training) into the curriculum, and teaching professionalism. Students may also benefit from involvement with the campus career center or from conducting informational interviews of geoscientists, and department faculty can support these activities simply by suggesting them to students and offering encouragement. Departments can also help students expand their career options by developing networks of alumni and potential employers. Alumni networks offer real-life examples of abstract career options, while networks of employers offer internship opportunities and a direct line to job openings. Finally, the power of simply talking to students directly should not be underestimated. Asking students about their career plans, offering them information on available options, encouraging them to apply for particular internships or jobs, or inviting them to meet with alumni who are visiting campus, can have a powerful impact. In all of this, we need to be supportive of student choices. Overall, faculty can help students make more informed career decisions and develop skills that will be of value in their career through a variety of strategies, working with students as an advisor or mentor to help them explore career options. Our website provides many examples of how geoscience departments across the country work toward these goals, as well as background information on topics such as geoscience employment trends.

40 CFR 45.110 - Objectives.

Code of Federal Regulations, 2012 CFR

2012-07-01

... traineeships for occupational and professional training, and to develop career-oriented personnel qualified to... assistance is available to: (a) Assist in developing, expanding, planning, implementing, and improving...

40 CFR 45.110 - Objectives.

Code of Federal Regulations, 2011 CFR

2011-07-01

... traineeships for occupational and professional training, and to develop career-oriented personnel qualified to... assistance is available to: (a) Assist in developing, expanding, planning, implementing, and improving...

40 CFR 45.110 - Objectives.

Code of Federal Regulations, 2014 CFR

2014-07-01

... traineeships for occupational and professional training, and to develop career-oriented personnel qualified to... assistance is available to: (a) Assist in developing, expanding, planning, implementing, and improving...

40 CFR 45.110 - Objectives.

Code of Federal Regulations, 2013 CFR

2013-07-01

... traineeships for occupational and professional training, and to develop career-oriented personnel qualified to... assistance is available to: (a) Assist in developing, expanding, planning, implementing, and improving...

40 CFR 45.110 - Objectives.

Code of Federal Regulations, 2010 CFR

2010-07-01

... traineeships for occupational and professional training, and to develop career-oriented personnel qualified to... assistance is available to: (a) Assist in developing, expanding, planning, implementing, and improving...

National Athletic Trainers' Association-accredited postprofessional athletic training education: attractors and career intentions.

PubMed

Mazerolle, Stephanie M; Dodge, Thomas M

2012-01-01

Anecdotally, we know that students select graduate programs based on location, finances, and future career goals. Empirically, however, we lack information on what attracts a student to these programs. To gain an appreciation for the selection process of graduate study. Qualitative study. Postprofessional programs in athletic training (PPATs) accredited by the National Athletic Trainers' Association. A total of 19 first-year PPAT students participated, representing 13 of the 16 accredited PPAT programs. All interviews were conducted via phone and transcribed verbatim. Analysis of the interview data followed the procedures as outlined by a grounded theory approach. Trustworthiness was secured by (1) participant checks, (2) participant verification, and (3) multiple analyst triangulations. Athletic training students select PPAT programs for 4 major reasons: reputation of the program or faculty (or both), career intentions, professional socialization, and mentorship from undergraduate faculty or clinical instructors (or both). Participants discussed long-term professional goals as the driving force behind wanting an advanced degree in athletic training. Faculty and clinical instructor recommendations and the program's prestige helped guide the decisions. Participants also expressed the need to gain more experience, which promoted autonomy, and support while gaining that work experience. Final selection of the PPAT program was based on academic offerings, the assistantship offered (including financial support), advanced knowledge of athletic training concepts and principles, and apprenticeship opportunities. Students who attend PPAT programs are attracted to advancing their entry-level knowledge, are committed to their professional development as athletic trainers, and view the profession of athletic training as a life-long career. The combination of balanced academics, clinical experiences, and additional professional socialization and mentorship from the PPAT program experience will help them to secure their desired career positions.

[Work and Training Conditions of Young German Physicians in Internal Medicine - Results of a Second Nationwide Survey by Young Internists from the German Society of Internal Medicine and the German Professional Association of Internists.

PubMed

Raspe, Matthias; Vogelgesang, Anja; Fendel, Johannes; Weiß, Cornelius; Schulte, Kevin; Rolling, Thierry

2018-04-01

 Medical specialty training is the basis for career development of young internists and it is vital for the delivery of high-quality medical care. In 2014 the young internists of two professional bodies in Germany conducted a survey among their young members and described major factors influencing training and working conditions. We present the results of a follow-up survey to describe changes of these factors over time. An additional focus is set on the difficulties of balancing medical career and family.  In the end of 2016 we conducted an online-based survey of all members in training of the German Society of Internal Medicine (DGIM) and the Professional Association of German Internists (BDI). The questionnaire used in the 2014 survey was modified and items investigating the balance between career and family were added.  A total of 1587 questionnaires were returned and analysed. Mayor findings did not change over time. Psychosocial strain remains very high among medical trainees in internal medicine. A structured training curriculum and meaningful feedback are associated with lower psychosocial strain and higher work satisfaction. Internists - and here especially women - with children experience the daily balance of medical career and family as extremely challenging.  These results demonstrate that there is still a serious need for adjusting training and working conditions of young internists in Germany. Especially the role and increasing importance of female physicians has to be recognized by enabling a successful integration of medical career and family. © Georg Thieme Verlag KG Stuttgart · New York.

The Right Jobs: Identifying Career Advancement Opportunities for Low-Skilled Workers. A Guide for Public and Private Sector Workforce Development Practitioners. Advancement for Low-Wage Workers

ERIC Educational Resources Information Center

Goldberger, Susan; Lessell, Newell; Biswas, Radha Roy

2005-01-01

The Right Jobs provides workforce policymakers and directors of workforce development programs with a structured approach to: (1) Identifying the most promising employment opportunities within reach of low-skill workers; (2) Determining the postsecondary training and career preparation routes that will yield results for their clients; and (3)…

Effect of Training in Rational Decision Making on the Quality of Simulated Career Decisions.

ERIC Educational Resources Information Center

Krumboltz, John D.; And Others

1982-01-01

Determined if training in rational decision making improves the quality of simulated career decisions. Training in rational decision making resulted in superior performance for females on one subscore of the knowledge measure. It also resulted in superior simulated career choices by females and younger males. (Author)

76 FR 3926 - Notice of Funding Opportunity and Solicitation for Grant Application (SGA) for Trade Adjustment...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-01-21

... Solicitation for Grant Application (SGA) for Trade Adjustment Assistance Community College and Career Training... (Reconciliation Act) from the Trade Adjustment Assistance Community College and Career Training Grants funding... expand and improve their ability to deliver education and career training programs that can be completed...

Appendicitis

MedlinePlus

... Process Research Training & Career Development Funded Grants & Grant History Research Resources Research at NIDDK Technology Advancement & Transfer Meetings & Workshops Health Information Diabetes Digestive ...

Diarrhea

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Porphyria

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Pancreatitis

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Hemorrhoids

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Hyperthyroidism

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Management & Supervision Personnel Administration Training; General Reference.

ERIC Educational Resources Information Center

United States Government Printing Office, Washington, DC. Training and Career Development Div.

This report lists 329 books in the library of the Training and Career Development Division of the Personnel Service. The books are listed under six categories. They are: personnel administration (46), management and supervision (60), general reference (57), training (20), American Management Association (AMA) publications (118), and United States…

The Relationship between Satisfaction with Workplace Training and Overall Job Satisfaction

ERIC Educational Resources Information Center

Schmidt, Steven W.

2007-01-01

Opportunities for training and development are paramount in decisions regarding employee career choices. Despite the importance, many research studies on job satisfaction do not address satisfaction with workplace training as an element of overall job satisfaction, and many job satisfaction survey instruments do not include a "satisfaction…

Career Satisfaction and Perceived Salary Competitiveness among Individuals Who Completed Postdoctoral Research Training in Cancer Prevention

PubMed Central

Faupel-Badger, Jessica M.; Nelson, David E.; Izmirlian, Grant

2017-01-01

Studies examining career satisfaction of biomedical scientists are limited, especially in the context of prior postdoctoral training. Here we focused on career satisfaction defined as satisfaction with one’s career trajectory and perceived salary competitiveness among a predominantly Ph.D.-trained population of scientists who completed cancer prevention-related postdoctoral training between 1987–2011. National Cancer Institute (NCI) Cancer Prevention Fellowship Program (CPFP) alumni (n = 114), and previous recipients of NCI-sponsored Ruth L. Kirschstein National Research Service Award (NRSA/F32) postdoctoral fellowships (n = 140) completed online surveys. Associations of career satisfaction and perception of salary competitiveness with demographic, training, and employment-related factors were examined using logistic regression. Overall, 61% reported high levels of satisfaction with their career trajectory to-date. Higher salary (odds ratio [OR] = 2.86, 95% confidence interval [95% CI]: 1.07–7.69) and having more leadership roles (OR = 2.26, 95% CI:1.04–4.90) were independently associated with higher career satisfaction. Persons with race/ethnicity other than white (OR = 0.40, 95% CI: 0.20–0.82) or age ≥ 50 (OR = 0.40, 95%CI: 0.17–0.94) had lower career satisfaction levels. There were no statistically significant differences in career satisfaction levels by gender, scientific discipline, or employment sector. 74% perceived their current salary as competitive, but persons with 5–9, or ≥10 years in their current position reported lower levels (OR = 0.31, 95% CI: 0.15–0.65; and OR = 0.37, 95% CI: 0.16–0.87, respectively), as did individuals in government positions (OR = 0.33, 95% CI: 0.11–0.98). These data add to the understanding of career satisfaction of those with advanced training in biomedical research by examining these measures in relation to prior postdoctoral research training and across multiple career sectors. PMID:28121985

Career Satisfaction and Perceived Salary Competitiveness among Individuals Who Completed Postdoctoral Research Training in Cancer Prevention.

PubMed

Faupel-Badger, Jessica M; Nelson, David E; Izmirlian, Grant

2017-01-01

Studies examining career satisfaction of biomedical scientists are limited, especially in the context of prior postdoctoral training. Here we focused on career satisfaction defined as satisfaction with one's career trajectory and perceived salary competitiveness among a predominantly Ph.D.-trained population of scientists who completed cancer prevention-related postdoctoral training between 1987-2011. National Cancer Institute (NCI) Cancer Prevention Fellowship Program (CPFP) alumni (n = 114), and previous recipients of NCI-sponsored Ruth L. Kirschstein National Research Service Award (NRSA/F32) postdoctoral fellowships (n = 140) completed online surveys. Associations of career satisfaction and perception of salary competitiveness with demographic, training, and employment-related factors were examined using logistic regression. Overall, 61% reported high levels of satisfaction with their career trajectory to-date. Higher salary (odds ratio [OR] = 2.86, 95% confidence interval [95% CI]: 1.07-7.69) and having more leadership roles (OR = 2.26, 95% CI:1.04-4.90) were independently associated with higher career satisfaction. Persons with race/ethnicity other than white (OR = 0.40, 95% CI: 0.20-0.82) or age ≥ 50 (OR = 0.40, 95%CI: 0.17-0.94) had lower career satisfaction levels. There were no statistically significant differences in career satisfaction levels by gender, scientific discipline, or employment sector. 74% perceived their current salary as competitive, but persons with 5-9, or ≥10 years in their current position reported lower levels (OR = 0.31, 95% CI: 0.15-0.65; and OR = 0.37, 95% CI: 0.16-0.87, respectively), as did individuals in government positions (OR = 0.33, 95% CI: 0.11-0.98). These data add to the understanding of career satisfaction of those with advanced training in biomedical research by examining these measures in relation to prior postdoctoral research training and across multiple career sectors.

Award for Distinguished Contributions to Education and Training in psychology.

PubMed

2017-12-01

This award is given by the Board of Educational Affairs in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. These contributions might include important research on education and training; the development of effective materials for instruction; the establishment of workshops, conferences, or networks of communication for education and training; achievement and leadership in administration that facilitates education and training; or activity in professional organizations that promote excellence. The Award for Distinguished Contributions to Education and Training in psychology recognizes a specific contribution to education and training. The Career designation is added to the award at the discretion of the Education and Training Awards Committee to recognize continuous significant contributions made over a lifelong career in psychology. This year the Education and Training Awards Committee selected a psychologist for the Career designation. The 2017 recipients of the APA Education and Training Contributions Awards were selected by the 2016 Education and Training Awards Committee appointed by the Board of Educational Affairs (BEA). Members of the 2016 Education and Training Awards Committee were Erica Wise, PhD (Chair); Ron Rozensky, PhD; Jane D. Halonen, PhD; Sharon Berry, PhD (Chair Elect); Emil Rodolfa, PhD; and Sylvia A. Rosenfield, PhD. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Award for Distinguished Contributions to Education and Training in Psychology.

PubMed

2016-11-01

This award is given by the Board of Educational Affairs in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. These contributions might include important research on education and training; the development of effective materials for instruction; the establishment of workshops, conferences, or networks of communication for education and training; achievement and leadership in administration that facilitates education and training; or activity in professional organizations that promote excellence. The Award for Distinguished Contributions to Education and Training in psychology recognizes a specific contribution to education and training. The Career designation is added to the award at the discretion of the Education and Training Awards Committee to recognize continuous significant contributions made over a lifelong career in psychology. This year the Education and Training Awards Committee selected a psychologist for the Career designation. The 2016 recipients of the APA Education and Training Contributions Awards were selected by the 2015 Education and Training Awards Committee appointed by the Board of Educational Affairs (BEA). Members of the 2015 Education and Training Awards Committee were Sharon L. Berry, PhD (Chair); Arthur C. Graesser, PhD; and Thomas R. Kratochwill, PhD; Erica Wise, PhD (Chair-Elect); Ron Rozensky, PhD; and Jane Halonen, PhD. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Should Dental Schools Invest in Training Predoctoral Students for Academic Careers? Two Viewpoints: Viewpoint 1: Dental Schools Should Add Academic Careers Training to Their Predoctoral Curricula to Enhance Faculty Recruitment and Viewpoint 2: Addition of Academic Careers Training for All Predoctoral Students Would Be Inefficient and Ineffective.

PubMed

Fung, Brent; Fatahzadeh, Mahnaz; Kirkwood, Keith L; Hicks, Jeffery; Timmons, Sherry R

2018-04-01

This Point/Counterpoint considers whether providing dental students with academic career training and teaching experiences during their predoctoral education would be valuable to recruit dental academicians. While training the next generation of dentists continues to be the primary focus for dental schools, the cultivation and recruitment of dental faculty members from the pool of dental students remain challenges. Viewpoint 1 supports the position that providing dental students with exposure to academic career opportunities has positive value in recruiting new dental faculty. The advantages of academic careers training as a required educational experience in dental schools and as a potential means to recruit dental students into the ranks of faculty are described in this viewpoint. In contrast, Viewpoint 2 contends that such career exposure has limited value and argues that, across the board, allocation of resources to support preparation for academic careers would have a poor cost-benefit return on investment. Adding a requirement for educational experiences for all students would overburden institutions, students, and faculty according to this viewpoint. The authors agree that research is needed to determine how and where to make predoctoral curricular changes that will have maximum impact on academic recruitment.

Role of Pharmacy Residency Training in Career Planning: A Student's Perspective.

PubMed

McElhaney, Ashley; Weber, Robert J

2014-12-01

Pharmacy students typically become more focused on career planning and assessment in the final year of their PharmD training. Weighing career options in the advanced pharmacy practice experience year can be both exciting and stressful. The goal of this article is to provide a primer on how pharmacy students can assess how a residency can fit into career planning. This article will describe the various career paths available to graduating students, highlight ways in which a residency can complement career choices, review the current state of the job market for pharmacists, discuss the current and future plans for residency programs, and present thoughts from some current and former residents on why they chose to complete a residency. Most career paths require some additional training, and a residency provides appropriate experience very quickly compared to on-the-job training. Alternative plans to residency training must also be considered, as there are not enough residency positions for candidates. Directors of pharmacy must consider several factors when giving career advice on pharmacy residency training to pharmacy students; they should provide the students with an honest assessment of their work skills and their abilities to successfully complete a residency. This assessment will help the students to set a plan for improvement and give them a better chance at being matched to a pharmacy residency.

Role of Pharmacy Residency Training in Career Planning: A Student’s Perspective

PubMed Central

McElhaney, Ashley; Weber, Robert J.

2014-01-01

Pharmacy students typically become more focused on career planning and assessment in the final year of their PharmD training. Weighing career options in the advanced pharmacy practice experience year can be both exciting and stressful. The goal of this article is to provide a primer on how pharmacy students can assess how a residency can fit into career planning. This article will describe the various career paths available to graduating students, highlight ways in which a residency can complement career choices, review the current state of the job market for pharmacists, discuss the current and future plans for residency programs, and present thoughts from some current and former residents on why they chose to complete a residency. Most career paths require some additional training, and a residency provides appropriate experience very quickly compared to on-the-job training. Alternative plans to residency training must also be considered, as there are not enough residency positions for candidates. Directors of pharmacy must consider several factors when giving career advice on pharmacy residency training to pharmacy students; they should provide the students with an honest assessment of their work skills and their abilities to successfully complete a residency. This assessment will help the students to set a plan for improvement and give them a better chance at being matched to a pharmacy residency. PMID:25673897

Models of Integrated Training in Psychiatry and Child and Adolescent Psychiatry

ERIC Educational Resources Information Center

Sexson, Sandra B.; Thomas, Christopher R.; Pope, Kayla

2008-01-01

Objective: Previous studies indicate declining interest in child and adolescent psychiatry (CAP) as a career choice during psychiatry residency training. Programs have developed integrated training in psychiatry and CAP as a means to address the workforce shortage in CAP, but little is known about the number or nature of these training tracks.…

Menetrier's Disease

MedlinePlus

... Process Research Training & Career Development Funded Grants & Grant History Research Resources Research at NIDDK Technology Advancement & Transfer Meetings & Workshops Health Information Diabetes Digestive ...

Hepatitis A

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... Process Research Training & Career Development Funded Grants & Grant History Research Resources Research at NIDDK Technology Advancement & Transfer Meetings & Workshops Health Information Diabetes Digestive ...

Viral Gastroenteritis

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... Process Research Training & Career Development Funded Grants & Grant History Research Resources Research at NIDDK Technology Advancement & Transfer Meetings & Workshops Health Information Diabetes Digestive ...

Diabetes Medicines

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... Process Research Training & Career Development Funded Grants & Grant History Research Resources Research at NIDDK Technology Advancement & Transfer Meetings & Workshops Health Information Diabetes Digestive ...

Digestive Diseases

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... Process Research Training & Career Development Funded Grants & Grant History Research Resources Research at NIDDK Technology Advancement & Transfer Meetings & Workshops Health Information Diabetes Digestive ...

Dermatitis Herpetiformis

MedlinePlus

... Process Research Training & Career Development Funded Grants & Grant History Research Resources Research at NIDDK Technology Advancement & Transfer Meetings & Workshops Health Information Diabetes Digestive ...

Urodynamic Testing

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Liver Transplant

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Wilson Disease

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Alagille Syndrome

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... Process Research Training & Career Development Funded Grants & Grant History Research Resources Research at NIDDK Technology Advancement & Transfer Meetings & Workshops Health Information Diabetes Digestive ...

Endocrine Diseases

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... Process Research Training & Career Development Funded Grants & Grant History Research Resources Research at NIDDK Technology Advancement & Transfer Meetings & Workshops Health Information Diabetes Digestive ...

Thyroid Tests

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Urinary Diversion

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Kidney Stones

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... Process Research Training & Career Development Funded Grants & Grant History Research Resources Research at NIDDK Technology Advancement & Transfer Meetings & Workshops Health Information Diabetes Digestive ...

Abdominal Adhesions

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... Process Research Training & Career Development Funded Grants & Grant History Research Resources Research at NIDDK Technology Advancement & Transfer Meetings & Workshops Health Information Diabetes Digestive ...

Primary Hyperparathyroidism

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... Process Research Training & Career Development Funded Grants & Grant History Research Resources Research at NIDDK Technology Advancement & Transfer Meetings & Workshops Health Information Diabetes Digestive ...

Bariatric Surgery

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Career Success in Training & Development: Is It What You Know or Who You Know?

ERIC Educational Resources Information Center

O'Connor, Natasha; Iverson, Kathleen; Colky, Deborah

2003-01-01

A model illustrating the relationship between mentoring and job competency was developed and tested in a sample of 82 members of a local chapter of a national association for training and development professionals. Human capital was conceptualized in terms of job competency attainment and social capital in terms of mentoring and protege…

Becoming a medical educator: motivation, socialisation and navigation

PubMed Central

2014-01-01

Background Despite an increasing concern about a future shortage of medical educators, little published research exists on career choices in medical education nor the impact of specific training posts in medical education (e.g. academic registrar/resident positions). Medical educators at all levels, from both medical and non-medical backgrounds, are crucial for the training of medical students, junior doctors and in continuing professional development. We explored the motivations and experiences of junior doctors considering an education career and undertaking a medical education registrar (MER) post. Methods Data were collected through semi-structured interviews with junior doctors and clinicians across Queensland Health. Framework analysis was used to identify themes in the data, based on our defined research questions and the medical education workforce issues prompting the study. We applied socio-cognitive career theory to guide our analysis and to explore the experience of junior doctors in medical education registrar posts as they enter, navigate and fulfil the role. Results We identified six key themes in the data: motivation for career choice and wanting to provide better education; personal goals, expectations and the need for self-direction; the influence of role models; defining one’s identity; support networks and the need for research as a potential barrier to pursuing a career in/with education. We also identified the similarities and differences between the MERs’ experiences to develop a composite of an MER’s journey through career choice, experience in role and outcomes. Conclusions There is growing interest from junior doctors in pursuing education pathways in a clinical environment. They want to enhance clinical teaching in the hospitals and become specialists with an interest in education, and have no particular interest in research or academia. This has implications for the recruitment and training of the next generation of clinical educators. PMID:24885740

Task Analysis: A Systematic Approach to Designing New Careers Programs.

ERIC Educational Resources Information Center

Jackson, Vivian C.

This guide presents the primary approaches, tools, and techniques utilized by the New Careers Training Laboratory (NCTL) staff to provide skills in training and to conduct agency task analyses. Much of the technical information has been taken from an earlier NCTL publication by Tita Beal, "A New Careers Guide for Career Development…

Career Commitment as a Mediator between Organization-Related Variables and Motivation for Training and Turnover Intentions

ERIC Educational Resources Information Center

Kim, Hayeon; Kang, Dae-seok; Lee, Sang-won; McLean, Gary

2016-01-01

This study examined how the perception of a linkage between organizational ethical behavior and career success, representing ethical orientation of the organization, influences employees' perceptions of organizational politics and their subsequent career motivation, that is, career commitment, motivation to participate in training, and turnover…

Developing scientists in Hispanic substance use and health disparities research through the creation of a national mentoring network.

PubMed

Bazzi, Angela R; Mogro-Wilson, Cristina; Negi, Nalini Junko; Gonzalez, Jennifer M Reingle; Cano, Miguel Ángel; Castro, Yessenia; Cepeda, Alice

2017-01-01

Hispanics are disproportionately affected by substance use and related health harms yet remain underrepresented across scientific disciplines focused on researching and addressing these issues. An interdisciplinary network of scientists committed to fostering the development of social and biomedical researchers focused on Hispanic substance use and health disparities developed innovative mentoring and career development activities. We conducted a formative evaluation study using anonymous membership and conference feedback data to describe specific mentoring and career development activities developed within the national network. Successful mentoring initiatives and career development activities were infused with cultural and community values supportive of professional integration and persistence. Mentoring initially occurred within an annual national conference and was then sustained throughout the year through formal training programs and informal mentoring networks. Although rigorous evaluation is needed to determine the success of these strategies in fostering long-term career development among scientists conducting Hispanic health and substance use research, this innovative model may hold promise for other groups committed to promoting career development and professional integration and persistence for minority (and non-minority) scientists committed to addressing health disparities.

20 CFR 663.240 - Are there particular intensive services an individual must receive before receiving training...

Code of Federal Regulations, 2010 CFR

2010-04-01

... service, such as development of an individual employment plan with a case manager or individual counseling and career planning, before the individual may receive training services. (b) The case file must...

77 FR 41431 - Proposed Collection; Comment Request: Impact of Clinical Research Training and Medical Education...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-07-13

... promotes (a) Patient safety; (b) research productivity and independence; and (c) future career development... Careers in Academia and Clinical Research SUMMARY: In compliance with the requirement of Section 3506(c)(2)(A) of the Paperwork Reduction Act of 1995, for opportunity for public comment on proposed data...

Networking: A Key to Career Communication and Management Consulting Success

ERIC Educational Resources Information Center

Clark, Thomas

2009-01-01

Now that job security with one organization is a relic of the past and companies are outsourcing training and other "nonessential" functions, the author suggests in his career communication classes that students develop the same inventive strategies to plan their employment futures that management consultants use to market themselves in the 21st…

"While I'm Retraining, I Get the Full Whack": Illuminating Narratives of Career Change

ERIC Educational Resources Information Center

Mulvey, Rachel

2014-01-01

This article considers four interviews conducted with French citizens by a team of researchers as part of the research project "Learning for Career and Labour Market Transitions: individual biographies". Funded by the European Centre for the Development of Vocational Training (Cedefop), this study sought to contribute to the development…

Stackable Credentials and Career/college Pathways in Culinary Arts at Kingsborough Community College, CUNY

ERIC Educational Resources Information Center

Audant, Anne Babette

2016-01-01

Discussions of workforce development emphasize stackable training, and assume linear advancement and alignment, through college and career paths. Stackable credentials have become a best practice for community colleges across the United States as they struggle to advance the college completion agenda and ensure that students graduate with the…

Vocational Determination Process through School, Industry and Community Involvement. Final Report.

ERIC Educational Resources Information Center

Lutz, John; Staber, Richard A.

Through a school-industry-community council strategies and procedures were developed and tested to identify the most cost effective method to provide selected students with opportunities for nontraditional counseling training and to determine the effect it had on career goal choices. The American College Testing (ACT) Career Planning Program test…

Helping Doctoral Students Teach: Transitioning to Early Career Academia through Cognitive Apprenticeship

ERIC Educational Resources Information Center

Greer, Dominique A.; Cathcart, Abby; Neale, Larry

2016-01-01

Doctoral training is strongly focused on honing research skills at the expense of developing teaching competency. As a result, emerging academics are unprepared for the pedagogical requirements of their early-career academic roles. Employing an action research approach, this study investigates the effectiveness of a competency-based teaching…

Grover Cleveland High School Project CAUSA 1983-1984. O.E.A. Evaluation Report.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn. Office of Educational Assessment.

This document evaluates Project CAUSA (Career Advancement Utilizing Student Abilities), which provides instruction in English as a Second Language (ESL), native language development, and content-area courses, in addition to a career and vocational training program, to 115 students of limited English proficiency (LEP) from Italy and Spanish…

Navigating the National Qualifications Framework (NQF): The Role of Career Guidance

ERIC Educational Resources Information Center

Walters, S.; Watts, A. G.; Flederman, P.

2009-01-01

The South African Qualifications Authority (SAQA) recently commissioned a review of the career development field in South Africa. The review was designed to clarify what SAQA's role might be in assisting learners throughout life to navigate their ways through the complex array of education, training and work opportunities (including, but not…

Training Skills: A Rating Scale. National Project on Career Education.

ERIC Educational Resources Information Center

Egelston-Dodd, Judy

This manual describes a system for assessing training readiness of state National Project on Career Education (NPCE) trainers who will deliver inservice training to educators of the deaf in career education and planning skills. Each of three sections offers an explanation and concrete scenario for one of the three skill areas included on the…

Careers in Hospitals; A Directory of Schools and Training Programs in Rhode Island and Vicinity.

ERIC Educational Resources Information Center

Hospital Association of Rhode Island, Providence.

The job content and educational and training requirements of 31 hospital-related careers are described in this directory. For every career listing in the directory, a guide is provided to Rhode Island schools and training programs, with information such as length of courses, student capacity, dates for submitting applications, educational…

Adapting postdoctoral training to interdisciplinary science in the 21st century: the Cancer Prevention Fellowship Program at the National Cancer Institute.

PubMed

Chang, Shine; Hursting, Stephen D; Perkins, Susan N; Dores, Graça M; Weed, Douglas L

2005-03-01

Preparing junior scientists for careers in the health sciences has become an immense challenge for many reasons, including the emerging demand for multidisciplinary approaches to solving problems in the health sciences. For those choosing careers in hybrid and interdisciplinary fields, the "traditional" postdoctoral training model may not perform well, particularly in light of other problems that plague postdoctoral success. New approaches are required. Using the interdisciplinary field of cancer prevention as an example, the authors describe the Cancer Prevention Fellowship Program (CPFP) of the National Cancer Institute, a three-year postdoctoral program of which the goal is to provide its fellows with a strong foundation in cancer prevention through education, mentored research, and structured professional development training activities that emphasize multidisciplinary approaches and leadership skills. Over time, the CPFP has incorporated the best aspects of the traditional postdoctoral training model with newer training approaches in an effort to overcome existing problems in postdoctoral training and to address the additional complexities inherent in training those who seek careers in interdisciplinary science. Many aspects of the CPFP, including an efficient infrastructure, a dedicated staff, a capacity to provide educational activities, and the provision of rich research opportunities, may translate well to other postdoctoral programs that face similar issues.

Medical students' views on selecting paediatrics as a career choice.

PubMed

Bindal, Taruna; Wall, David; Goodyear, Helen M

2011-09-01

Despite increasing numbers of UK medical students, the number of trainees selecting paediatrics as their specialty choice has decreased. Previous studies show that most students will choose their ultimate career during undergraduate training. We therefore explored the views of students in the final year at Birmingham University about a career in paediatrics. Students completed a 27-item questionnaire during the penultimate week of their paediatric clerkship (PC) and 97% responded (127/131). Prior to the PC, 29% (37/127) of students had considered a career in paediatrics, rising to 50% (63/127) after the PC (p < 0.001). Students felt that paediatricians were enthusiastic and keen on teaching, and the ward working atmosphere was good. However, students perceived paediatrics as a difficult specialty with high competition for training posts. Students felt their paediatric experience was too limited and advice was needed on paediatric careers early in undergraduate training. This study confirmed that focusing on improving the PC is not sufficient if we are to inspire medical students to consider a career in paediatrics. Exposure to the specialty is needed from year 1 of undergraduate training along with career advice to dispel current myths about specialty training. Students would then be able to make more informed career decisions.

Mapping training needs for dissemination and implementation research: lessons from a synthesis of existing D&I research training programs.

PubMed

Chambers, David A; Proctor, Enola K; Brownson, Ross C; Straus, Sharon E

2017-09-01

With recent growth in the field of dissemination and implementation (D&I) research, multiple training programs have been developed to build capacity, including summer training institutes, graduate courses, degree programs, workshops, and conferences. While opportunities for D&I research training have expanded, course organizers acknowledge that available slots are insufficient to meet demand within the scientific and practitioner community. In addition, individual programs have struggled to best fit various needs of trainees, sometimes splitting coursework between specific D&I content and more introductory grant writing material. This article, stemming from a 2013 NIH workshop, reviews experiences across multiple training programs to align training needs, career stage and role, and availability of programs. We briefly review D&I needs and opportunities by career stage and role, discuss variations among existing training programs in format, mentoring relationships, and other characteristics, identify challenges of mapping needs of trainees to programs, and present recommendations for future D&I research training.

Challenges facing physician scientist trainees: a survey of trainees in Canada's largest undergraduate and postgraduate programs in a single centre.

PubMed

Ballios, Brian G; Rosenblum, Norman D

2014-10-04

A number of indicators suggest that the physician scientist career track is threatened. As such, it is an opportune time to evaluate current training models. Perspectives on physician scientist education and career path were surveyed in trainees at the University of Toronto, home to Canada's longest standing physician scientist training programs. Trainees from the Clinician Investigator Program (CIP) and MD/PhD Program at the University of Toronto were surveyed. Liekert-style closed-ended questions were used to assess future career goals, present and future perspectives and concerns about and beliefs on training. Demographic information was collected regarding year of study, graduate degree program and focus of clinical and health research. Statistical analysis included non-parametric tests for sub-group comparisons. Both groups of trainees were motivated to pursue a career as a physician scientist. While confident in their decision to begin and complete physician scientist training, they expressed concerns about the level of integration between clinical and research training in the current programs. They also expressed concerns about career outlook, including the ability to find stable and sustainable careers in academic medicine. Trainees highlighted a number of factors, including career mentorship, as essential for career success. These findings indicate that while trainees at different stages consistently express career motivation, they identified concerns that are program- and training stage-specific. These concerns mirror those highlighted in the medical education literature regarding threats to the physician scientist career path. Understanding these different and changing perspectives and exploring those differences could form an important basis for trainee program improvements both nationally and internationally.

Award for Distinguished Career Contributions to Education and Training in Psychology: Nancy S. Elman.

PubMed

2017-12-01

The Award for Distinguished Career Contributions to Education and Training in Psychology is given in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. The Career designation is added to the award at the discretion of the Education and Training Awards Committee to recognize continuous significant contributions made over a lifelong career in psychology. The 2017 recipient of this award is Nancy S. Elman, whose leadership roles have brought significant advancements for the education and training of psychologists. Her award citation, biography, and a selected bibliography are presented here. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Square pegs in round holes: has psychometric testing a place in choosing a surgical career? A preliminary report of work in progress.

PubMed Central

Gilligan, J. H.; Welsh, F. K.; Watts, C.; Treasure, T.

1999-01-01

Methods of selection of candidates for training in surgery has long been regarded as lacking explicit criteria and objectivity. Our purpose was to discover the aptitudes and personality types of applicants for surgical posts at the outset, in order to discover which were most likely to result in a satisfactory progression through training and which were associated with career difficulties. This longitudinal predictive validation study has been undertaken in a London Teaching Hospital since 1994. After short-listing, but immediately before interview, all candidates for senior house officer posts in basic surgical training and in geriatric medicine were asked to undertake psychometric tests of numerical (GMA) and spatial (SIT7) reasoning, personality type (MBTI), and self-rating of competency. There were no differences in ability scores between surgeons or geriatricians. Personality differences were revealed between the surgeons and the geriatricians, and between male and female surgeons. This study suggests that while there are no differences in ability between surgeons and geriatricians at the start of training, there are differences in personality. Long-term follow-up of the career development of this cohort of surgical SHOs is required to determine whether the psychometric measures described correlate with achievements of milestones in their surgical careers. PMID:10364959

Causes of Diabetes

MedlinePlus

... Process Research Training & Career Development Funded Grants & Grant History Research Resources Research at NIDDK Technology Advancement & Transfer Meetings & Workshops Health Information Diabetes Digestive ...

Upper GI Endoscopy

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... Process Research Training & Career Development Funded Grants & Grant History Research Resources Research at NIDDK Technology Advancement & Transfer Meetings & Workshops Health Information Diabetes Digestive ...

Childhood Nephrotic Syndrome

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... Process Research Training & Career Development Funded Grants & Grant History Research Resources Research at NIDDK Technology Advancement & Transfer Meetings & Workshops Health Information Diabetes Digestive ...

Cyclic Vomiting Syndrome

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... Process Research Training & Career Development Funded Grants & Grant History Research Resources Research at NIDDK Technology Advancement & Transfer Meetings & Workshops Health Information Diabetes Digestive ...

Medullary Sponge Kidney

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... Process Research Training & Career Development Funded Grants & Grant History Research Resources Research at NIDDK Technology Advancement & Transfer Meetings & Workshops Health Information Diabetes Digestive ...

Constipation in Children

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Kidney Infection (Pyelonephritis)

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... Process Research Training & Career Development Funded Grants & Grant History Research Resources Research at NIDDK Technology Advancement & Transfer Meetings & Workshops Health Information Diabetes Digestive ...

Diabetes and Pregnancy

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Living With Diabetes

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... Process Research Training & Career Development Funded Grants & Grant History Research Resources Research at NIDDK Technology Advancement & Transfer Meetings & Workshops Health Information Diabetes Digestive ...

Career Education. Administrators and Counselors Implementation Model. Module IV--Planning. (4.1) Develop Plans for Curriculum Preparation and Infusion.

ERIC Educational Resources Information Center

Thompson, John A.; Chock, Mona K.O.

Part of a 13-volume series designed to be used as a group inservice or a self-learning system to train school administrators and counselors for their role in career education, this first section (4.1) of module 4 (Planning) is designed to assist principals and other school administrators to develop plans for curriculum preparation and infusion of…

Development of Enriched Core Competencies for Health Services and Policy Research: Training for Stronger Career Readiness and Greater Impact.

PubMed

Bornstein, Stephen; Heritage, Melissa; Chudak, Amanda; Tamblyn, Robyn; McMahon, Meghan; Brown, Adalsteinn

2018-03-11

To develop an enriched set of core competencies for health services and policy research (HSPR) doctoral training that will help graduates maximize their impact across a range of academic and nonacademic work environments and roles. Data were obtained from multiple sources, including literature reviews, key informant interviews, stakeholder consultations, and Expert Working Group (EWG) meetings between January 2015 and March 2016. The study setting is Canada. The study used qualitative methods and an iterative development process with significant stakeholder engagement throughout. The literature reviews, key informant interviews, existing data on graduate career trajectories, and EWG deliberations informed the identification of career profiles for HSPR graduates and the competencies required to succeed in these roles. Stakeholder consultations were held to vet, refine, and validate the competencies. The EWG reached consensus on six sectors and eight primary roles in which HSPR doctoral graduates can bring value to employers and the health system. Additionally, 10 core competencies were identified that should be included or further emphasized in the training of HSPR doctoral students to increase their preparedness and potential for impact in a variety of roles within and outside of traditional academic workplaces. The results offer an expanded view of potential career paths for HSPR doctoral graduates and provide recommendations for an expanded set of core competencies that will better equip graduates to maximize their impact on the health system. © Health Research and Educational Trust.

Biomedical Science Ph.D. Career Interest Patterns by Race/Ethnicity and Gender

PubMed Central

Gibbs, Kenneth D.; McGready, John; Bennett, Jessica C.; Griffin, Kimberly

2014-01-01

Increasing biomedical workforce diversity remains a persistent challenge. Recent reports have shown that biomedical sciences (BMS) graduate students become less interested in faculty careers as training progresses; however, it is unclear whether or how the career preferences of women and underrepresented minority (URM) scientists change in manners distinct from their better-represented peers. We report results from a survey of 1500 recent American BMS Ph.D. graduates (including 276 URMs) that examined career preferences over the course of their graduate training experiences. On average, scientists from all social backgrounds showed significantly decreased interest in faculty careers at research universities, and significantly increased interest in non-research careers at Ph.D. completion relative to entry. However, group differences emerged in overall levels of interest (at Ph.D. entry and completion), and the magnitude of change in interest in these careers. Multiple logistic regression showed that when controlling for career pathway interest at Ph.D. entry, first-author publication rate, faculty support, research self-efficacy, and graduate training experiences, differences in career pathway interest between social identity groups persisted. All groups were less likely than men from well-represented (WR) racial/ethnic backgrounds to report high interest in faculty careers at research-intensive universities (URM men: OR 0.60, 95% CI: 0.36–0.98, p = 0.04; WR women: OR: 0.64, 95% CI: 0.47–0.89, p = 0.008; URM women: OR: 0.46, 95% CI: 0.30–0.71, p<0.001), and URM women were more likely than all other groups to report high interest in non-research careers (OR: 1.93, 95% CI: 1.28–2.90, p = 0.002). The persistence of disparities in the career interests of Ph.D. recipients suggests that a supply-side (or “pipeline”) framing of biomedical workforce diversity challenges may limit the effectiveness of efforts to attract and retain the best and most diverse workforce. We propose incorporation of an ecological perspective of career development when considering strategies to enhance the biomedical workforce and professoriate through diversity. PMID:25493425

Biomedical Science Ph.D. Career Interest Patterns by Race/Ethnicity and Gender.

PubMed

Gibbs, Kenneth D; McGready, John; Bennett, Jessica C; Griffin, Kimberly

2014-01-01

Increasing biomedical workforce diversity remains a persistent challenge. Recent reports have shown that biomedical sciences (BMS) graduate students become less interested in faculty careers as training progresses; however, it is unclear whether or how the career preferences of women and underrepresented minority (URM) scientists change in manners distinct from their better-represented peers. We report results from a survey of 1500 recent American BMS Ph.D. graduates (including 276 URMs) that examined career preferences over the course of their graduate training experiences. On average, scientists from all social backgrounds showed significantly decreased interest in faculty careers at research universities, and significantly increased interest in non-research careers at Ph.D. completion relative to entry. However, group differences emerged in overall levels of interest (at Ph.D. entry and completion), and the magnitude of change in interest in these careers. Multiple logistic regression showed that when controlling for career pathway interest at Ph.D. entry, first-author publication rate, faculty support, research self-efficacy, and graduate training experiences, differences in career pathway interest between social identity groups persisted. All groups were less likely than men from well-represented (WR) racial/ethnic backgrounds to report high interest in faculty careers at research-intensive universities (URM men: OR 0.60, 95% CI: 0.36-0.98, p = 0.04; WR women: OR: 0.64, 95% CI: 0.47-0.89, p = 0.008; URM women: OR: 0.46, 95% CI: 0.30-0.71, p<0.001), and URM women were more likely than all other groups to report high interest in non-research careers (OR: 1.93, 95% CI: 1.28-2.90, p = 0.002). The persistence of disparities in the career interests of Ph.D. recipients suggests that a supply-side (or "pipeline") framing of biomedical workforce diversity challenges may limit the effectiveness of efforts to attract and retain the best and most diverse workforce. We propose incorporation of an ecological perspective of career development when considering strategies to enhance the biomedical workforce and professoriate through diversity.

20 CFR 1010.210 - In which Department job training programs do covered persons receive priority of service?

Code of Federal Regulations, 2011 CFR

2011-04-01

...) Any such program or service that uses technology to assist individuals to access workforce development programs (such as job and training opportunities, labor market information, career assessment tools, and... program; any workforce development program targeted to specific groups; and those programs implemented by...

20 CFR 1010.210 - In which Department job training programs do covered persons receive priority of service?

Code of Federal Regulations, 2012 CFR

2012-04-01

...) Any such program or service that uses technology to assist individuals to access workforce development programs (such as job and training opportunities, labor market information, career assessment tools, and... program; any workforce development program targeted to specific groups; and those programs implemented by...

Developing International Collaborations for Early Career Researchers in Psychology

PubMed Central

Flanagan, Julianne C.; Barrett, Emma L.; Crome, Erica; Forbes, Miriam

2015-01-01

International collaboration is becoming increasingly vital as the emphasis on unmet need for mental health across cultures and nations grows. Opportunities exist for early career researchers to engage in international collaboration. However, little information is provided about such opportunities in most current psychology training models. The authors are early career researchers in psychology from U.S. and Australia who have developed a collaborative relationship over the past two years. Our goal is to increase awareness of funding opportunities to support international research and to highlight the benefits and challenges associated with international collaboration based on our experience. PMID:27453624

Vocational training: work in a developing country and British general practice

PubMed Central

Peppiatt, Roger

1981-01-01

I present evidence from my personal experience of vocational training followed by 18 months' work in an African hospital, to show that: 1. By extending and reinforcing vocational training, my time abroad was relevant to my future career as a British general practitioner. 2. Vocational training is a good preparation for any doctor intent on spending a limited time working in a developing country. ImagesFigure 1.Figure 2.Figure 3.Figure 4. PMID:7299727

Understanding by Design: Mentored Implementation of Backward Design Methodology at the University Level

ERIC Educational Resources Information Center

Michael, Nancy A.; Libarkin, Julie C.

2016-01-01

Unless sought out by the individual, University and College faculty typically receive minimal, if any, pedagogical training as part of their career development. This perspectives essay first introduces pedagogical training for instructors in higher education by comparing it to the training required for primary and secondary school educators. Using…

Special Project for Research Training in Vocational Education: Research Training Series. Final Report.

ERIC Educational Resources Information Center

Vivian, Neal E.

To upgrade research and research utilization competence of vocational educators, The Center for Vocational and Technical Education and The American Vocational Association planned four 1-week research training programs on: (1) Planning Vocational/Technical Education Programs Based on Manpower Research, (2) Patterns of Career Development as Applied…

Federal Programs Which May Support the Training of Neighborhood Residents for Jobs in Neighborhood Health Centers.

ERIC Educational Resources Information Center

Office of Economic Opportunity, Washington, DC. Community Action Program.

The following programs are included: (1) Manpower Development and Training Act, (2) New Careers, (3) Vocational and Technical Education, (4) Work Incentive (WIN), (5) Neighborhood Youth Corps, (6) Demonstration Projects, and (7) Veterans Administration Training Assistance. Information about each program includes nature and purpose, national and…

Mentoring for New-Hire Success in Any Profession

ERIC Educational Resources Information Center

Runyan, Charles K.

2013-01-01

The paper focuses on the need for trained mentors in developing new hires in any profession and outlines a developmental theoretical framework as a basis for mentor training. To illustrate the success of trained developmental mentoring, a unique mentoring program called the Kansas Early Career/Mentor Teacher Academy is reviewed. The paper shares…

Rand Symposium on Pilot Training and the Pilot Career; Recollections of the Chairman.

ERIC Educational Resources Information Center

Stewart, W. A.

Topics discussed in this 1970 symposium included the economics of flight training, careers in flying, college versus high school graduates, defining the trained pilot, motivation and selection, innovation in pilot training, training goals, transfer of training, and the role of simulators. Conferees agreed that the present Air Force undergraduate…

Training in Nontraditional Occupations. Final Report FY 1985-86. 6.0 Sex Bias and Stereotyping. 6.1.2 Training in Nontraditional Occupations.

ERIC Educational Resources Information Center

Simpson, A. Hyatt

The Arizona Center for Vocational Education, Northern Arizona University, developed a program to train women in nontraditional careers. Since jobs were plentiful in the field, the program aimed to train 25 women in building maintenance. Project leaders established linkages with union apprenticeship programs and local business and industry…

National Diabetes Education Program

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Diabetes and Kidney Disease

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Treatment for Celiac Disease

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ERCP (Endoscopic Retrograde Cholangiopancreatography)

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Treatment for Diverticular Disease

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Low Blood Glucose (Hypoglycemia)

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Weight-Control Information Network

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Insulin Resistance and Prediabetes

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Penile Curvature (Peyronie's Disease)

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Urine Blockage in Newborns

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Early Career Boot Camp: a novel mechanism for enhancing early career development for psychologists in academic healthcare.

PubMed

Foran-Tuller, Kelly; Robiner, William N; Breland-Noble, Alfiee; Otey-Scott, Stacie; Wryobeck, John; King, Cheryl; Sanders, Kathryn

2012-03-01

The purpose of this article is to describe a pilot mentoring program for Early Career Psychologists (ECPs) working in Academic Health Centers (AHCs) and synthesize the lessons learned to contribute to future ECP and AHC career development training programs. The authors describe an early career development model, named the Early Career Boot Camp. This intensive experience was conducted as a workshop meant to build a supportive network and to provide mentorship and survival tools for working in AHCs. Four major components were addressed: professional effectiveness, clinical supervision, strategic career planning, and academic research. Nineteen attendees who were currently less than 5 years post completion of doctoral graduate programs in psychology participated in the program. The majority of boot camp components were rated as good to excellent, with no component receiving below average ratings. Of the components offered within the boot camp, mentoring and research activities were rated the strongest, followed by educational activities, challenges in AHCS, and promotion and tenure. The article describes the purpose, development, implementation, and assessment of the program in detail in an effort to provide an established outline for future organizations to utilize when mentoring ECPs.

The Two-Year Colleges' Role in Building the Future Geoscience Technical Workforce

NASA Astrophysics Data System (ADS)

Wolfe, B.

2014-12-01

Careers in energy science related fields represent significant job growth in the U.S. Yet post-secondary career and technical programs have not kept pace with demand and energy science curriculum, including fundamental concepts of energy generation and environmental impact, lacks a firm position among general or career and technical education courses. Many of these emerging energy related jobs are skilled labor and entry level technical positions requiring less than a bachelor's degree. These include jobs such as solar/photovoltaic design and installation, solar water and space heating installation, energy management, efficiency and conservation auditor, environmental technician, etc. These energy related career pathways fit naturally within the geosciences discipline. Many of these jobs can be filled by individuals from HVAC, Industrial technology, welding, and electrical degree programs needing some additional specialized training and curriculum focused on fundamental concepts of energy, fossil fuel exploration and use, atmospheric pollution, energy generation, alternative energy sources, and energy conservation. Two-year colleges (2ycs) are uniquely positioned to train and fill these workforce needs as they already have existing career and technical programs and attract both recent high school graduates, as well as non-traditional students including displaced workers and returning veterans. We have established geoscience related workforce certificate programs that individuals completing the traditional industrial career and technical degrees can obtain to meet these emerging workforce needs. This presentation will discuss the role of geosciences programs at 2ycs in training these new workers, developing curriculum, and building a career/technical program that is on the forefront of this evolving industry.

Partnered Research Experiences for Junior Faculty at Minority-Serving Institutions Enhance Professional Success

PubMed Central

Campbell, Andrew G.; Leibowitz, Michael J.; Murray, Sandra A.; Burgess, David; Denetclaw, Wilfred F.; Carrero-Martinez, Franklin A.; Asai, David J.

2013-01-01

Scientific workforce diversity is critical to ensuring the realization of our national research goals and minority-serving institutions play a vital role in preparing undergraduate students for science careers. This paper summarizes the outcomes of supporting career training and research practices by faculty from teaching-intensive, minority-serving institutions. Support of these faculty members is predicted to lead to: 1) increases in the numbers of refereed publications, 2) increases in federal grant funding, and 3) a positive impact on professional activities and curricular practices at their home institutions that support student training. The results presented show increased productivity is evident as early as 1 yr following completion of the program, with participants being more independently productive than their matched peers in key areas that serve as measures of academic success. These outcomes are consistent with the goals of the Visiting Professorship Program to enhance scientific practices impacting undergraduate student training. Furthermore, the outcomes demonstrate the benefits of training support for research activities at minority-serving institutions that can lead to increased engagement of students from diverse backgrounds. The practices and results presented demonstrate a successful generalizable approach for stimulating junior faculty development and can serve as a basis for long-term faculty career development strategies that support scientific workforce diversity. PMID:24006388

Partnered research experiences for junior faculty at minority-serving institutions enhance professional success.

PubMed

Campbell, Andrew G; Leibowitz, Michael J; Murray, Sandra A; Burgess, David; Denetclaw, Wilfred F; Carrero-Martinez, Franklin A; Asai, David J

2013-01-01

Scientific workforce diversity is critical to ensuring the realization of our national research goals and minority-serving institutions play a vital role in preparing undergraduate students for science careers. This paper summarizes the outcomes of supporting career training and research practices by faculty from teaching-intensive, minority-serving institutions. Support of these faculty members is predicted to lead to: 1) increases in the numbers of refereed publications, 2) increases in federal grant funding, and 3) a positive impact on professional activities and curricular practices at their home institutions that support student training. The results presented show increased productivity is evident as early as 1 yr following completion of the program, with participants being more independently productive than their matched peers in key areas that serve as measures of academic success. These outcomes are consistent with the goals of the Visiting Professorship Program to enhance scientific practices impacting undergraduate student training. Furthermore, the outcomes demonstrate the benefits of training support for research activities at minority-serving institutions that can lead to increased engagement of students from diverse backgrounds. The practices and results presented demonstrate a successful generalizable approach for stimulating junior faculty development and can serve as a basis for long-term faculty career development strategies that support scientific workforce diversity.

The ISCB Student Council Internship Program: Expanding computational biology capacity worldwide.

PubMed

Anupama, Jigisha; Francescatto, Margherita; Rahman, Farzana; Fatima, Nazeefa; DeBlasio, Dan; Shanmugam, Avinash Kumar; Satagopam, Venkata; Santos, Alberto; Kolekar, Pandurang; Michaut, Magali; Guney, Emre

2018-01-01

Education and training are two essential ingredients for a successful career. On one hand, universities provide students a curriculum for specializing in one's field of study, and on the other, internships complement coursework and provide invaluable training experience for a fruitful career. Consequently, undergraduates and graduates are encouraged to undertake an internship during the course of their degree. The opportunity to explore one's research interests in the early stages of their education is important for students because it improves their skill set and gives their career a boost. In the long term, this helps to close the gap between skills and employability among students across the globe and balance the research capacity in the field of computational biology. However, training opportunities are often scarce for computational biology students, particularly for those who reside in less-privileged regions. Aimed at helping students develop research and academic skills in computational biology and alleviating the divide across countries, the Student Council of the International Society for Computational Biology introduced its Internship Program in 2009. The Internship Program is committed to providing access to computational biology training, especially for students from developing regions, and improving competencies in the field. Here, we present how the Internship Program works and the impact of the internship opportunities so far, along with the challenges associated with this program.

Alumni perspectives on career preparation during a postdoctoral training program: a qualitative study.

PubMed

Faupel-Badger, Jessica M; Raue, Kimberley; Nelson, David E; Tsakraklides, Sophia

2015-03-02

Published evaluations of career preparation of alumni from long-standing postdoctoral fellowship programs in the biomedical sciences are limited and often focus on quantitative analysis of data from extant publicly available sources. Qualitative methods provide the opportunity to gather robust information about specific program elements from structured postdoctoral training programs and the influence of this training on subsequent career paths of alumni. In-depth interviews with a subset of the National Cancer Institute's Cancer Prevention Fellowship Program (CPFP) alumni (n=27), representing more than 25 years of the program's history and multiple career sectors, were conducted to assess alumni reflections on the training environment and career preparation during their time in the CPFP. NVivo software was used to analyze data and identify major themes. Four main themes emerged from these interviews, including: the value of structured training curriculum, mentorship, transdisciplinary environment, and professional identity. Even when reflecting on training that occurred one to two decades earlier, alumni were able to highlight specific components of a structured postdoctoral training program as influencing their research and career trajectories. These results may have relevance for those interested in assessing how postdoctoral training can influence fellows throughout their careers and understanding salient features of structured programs. © 2015 J. M. Faupel-Badger et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

The influence of developmental, education, and mentorship experiences on career paths in cultural psychiatry.

PubMed

Boehnlein, James K

2011-04-01

Career paths in cultural psychiatry and other areas of medicine often are influenced by a combination of developmental, academic and training experiences. One of the satisfactions for the cultural psychiatrist is the opportunity to integrate lifelong interests that are not central to medical training, such as anthropology, philosophy, history or geography into one's daily work and career path, and this is not necessarily just applicable to clinical work or research. A background in social sciences can be very helpful in navigating the political and interpersonal challenges of working in an academic medical center or designing effective education programs across the career spectrum in medicine. This article traces the development of my career in academic cultural psychiatry and illustrates the way my clinical and academic interests were influenced both by early developmental and educational experiences and by positive career experiences as a clinician, teacher and researcher in the context of effective mentorship and professional peer relationships. The future of cultural psychiatry is exciting and its continued growth will be dependent on effective nurturance of young physicians who have a broad vision of the important place of cultural psychiatry and how it influences medicine, mental health, and society at large.

How Do Health Care Providers Diagnose Hypoparathyroidism?

MedlinePlus

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National Kidney Disease Education Program

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Multiple Endocrine Neoplasia Type I

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Definition and Facts for Constipation

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Imaging of the Urinary Tract

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Interstitial Cystitis / Painful Bladder Syndrome

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Anemia in Chronic Kidney Disease

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Gas in the Digestive Tract

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Henoch-Schönlein Purpura

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Symptoms and Causes of Constipation

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Nonalcoholic Fatty Liver Disease & NASH

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Prostatitis: Inflammation of the Prostate

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Treatment for Constipation in Children

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What Is NAFLD and NASH?

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Pain Medicines and Kidney Damage

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Kidneys and How They Work

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Smoking and Your Digestive System

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Treatment for Irritable Bowel Syndrome

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Celebrate the Beauty of Youth

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... Process Research Training & Career Development Funded Grants & Grant History Research Resources Research at NIDDK Technology Advancement & Transfer Meetings & Workshops Health Information Diabetes Digestive ...

Early Career Experiences of Pediatricians Pursuing or Not Pursuing Fellowship Training.

PubMed

Byrne, Bobbi J; Katakam, Shesha K; Frintner, Mary Pat; Cull, William L

2015-10-01

Choosing career paths can be difficult decisions for residents contemplating fellowship training. This study compares the experiences of early career pediatricians who did and did not pursue fellowships. We analyzed national, weighted data from pediatricians 8 to 10 years after residency (n = 842). Work environment, work-life balance, and satisfaction were compared for pediatricians who had pursued fellowship training (fellowship trained) and those who did not pursue fellowship training (generalist trained). Logistic and linear regression examined the independent effects of fellowship training while controlling for demographic differences. A total of 39% of the pediatricians (328/842) pursued fellowship training. The fellowship-trained group was less likely than the generalist-trained group to spend time in direct patient care and more likely to report learning opportunities in their work environment. This group was also more likely to report an income of ≥$150,000, although no difference was found when only full-time pediatricians were examined. Generalist-trained pediatricians were more likely to work <50 hours per week, have flexibility with their schedules, and be satisfied with time spent with their own children. Pediatricians in both the fellowship-trained and generalist-trained groups generally found their work to be rewarding and were satisfied with their lives. Although residents need to consider important life and career differences when contemplating fellowship training and general care, pediatricians in both groups can achieve overall life and career satisfaction. Copyright © 2015 by the American Academy of Pediatrics.

Dewitt Clinton High School Project BISECT. O.E.E. Evaluation Report, 1982-1983.

ERIC Educational Resources Information Center

Zephirin, Henriot; Schulman, Robert

Project Bilingual Spanish-to-English Career Training (BISECT) in its first year of funding offered bilingual instruction, career awareness development, and supportive services to 255 Hispanic students of limited English proficiency. Title VII, Title I, and tax-levy funds supported the program, which was implemented at DeWitt Clinton High School…

Managers in the Making: Careers, Development and Control in Corporate Britain and Japan.

ERIC Educational Resources Information Center

Storey, John; Edwards, Paul; Sisson, Keith

This book presents an analysis of the processes by which managers are made in Britain and Japan. It provides a detailed comparative study of the careers, training, developmental experience, and job demands of managers in eight companies in four sectors: engineering, banking, retail, and communications. Data are from the following sources:…

Pathways for Academic Career and Employment (PACE) Program: Fiscal Year 2015 Report

ERIC Educational Resources Information Center

Iowa Department of Education, 2016

2016-01-01

The pathways for academic career and employment program (PACE) is established to provide funding to community colleges for the development of projects that will lead to gainful, quality, in-state employment for members of target populations by providing them with both effective academic and employment training to ensure gain. This is the second…

Postdoctorals vs. Non-Postdoctorals: Career Performance Differentials Within Academic Medicine.

ERIC Educational Resources Information Center

Fribush, Stuart L.; Larson, Thomas A.

The research methodology developed in this paper was intended to shed some light on the question of career performance differentials within academic medicine between persons who have undergone postdoctoral training and those who have not. Compared were two groups of medical school faculty members (including M. D.'s and Ph.D.'s). One group included…

Business Marketing Information Systems Skills. Voc-Ed Project. Marketing Management Career Area. Report.

ERIC Educational Resources Information Center

Milwaukee Area Technical Coll., WI.

A study was conducted to develop a curriculum to meet the information processing/management training needs of persons entering or continuing careers in the information marketing area. The process used for the study was based on Stufflebeam's Context, Input, Process, Product (CIPP) model of evaluation. The information gathering process included a…

Writing as Soul Work: Training Teachers in a Group-Based Career-Narrative Approach

ERIC Educational Resources Information Center

Lengelle, Reinekke; Ashby, Sjon

2017-01-01

Writing as soul work refers to the active engagement of students in transformative writing activities in a group setting with the aim to enable students to develop new, more empowering narratives. This article explains how soul work through writing can be used to foster career adaptability, expressed in the form of increased awareness and…

Expanding the Role of School Psychologists to Support Early Career Teachers: A Mixed-Method Study

ERIC Educational Resources Information Center

Shernoff, Elisa S.; Frazier, Stacy L.; Maríñez-Lora, Ané M.; Lakind, Davielle; Atkins, Marc S.; Jakobsons, Lara; Hamre, Bridget K.; Bhaumik, Dulal K.; Parker-Katz, Michelle; Neal, Jennifer Watling; Smylie, Mark A.; Patel, Darshan A.

2016-01-01

School psychologists have training and expertise in consultation and evidence-based interventions that position them well to support early career teachers (ECTs). The current study involved iterative development and pilot testing of an intervention to help ECTs become more effective in classroom management and engaging learners, as well as more…

NHLBI workshop: respiratory medicine-related research training for adult and pediatric fellows.

PubMed

Choi, Augustine M K; Reynolds, Herbert Y; Colombini-Hatch, Sandra; Rothgeb, Ann; Blaisdell, Carol J; Gail, Dorothy B

2009-01-01

The pulmonary physician-scientist has a special niche to generate basic research findings and apply them to a clinical disease and perhaps impact its medical care. The availability of new high throughput-based scientific technologies in the "omics era" has made this an opportune time for physician scientists to prepare and embark on an academic career in respiratory disease research. However, maintaining an adequate flow through the research pipeline of physician-scientist investigators studying respiratory system diseases is currently a challenge. There may not be a sufficient workforce emerging to capitalize on current research opportunities. The National Heart, Lung, and Blood Institute (NHLBI) organized a workshop to assess ways to attract and properly train advanced fellows to pursue research careers in adult and pediatric lung diseases. Participants included representatives from the various pulmonary training programs, respiratory-related professional societies, and NHLBI staff. Deliberation centered on present barriers that might affect interest in pursuing research training, devising better incentives to attract more trainees, and how current research support offered by the NHLBI and the Professional Societies (in partnership with Industry and Patient Support groups) might be better coordinated and optimized to ensure a continued pipeline of pulmonary investigators. Major recommendations offered are: (1) Attract trainees to pulmonary/critical care medicine-based research careers by increasing research exposure and opportunities for high school, college, and medical students. (2) Increase awareness of the outstanding physician-scientist role models in the lung community for trainees. (3) Facilitate mechanisms by which the lung community (NHLBI, professional societies, and partners) can better support and bridge senior fellows as they transition from Institutional Training Grants (T32) to Career Series (K) awards in their early faculty career development.

Addressing the “Global Health Tax” and “Wild Cards”: Practical Challenges to Building Academic Careers in Global Health

PubMed Central

Dhillon, Ranu

2016-01-01

Among many possible benefits, global health efforts can expand the skills and experience of U.S. clinicians, improve health for communities in need, and generate innovations in care delivery with relevance everywhere. Yet, despite high rates of interest among students and medical trainees to include global health opportunities in their training, there is still no clear understanding of how this interest will translate into viable and sustained global health careers after graduation. Building on a growing conversation about how to support careers in academic global health, this Perspective describes the practical challenges faced by physicians pursuing these careers after they complete training. Writing from their perspective as junior faculty at one U.S. academic health center with a dedicated focus on global health training, the authors describe a number of practical issues they have found to be critical both for their own career development and for the advice they provide their mentees. With a particular emphasis on the financial, personal, professional, and logistical challenges that young “expat” global health physicians in academic institutions face, they underscore the importance of finding ways to support these career paths, and propose possible solutions. Such investments would not only respond to the rational and moral imperatives of global health work and advance the mission of improving human health but also help to fully leverage the potential of what is already an unprecedented movement within academic medicine. PMID:26244256

Current issues in South African career counselling and availability of teachers in science and technology.

PubMed

Maree, Jacobus G

2006-02-01

Employability seems to be a major consideration for prospective students' career choices. To facilitate accountable career counseling understanding of students' needs and choices of careers through research is essential. Programs for increased specific training are needed as well as improvement in basic training to meet a growing national labor crisis in South Africa.

Mentoring: A Useful Concept for Leader Development in the Army

DTIC Science & Technology

1990-04-11

uncomplicated path to career success is far from being accurate. ,22 Hunt and Michael claim that the greatest value of the mentor is the role of...viewed as crucial tools for training and promoting career success for both males and females.71 Accordinc’ to the literature, the roles of a mentor are...and to motivate as more important to career success than having a mentor. 9 Gouge found that if a person entered the Air Force officer corps having

A Comprehensive Career-Success Model for Physician-Scientists

PubMed Central

Rubio, Doris M.; Primack, Brian A.; Switzer, Galen E.; Bryce, Cindy L.; Seltzer, Deborah L.; Kapoor, Wishwa N.

2011-01-01

With today’s focus on the translation of basic science discoveries into clinical practice, the demand for physician-scientists is growing. Yet, physicians have always found it challenging to juggle the demands of clinical care with the time required to perform research. The Research on Careers Workgroup of the Institute for Clinical Research Education at the University of Pittsburgh developed a comprehensive model for career success that would address, and allow for the evaluation of, the personal factors, organizational factors, and their interplay that contribute to career success. With this model, leaders of training programs could identify early opportunities for intervening with potential physician-scientists to ensure career success. Through an iterative process described in this article, the authors identified and examined potential models for career success from the literature, added other elements determined to be significant, and developed a comprehensive model to assess factors associated with career success for physician-scientists. The authors also present examples of ways in which this model can be adapted and applied to specific situations to assess the effects of different factors on career success. PMID:22030759

A comprehensive career-success model for physician-scientists.

PubMed

Rubio, Doris M; Primack, Brian A; Switzer, Galen E; Bryce, Cindy L; Seltzer, Deborah L; Kapoor, Wishwa N

2011-12-01

With today's focus on the translation of basic science discoveries into clinical practice, the demand for physician-scientists is growing. Yet, physicians have always found it challenging to juggle the demands of clinical care with the time required to perform research. The Research on Careers Workgroup of the Institute for Clinical Research Education at the University of Pittsburgh developed a comprehensive model for career success that would address, and allow for the evaluation of, the personal factors, organizational factors, and their interplay that contribute to career success. With this model, leaders of training programs could identify early opportunities for intervening with potential physician-scientists to ensure career success. Through an iterative process described in this article, the authors identified and examined potential models for career success from the literature, added other elements determined to be significant, and developed a comprehensive model to assess factors associated with career success for physician-scientists. The authors also present examples of ways in which this model can be adapted and applied to specific situations to assess the effects of different factors on career success.

Academic and non-academic career options for marine scientists. - Support measures for early career scientists offered at MARUM - Center for Marine Environmental Sciences, University of Bremen, Germany

NASA Astrophysics Data System (ADS)

Hebbeln, Dierk; Klose, Christina

2015-04-01

Early career scientists at MARUM cover a wide range of research topics and disciplines including geosciences, biology, chemistry, social sciences and law. Just as colourful as the disciplinary background of the people, are their ideas for their personal careers. With our services and programmes, we aim to address some important career planning needs of PhD students and early career Postdocs, both, for careers in science and for careers outside academia. For PhD students aiming to stay in science, MARUM provides funding opportunities for a research stay abroad for a duration of up to 6 months. A range of courses is offered to prepare for the first Postdoc position. These include trainings in applying for research funding, proposal writing and interview skills. Following MARUM lectures which are held once a month, early career scientists are offered the opportunity to talk to senior scientists from all over the world in an informal Meet&Greet. Mentoring and coaching programmes for women in science are offered in cooperation with the office for equal opportunities at the University of Bremen. These programmes offer an additional opportunity to train interpersonal skills and to develop personal career strategies including a focus on special challenges that especially women might (have to) face in the scientific community. Early career scientists aiming for a non-academic career find support on different levels. MARUM provides funding opportunities for placements in industry, administration, consulting or similar. We offer trainings in e.g. job hunting strategies or interview skills. For a deeper insight into jobs outside the academic world, we regularly invite professionals for informal fireside chats and career days. These events are organised in cooperation with other graduate programmes in the region to broaden the focus of both, the lecturers and the participants. A fundamental component of our career programmes is the active involvement of alumni of MARUM and our partner institutions. Alumni are invited regularly for presentations and informal communication. Feedback shows that early career scientists especially benefit from the experiences shared by their former colleagues since the latter are perceived to have gone through the same education.

Overcoming the toxic influence of subtle messaging: Utah women who persist in STEM

NASA Astrophysics Data System (ADS)

Thackeray, Susan L.

It is important to train more females to support the needs of a national and global economy workforce. The purpose of this thesis is to explore the proposition of the effect subtle messaging has on a Utah young woman's future career choice. The literature review will approach the science, technology, engineering, and math (STEM) subjects with historical, psychological, and cultural vantage points. An examination of three interconnected topics of research will include a history of women in the workforce and identified barriers to STEM education and careers to identify what types of messages are delivered to women as it relates to STEM and how it influences their career interest decisions. While there are historical barriers towards women in training for and entering STEM careers, no strong evidence is identified for sustained improvement. The changing concepts of social cognitive career theory can potentially provide a framework for constructivist assumptions regarding the topic of what can focus Utah young women learners to influence their own career development and surroundings to persist into STEM careers. Interpretative Phenomenology Analysis (IPA) provides increased understanding of the experiences of how Utah young women come to their decision and what role their environment contributes to that experience. Preliminary research outcomes demonstrate that the participants describe feelings of self-efficacy along with cultural expectations that do not align with their personal goals to enter into STEM education and careers.

Vision Quest Thinking for Creating Career Development E-Paradigms via Electronic Networked Communities: Building Competencies and Skills at the Rate of Imagination for Global Leadership for Improving Quality of Life.

ERIC Educational Resources Information Center

Groff, Warren H.

This paper focuses on career development for next waves of competent leaders and technically trained workers during e-globalization, one of the most difficult challenges advanced nations face. It contains four sections. First, the paper begins with a brief discussion about Vision Quest (VQ) as a technique within strategic planning, focused…

Strengthening the career development of clinical translational scientist trainees: a consensus statement of the Clinical Translational Science Award (CTSA) Research Education and Career Development Committees.

PubMed

Meyers, Frederick J; Begg, Melissa D; Fleming, Michael; Merchant, Carol

2012-04-01

The challenges for scholars committed to successful careers in clinical and translational science are increasingly well recognized. The Education and Career Development (EdCD) of the national Clinical and Translational Science Award consortium gathered thought leaders to propose sustainable solutions and an agenda for future studies that would strengthen the infrastructure across the spectrum of pre- and postdoctoral, MD and PhD, scholars. Six consensus statements were prepared that include: (1) the requirement for career development of a qualitatively different investigator; (2) the implications of interdisciplinary science for career advancement including institutional promotion and tenure actions that were developed for discipline-specific accomplishments; (3) the need for long-term commitment of institutions to scholars; (4) discipline-specific curricula are still required but curricula designed to promote team work and interdisciplinary training will promote innovation; (5) PhD trainees have many pathways to career satisfaction and success; and (6) a centralized infrastructure to enhance and reward mentoring is required. Several themes cut across all of the recommendations including team science, innovation, and sustained institutional commitment. Implied themes include an effective and diverse job force and the requirement for a well-crafted public policy that supports continued investments in science education. © 2012 Wiley Periodicals, Inc.

Primary Biliary Cholangitis (Primary Biliary Cirrhosis)

MedlinePlus

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Symptoms and Causes of Celiac Disease

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Urinary Tract Infections (UTIs) in Children

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Dental Enamel Defects and Celiac Disease

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Acid Reflux (GER & GERD) in Infants

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Urinary Tract and How It Works

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State of the practice for pediatric surgery--career satisfaction and concerns. A report from the American Pediatric Surgical Association Task Force on Family Issues.

PubMed

Katz, Aviva; Mallory, Baird; Gilbert, James C; Bethel, Colin; Hayes-Jordan, Andrea A; Saito, Jacqueline M; Tomita, Sandra S; Walsh, Danielle S; Shin, Cathy E; Wesley, John R; Farmer, Diana

2010-10-01

There has been increasing interest and concern raised in the surgical literature regarding changes in the culture of surgical training and practice, and the impact these changes may have on surgeon stress and the appeal of a career in surgery. We surveyed pediatric surgeons and their partners to collect information on career satisfaction and work-family balance. The American Pediatric Surgical Association Task Force on Family Issues developed separate survey instruments for both pediatric surgeons and their partners that requested demographic data and information regarding the impact of surgical training and practice on the surgeon's opportunity to be involved with his/her family. We found that 96% of pediatric surgeons were satisfied with their career choice. Of concern was the lack of balance, with little time available for family, noted by both pediatric surgeons and their partners. The issues of work-family balance and its impact on surgeon stress and burnout should be addressed in both pediatric surgery training and practice. The American Pediatric Surgical Association is positioned to play a leading role in this effort. Copyright © 2010 Elsevier Inc. All rights reserved.

Newly qualified doctors' views on the significance and accessibility of career advice during medical training in Saudi Arabia.

PubMed

Mehmood, Syed Imran; Norcini, John J; Borleffs, Jan C C

2013-01-01

Career advice is an important instrument to help students with the proper specialty selection. The study aims (1) to explore the views of newly graduated doctors in Saudi Arabia about their experience with the current status of career support system during medical training and (2) to identify cross-cultural similarities and differences. A cross-sectional design study was conducted using a questionnaire to elicit the responses of participants from newly qualified doctors concerning the availability and significance of career advice. SPSS (version 11.0; Chicago, IL) was used to analyze the data and statistical tests, such as chi-square and unpaired t tests, were used to analyze the observations. A response rate of 94.7% was obtained. Among this group, 102 were males and 78 were females. Only 53% did receive career advice. The majority of men felt that career advice during medical studies was inadequate, while women were less negative (69% versus 32%; p = 0.0001). Furthermore, men were more disappointed about the possibilities for career advice after graduating than women (34% versus 13%, p = 0.0001). The results show that only half of newly graduated doctors had received any career advice during medical training. As the health care system cannot afford the potential waste of time and resources for doctors, career guidance should begin in undergraduate training so that the process of thinking about their future career starts longtime before they make their career choice.

A Career in Information.

ERIC Educational Resources Information Center

Debons, Anthony; And Others

The best sources of information about educational requirements for careers in information sciences are the institutions that offer training programs in such careers. The American Society for Information Science maintains a file of information on institutions offering training programs in information science. This pamphlet is intended for general…

The Association of Polar Early Career Scientists (APECS): A Model for the Professional Development of Scientists (Invited)

NASA Astrophysics Data System (ADS)

Baeseman, J. L.; Apecs Leadership Team

2010-12-01

Efforts like the International Polar Year 2007-2008 (IPY) have helped to increase research efforts as well as enhancing the integration of education and outreach into research projects and developing the next generation of researchers. One of the major legacies of the IPY was the creation of the Association of Polar Early Career Scientists (APECS), which was developed in 2006 by young researchers and focuses on helping each other develop the skills needed for successful careers in research by working with senior mentors. APECS is an international and interdisciplinary organization of over 2000 early career researchers and educators with interests in the Polar Regions and the wider cryosphere from 45 countries. APECS aims to stimulate interdisciplinary and international research collaborations, and develop effective future leaders in polar research, education and outreach. This is achieved by - Facilitating international and interdisciplinary networking opportunities to share ideas and experiences and to develop new research directions and collaborations, - Providing opportunities for professional career development for both academic and alternative research professions, and - Promoting education and outreach as an integral component of polar research and to stimulate future generations of polar researchers. Since its inception, APECS has strived to develop a strong network of partnerships with senior international organizations and scientific bodies to provide career development opportunities for young researchers. These partnerships have led to early-career representation on science planning bodies at an international level, the mandate of early career researchers serving as co-chairs at science conferences, the development of a mentorship program, field schools and techniques workshops, mentor panel discussions at conferences and increased funding for young researchers to attend conferences. APECS has also worked with an international teachers network to develop “Polar Science and Global Climate: An International Resource Guide for Teachers and Researchers” which includes tips and tricks for scientists in communicating their research effectively. Because of its international membership, APECS used the internet as an effective tool to develop skills through a career development webinar series, literature discussion forum, and a virtual poster session where researchers can continue to present their research long after a conference poster session ends. These programs not only serve as ways for young researchers to develop their research, they also serve to provide leadership training to the many individuals who plan these activities and creates a strong sense of community across disciplinary and national boarders. The tools APECS has developed can be used to train the next generation of researchers in any field. But perhaps what is more important are the lessons learned from nurturing the organization to create a strong community of early career and senior researchers helping and motivating each other to improve and stay connected to research careers. This presentation will demonstrate how a young researcher driven effort can become an important and crucial component of any field of research on both the national and international level.

An Empirical Research on the Correlation between Human Capital and Career Success of Knowledge Workers in Enterprise

NASA Astrophysics Data System (ADS)

Guo, Wenchen; Xiao, Hongjun; Yang, Xi

Human capital plays an important part in employability of knowledge workers, also it is the important intangible assets of company. This paper explores the correlation between human capital and career success of knowledge workers. Based on literature retrieval, we identified measuring tool of career success and modified further; measuring human capital with self-developed scale of high reliability and validity. After exploratory factor analysis, we suggest that human capital contents four dimensions, including education, work experience, learning ability and training; career success contents three dimensions, including perceived internal competitiveness of organization, perceived external competitiveness of organization and career satisfaction. The result of empirical analysis indicates that there is a positive correlation between human capital and career success, and human capital is an excellent predictor of career success beyond demographics variables.

A qualitative study on perceptions of surgical careers in Rwanda: A gender-based approach.

PubMed

Yi, Sojung; Lin, Yihan; Kansayisa, Grace; Costas-Chavarri, Ainhoa

2018-01-01

Access to surgical care in low- and middle-income countries (LMICs) remains deficient without an adequate workforce. There is limited understanding of the gender gap in surgical trainees in LMICs. In Rwanda, females fill only one of 20 positions available. Understanding surgeons' experiences and perceptions of surgical careers may help facilitate support for females to contribute to the global surgical workforce. We performed qualitative analysis on perceptions of surgical careers through semi-structured interviews of all female surgeons (n = 6) and corresponding male surgeons (n = 6) who are training or have trained at University of Rwanda. Transcripts were analyzed with code structure formed through an integrated approach. Question categories formed the deductive framework, while theoretical saturation was reached through inductive grounded theory. Themes were organized within two key points of the career timeline. First, for developing interest in surgery, three main themes were identified: role models, patient case encounters, and exposure to surgery. Second, for selecting and sustaining surgical careers, four main themes emerged: social expectations about roles within the family, physical and mental challenges, professional and personal support, and finances. All female surgeons emphasized gender assumptions and surgical working culture as obstacles, with a corresponding strong sense of self-confidence and internal motivation that drew them to select and maintain careers in surgery. Family, time, and physical endurance were cited as persistent challenges for female participants. Our study reveals concepts for further exploration about gendered perceptions of surgical careers. Efforts to improve support for female surgical careers as a strategy for shaping surgical work culture and professional development in Rwanda should be considered. Such strategies may be beneficial for improving the global surgical workforce.

A Universal Model for Evaluating Basic Electronic Courses in Terms of Field Utilization of Training.

ERIC Educational Resources Information Center

Air Force Occupational Measurement Center, Lackland AFB, TX.

The main purpose of the Air Force project was to develop a universal model to evaluate usage of basic electronic principles training. The criterion used by the model to evaluate electronic theory training is a determination of the usefulness of the training vis-a-vis the performance of assigned tasks in the various electronic career fields. Data…

Economic impact of training and career decisions on urological surgery.

PubMed

Langston, Joshua P; Kirby, E Will; Nielsen, Matthew E; Smith, Angela B; Woods, Michael E; Wallen, Eric M; Pruthi, Raj S

2014-03-01

Medical students and residents make career decisions at a relatively young age that have significant implications for their future income. While most of them attempt to estimate the impact of these decisions, there has been little effort to use economic principles to illustrate the impact of certain variables. The economic concept of net present value was paired with available Medical Group Management Association and Association of American Medical Colleges income data to calculate the value of career earnings based on variations in the choice of specialty, an academic vs a private practice career path and fellowship choices for urology and other medical fields. Across all specialties academic careers were associated with lower career earnings than private practice. However, among surgical specialties the lowest difference in value between these 2 paths was for urologists at only $334,898. Fellowship analysis showed that training in pediatric urology was costly in forgone attending salary and it also showed a lower future income than nonfellowship trained counterparts. An additional year of residency training (6 vs 5 years) caused a $201,500 decrease in the value of career earnings. Choice of specialty has a dramatic impact on future earnings, as does the decision to pursue a fellowship or choose private vs academic practice. Additional years of training and forgone wages have a tremendous impact on monetary outcomes. There is also no guarantee that fellowship training will translate into a more financially valuable career. The differential in income between private practice and academics was lowest for urologists. Copyright © 2014 American Urological Association Education and Research, Inc. Published by Elsevier Inc. All rights reserved.

Postdoctoral Training Aligned with the Academic Professoriate

ERIC Educational Resources Information Center

Rybarczyk, Brian; Lerea, Leslie; Lund, P. Kay; Whittington, Dawayne; Dykstra, Linda

2011-01-01

Postdoctoral training in the biological sciences continues to be an important credential for academic careers. Traditionally, this training is focused on an independent research experience. In this article, we describe a postdoctoral training program designed to prepare postdoctoral scholars for the responsibilities of an academic career that…

Economic Analysis of Obtaining a PharmD Degree and Career as a Pharmacist

PubMed Central

Gatwood, Justin; Spivey, Christina A.

2015-01-01

Objective. To evaluate the economic value of pharmacy education/career and the effects of the cost of private or public pharmacy school, the length of degree program, residency training, and pharmacy career path on net career earnings. Methods. This study involved an economic analysis using Markov modeling. Estimated costs of education including student loans were considered in calculating net career earnings of 4 career paths following high school graduation: (1) immediate employment; (2) employment with bachelor’s degree in chemistry or biology; (3) employment as a pharmacist with no residency training; and (4) employment as a pharmacist after completing one or two years of residency training. Results. Models indicated that throughout their careers (up to age 67), PharmD graduates may accumulate net career earnings of $5.66 million to $6.29 million, roughly 3.15 times more than high school graduates and 1.57 to 1.73 times more than those with bachelor’s degrees in biology or chemistry. Attending a public pharmacy school after completing 3 years of prepharmacy education generally leads to higher net career earnings. Community pharmacists have the highest net career earnings, and PGY-1 residency-trained hospital pharmacists have greater net career earnings than those who immediately started their careers in a hospital setting. Conclusion. The economic models presented are based on assumptions described herein; as conditions are subject to variability, these models should not be used to predict future earnings. Nevertheless, the findings demonstrate investment in a pharmacy education yields favorable financial return. Application of results to schools of pharmacy, students, and graduates is discussed. PMID:26689560

Beyond the Dualism between Lifelong Employment and Job Insecurity: Some New Career Promises for Young Scientists

ERIC Educational Resources Information Center

Dany, F.; Mangematin, Vincent

2004-01-01

This article analyses the early careers of young scientists in France. Since training and early career management are designed to cater almost exclusively for an academic career, a substantial proportion of PhDs lack support to design their training in relation to the job they will look for after graduation. Even if most young scientists manage to…

48 CFR 301.608 - Training requirements for purchase cardholders, Approving Officials, and Agency/Organization...

Code of Federal Regulations, 2011 CFR

2011-10-01

... REGULATION SYSTEM Career Development, Contracting Authority, and Responsibilities 301.608 Training... CON 237). • Advanced simplified acquisition procedures or Appropriations law. Purchase card holders...). • Advanced simplified acquisition procedures or Appropriations law. • CON 100 (Shaping Smart Business...

48 CFR 301.608 - Training requirements for purchase cardholders, Approving Officials, and Agency/Organization...

Code of Federal Regulations, 2012 CFR

2012-10-01

... REGULATION SYSTEM Career Development, Contracting Authority, and Responsibilities 301.608 Training... CON 237). • Advanced simplified acquisition procedures or Appropriations law. Purchase card holders...). • Advanced simplified acquisition procedures or Appropriations law. • CON 100 (Shaping Smart Business...

Treatment Methods for Kidney Failure: Peritoneal Dialysis

MedlinePlus

... Process Research Training & Career Development Funded Grants & Grant History Research Resources Research at NIDDK Technology Advancement & Transfer Meetings & Workshops Health Information Diabetes Digestive ...

Definition and Facts for Irritable Bowel Syndrome

MedlinePlus

... Process Research Training & Career Development Funded Grants & Grant History Research Resources Research at NIDDK Technology Advancement & Transfer Meetings & Workshops Health Information Diabetes Digestive ...

Dermatitis Herpetiformis: Skin Manifestation of Celiac Disease

MedlinePlus

... Process Research Training & Career Development Funded Grants & Grant History Research Resources Research at NIDDK Technology Advancement & Transfer Meetings & Workshops Health Information Diabetes Digestive ...

How Do Doctors Treat NAFLD and NASH?

MedlinePlus

... Process Research Training & Career Development Funded Grants & Grant History Research Resources Research at NIDDK Technology Advancement & Transfer Meetings & Workshops Health Information Diabetes Digestive ...

Diabetes, Gum Disease, and Other Dental Problems

MedlinePlus

... Process Research Training & Career Development Funded Grants & Grant History Research Resources Research at NIDDK Technology Advancement & Transfer Meetings & Workshops Health Information Diabetes Digestive ...

Definition and Facts for Constipation in Children

MedlinePlus

... Process Research Training & Career Development Funded Grants & Grant History Research Resources Research at NIDDK Technology Advancement & Transfer Meetings & Workshops Health Information Diabetes Digestive ...

Bladder Control Problems and Bedwetting in Children

MedlinePlus

... Process Research Training & Career Development Funded Grants & Grant History Research Resources Research at NIDDK Technology Advancement & Transfer Meetings & Workshops Health Information Diabetes Digestive ...

Developing scientists in Hispanic substance use and health disparities research through the creation of a national mentoring network

PubMed Central

Bazzi, Angela R.; Mogro-Wilson, Cristina; Negi, Nalini Junko; Gonzalez, Jennifer M. Reingle; Cano, Miguel Ángel; Castro, Yessenia; Cepeda, Alice

2017-01-01

Hispanics are disproportionately affected by substance use and related health harms yet remain underrepresented across scientific disciplines focused on researching and addressing these issues. An interdisciplinary network of scientists committed to fostering the development of social and biomedical researchers focused on Hispanic substance use and health disparities developed innovative mentoring and career development activities. We conducted a formative evaluation study using anonymous membership and conference feedback data to describe specific mentoring and career development activities developed within the national network. Successful mentoring initiatives and career development activities were infused with cultural and community values supportive of professional integration and persistence. Mentoring initially occurred within an annual national conference and was then sustained throughout the year through formal training programs and informal mentoring networks. Although rigorous evaluation is needed to determine the success of these strategies in fostering long-term career development among scientists conducting Hispanic health and substance use research, this innovative model may hold promise for other groups committed to promoting career development and professional integration and persistence for minority (and non-minority) scientists committed to addressing health disparities. PMID:28804254

Is the Army Communicating Effectively in Today’s Information Environment

DTIC Science & Technology

2013-03-01

to undertake a rapid and fundamental shift in the education, training, and resourcing of its Public Affairs career field, personnel and operations to...rapid and fundamental shift in the education, training, and resourcing of its Public Affairs career field, personnel and operations to effectively...rapid and fundamental shift in the education, training, and resourcing of its Public Affairs career field, personnel and operations to effectively

Promoting Diversity Through Polar Interdisciplinary Coordinated Education (Polar ICE)

NASA Astrophysics Data System (ADS)

McDonnell, J. D.; Hotaling, L. A.; Garza, C.; Van Dyk, P. B.; Hunter-thomson, K. I.; Middendorf, J.; Daniel, A.; Matsumoto, G. I.; Schofield, O.

2017-12-01

Polar Interdisciplinary Coordinated Education (ICE) is an education and outreach program designed to provide public access to the Antarctic and Arctic regions through polar data and interactions with the scientists. The program provides multi-faceted science communication training for early career scientists that consist of a face-to face workshop and opportunities to apply these skills. The key components of the scientist training workshop include cultural competency training, deconstructing/decoding science for non-expert audiences, the art of telling science stories, and networking with members of the education and outreach community and reflecting on communication skills. Scientists partner with educators to provide professional development for K-12 educators and support for student research symposia. Polar ICE has initiated a Polar Literacy initiative that provides both a grounding in big ideas in polar science and science communication training designed to underscore the importance of the Polar Regions to the public while promoting interdisciplinary collaborations between scientists and educators. Our ultimate objective is to promote STEM identity through professional development of scientists and educators while developing career awareness of STEM pathways in Polar science.

The Training of Career Education Resource Teachers.

ERIC Educational Resources Information Center

Baltimore, Jim

Sprague High School's program to train career education resource teachers was designed to recruit and prepare approximately 15 individuals from business, industry, and the professions who would provide exploratory career experiences and information to students. A four-page outline covers the program's objectives, procedures, a third party…

Association of Polar Early Career Scientists: a model for experiential learning in professional development for students and early career researchers

NASA Astrophysics Data System (ADS)

Bradley, A. C.; Hindshaw, R. S.; Fugmann, G.; Mariash, H.

2016-12-01

The Association of Polar Early Career Scientists was established by early career researchers during the 2007-2008 International Polar Year as an organization for early career researchers in the polar and cryospheric sciences. APECS works to promote early career researchers through soft-skills training in both research and outreach activities, through advocating for including early career researchers in all levels of the scientific process and scientific management, and through supporting a world-wide network of researchers in varied fields. APECS is lead by early career researchers; this self-driven model has proved to be an effective means for developing the leadership, management, and communication skills that are essential in the sciences, and has shown to be sustainable even in a community where frequent turn-over is inherent to the members. Since its inception, APECS has reached over 5,500 members in more than 80 countries, and we have placed more than 50 early career researchers on working groups and steering committees with organizations around the world in the last two years alone. The close partnerships that APECS has with national and international organizations exposes members to both academic and alternative career paths, including those at the science-policy interface. This paper describes APECS's approach to experiential learning in professional development and the best practices identified over our nearly ten years as an organization.

Dispositional Employability and Online Training Purchase. Evidence from Employees' Behavior in Spain.

PubMed

Torrent-Sellens, Joan; Ficapal-Cusí, Pilar; Boada-Grau, Joan

2016-01-01

This article explores the relationship between dispositional employability and online training purchase. Through a sample of 883 employees working for enterprises in Spain, and a using principal component analysis and binomial logit probabilistic models, the research revealed two main results. First, it was found that dispositional employability is characterized by five factors: "openness to changes at work," "career motivation and work resilience," "work and career proactivity," "optimism and engagement at work," and "work identity." Second, the research also found a double causality in the relationship analysis between dispositional employability and online training purchase. However, this causality is not direct. In explaining dispositional employability, certain motivations and types of behavior of employees participating in online training are significant. In particular, greater sensitivity toward career-related personal empowerment, a greater predisposition toward developing new experiences at work, and a greater awareness of the fact that positive job outcomes are related to preparation conscientiousness. In explaining online training purchase, employees who are more motivated and who better identify with their jobs are more likely to pay. Moreover, employees who spend more time on training and have less contact with new trends in their jobs, find it hard to keep calm in difficult situations, and have a greater predisposition toward effort, and preference for novelty, variety and challenges at work are more likely to purchase online training.

Dispositional Employability and Online Training Purchase. Evidence from Employees' Behavior in Spain

PubMed Central

Torrent-Sellens, Joan; Ficapal-Cusí, Pilar; Boada-Grau, Joan

2016-01-01

This article explores the relationship between dispositional employability and online training purchase. Through a sample of 883 employees working for enterprises in Spain, and a using principal component analysis and binomial logit probabilistic models, the research revealed two main results. First, it was found that dispositional employability is characterized by five factors: “openness to changes at work,” “career motivation and work resilience,” “work and career proactivity,” “optimism and engagement at work,” and “work identity.” Second, the research also found a double causality in the relationship analysis between dispositional employability and online training purchase. However, this causality is not direct. In explaining dispositional employability, certain motivations and types of behavior of employees participating in online training are significant. In particular, greater sensitivity toward career-related personal empowerment, a greater predisposition toward developing new experiences at work, and a greater awareness of the fact that positive job outcomes are related to preparation conscientiousness. In explaining online training purchase, employees who are more motivated and who better identify with their jobs are more likely to pay. Moreover, employees who spend more time on training and have less contact with new trends in their jobs, find it hard to keep calm in difficult situations, and have a greater predisposition toward effort, and preference for novelty, variety and challenges at work are more likely to purchase online training. PMID:27313557

The Importance of Global Health Experiences in the Development of New Cardiologists

PubMed Central

Abdalla, Marwah; Kovach, Neal; Liu, Connie; Damp, Julie B.; Jahangir, Eiman; Hilliard, Anthony; Gopinathannair, Rakesh; Abu-Fadel, Mazen S.; El Chami, Mikhael F.; Gafoor, Sameer; Vedanthan, Rajesh; Sanchez-Shields, Monica; George, Jon C.; Priester, Tiffany; Alasnag, Mirvat; Barker, Colin; Freeman, Andrew M.

2016-01-01

As the global burden of cardiovascular disease continues to increase worldwide, nurturing the development of early-career cardiologists interested in global health is essential in order to create a cadre of providers with the skill set to prevent and treat cardiovascular diseases in international settings. As such, interest in global health has increased among cardiology trainees and early-career cardiologists over the past decade. International clinical and research experiences abroad present an additional opportunity for growth and development beyond traditional cardiovascular training. We describe the American College of Cardiology International Cardiovascular Exchange Database, a new resource for cardiologists interested in pursuing short-term clinical exchange opportunities abroad, and report some of the benefits and challenges of global health cardiovascular training in both resource-limited and resource-abundant settings. PMID:26763797

Mentoring the next generation of physician-scientists in Japan: a cross-sectional survey of mentees in six academic medical centers.

PubMed

Sakushima, Ken; Mishina, Hiroki; Fukuhara, Shunichi; Sada, Kenei; Koizumi, Junji; Sugioka, Takashi; Kobayashi, Naoto; Nishimura, Masaharu; Mori, Junichiro; Makino, Hirofumi; Feldman, Mitchell D

2015-03-19

Physician-scientists play key roles in biomedical research across the globe, yet prior studies have found that it is increasingly difficult to recruit and retain physician-scientists in research careers. Access to quality research mentorship may help to ameliorate this problem in the U.S., but there is virtually no information on mentoring in academic medicine in Japan. We conducted a survey to determine the availability and quality of mentoring relationships for trainee physician-scientists in Japan. We surveyed 1700 physician-scientists in post-graduate research training programs in 6 academic medical centers in Japan about mentorship characteristics, mentee perceptions of the mentoring relationship, and attitudes about career development. A total of 683 potential physician-scientist mentees completed the survey. Most reported that they had a departmental mentor (91%) with whom they met at least once a month; 48% reported that they were very satisfied with the mentoring available to them. Mentoring pairs were usually initiated by the mentor (85% of the time); respondents identified translational research skills (55%) and grant writing (50%) as unmet needs. Mentoring concerning long-term career planning was significantly associated with the intention to pursue research careers, however this was also identified by some mentees as an unmet need (35% desired assistance; 15% reported receiving it). More emphasis and formal training in career mentorship may help to support Japanese physician-scientist mentees to develop a sense of self-efficacy to pursue and stay in research careers.

A mixed methods analysis of experiences and expectations among early-career medical oncologists in Australia.

PubMed

Wong, W K Tim; Kirby, Emma; Broom, Alex; Sibbritt, David; Francis, Kay; Karapetis, Christos S; Karikios, Deme; Harrup, Rosemary; Lwin, Zarnie

2018-01-26

A viable and sustainable medical oncology profession is integral for meeting the increasing demand for quality cancer care. The aim of this study was to explore the workforce-related experiences, perceptions and career expectations of early-career medical oncologists in Australia. A mixed-methods design, including a survey (n  =  170) and nested qualitative semistructured interviews (n  =  14) with early-career medical oncologists. Recruitment was through the Medical Oncology Group of Australia. Qualitative data were thematically analyzed and for the survey results, logistic regression modeling was conducted. Early-career medical oncologists experienced uncertainty regarding their future employment opportunities. The competitive job market has made them cautious about securing a preferred job leading to a perceived need to improve their qualifications through higher degree training and research activities. The following themes and trends were identified from the qualitative and quantitative analyses: age, career stage and associated early-career uncertainty; locale, professional competition and training preferences; participation in research and evolving professional expectations; and workload and career development opportunities as linked to career uncertainty. Perceived diminished employment opportunities in the medical oncology profession, and shifting expectations to be "more qualified," have increased uncertainty among junior medical oncologists in terms of their future career prospects. Structural factors relating to adequate funding of medical oncology positions may facilitate or inhibit progressive change in the workforce and its sustainability. Workforce planning and strategies informed by findings from this study will be necessary in ensuring that both the needs of cancer patients and of medical oncologists are met. © 2018 John Wiley & Sons Australia, Ltd.

Older Dogs and New Tricks: Career Stage and Self-Assessed Need for Training.

ERIC Educational Resources Information Center

Guthrie, James P.; Schwoerer, Catherine E.

1996-01-01

A training needs survey was completed by 380 of 715 managers/supervisors in a state agency. Those in later career stages perceived less need for training in management, human resource management, communication skills; they reported lower levels of self-efficacy in training effectiveness and utility of training. There appeared to be a need to…

Career Counseling Information

DTIC Science & Technology

1989-01-01

heart disease as described by the National Institutes of Health Conference on Obesity. Fat is clearly the culprit, not total body weight. Overweight is...requiring high-level security clearance, long lead time and specialized training, or overseas screening. This expanded window will allow most personnel with ...replaced with a comprehensive Career Leader Development Program (CLDP). CLDP will include Petty officer Indoctrination Course (POIC); Chief Petty officer

Write Proposals. Module CG B-2 of Category B--Supporting. Competency-Based Career Guidance Modules.

ERIC Educational Resources Information Center

Gustafson, Richard A.

This module is intended to help guidance personnel in a variety of educational and agency settings plan and develop successful proposals to assist in financing the improvement of existing or future career guidance programs. The module is one of a series of competency-based guidance program training packages focusing upon specific professional and…

Re-Engineering Your Office Environment: Matching Careers and Personality via the Myers-Briggs Type Indicator.

ERIC Educational Resources Information Center

McPherson, Bill

1995-01-01

Provides a summary of the research on the use of the Myers-Briggs Type Indicator (MBTI) in the workplace with implications for the practical uses of the MBTI. Suggests using the MBTI to aid the office professional, office manager, and office employee in training, career counseling and planning, team building, organizational development, and…

Soft Skills in Health Careers Programs: A Case Study of A Regional Vocational Technical High School

ERIC Educational Resources Information Center

Park, Chong Myung

2017-01-01

The purpose of this study is to develop an understanding of the ways in which educational experiences might differ between a regional vocational technical high school (RVTH) and short-term career-training programs. A particular regional vocational technical high school was selected for its outstanding academic records and placement rates, and a…

Progress Report, October, 1967, through April, 1968: Educational Component of the Public Service Careers Program.

ERIC Educational Resources Information Center

City Univ. of New York, NY. Office of Community Coll. Affairs.

Parallel with on-the-job training, this program provides remedial courses in High School Equivalency (HSE), Human Relations (HR), English as a Second Language (ESL) to help qualify candidates for public service careers in the Department of Hospitals and Department of Social Services, and Board of Education. HSE develops language, math, and reading…

A Mentoring Toolkit: Tips and Tools for Mentoring Early-Career Researchers

NASA Astrophysics Data System (ADS)

Flint, Kathleen

2010-01-01

Effective mentoring is a critical component in the training of early-career researchers, cultivating more independent, productive and satisfied scientists. For example, mentoring has been shown by the 2005 Sigma Xi National Postdoc Survey to be a key indicator for a successful postdoctoral outcome. Mentoring takes many forms and can include support for maximizing research skills and productivity as well as assistance in preparing for a chosen career path. Yet, because there is no "one-size-fits-all” approach, mentoring can be an activity that is hard to define. In this presentation, a series of tips and tools will be offered to aid mentors in developing a plan for their mentoring activities. This will include: suggestions for how to get started; opportunities for mentoring activities within the research group, within the institution, and outside the institution; tools for communicating and assessing professional milestones; and resources for fostering the professional and career development of mentees. Special considerations will also be presented for mentoring international scholars and women. These strategies will be helpful to the PI responding to the new NSF mentoring plan requirement for postdocs as well as to the student, postdoc, researcher or professor overseeing the research and training of others.

Preparing dental students for careers as independent dental professionals: clinical audit and community-based clinical teaching.

PubMed

Lynch, C D; Llewelyn, J; Ash, P J; Chadwick, B L

2011-05-28

Community-based clinical teaching programmes are now an established feature of most UK dental school training programmes. Appropriately implemented, they enhance the educational achievements and competences achieved by dental students within the earlier part of their developing careers, while helping students to traverse the often-difficult transition between dental school and vocational/foundation training and independent practice. Dental school programmes have often been criticised for 'lagging behind' developments in general dental practice - an important example being the so-called 'business of dentistry', including clinical audit. As readers will be aware, clinical audit is an essential component of UK dental practice, with the aims of improving the quality of clinical care and optimising patient safety. The aim of this paper is to highlight how training in clinical audit has been successfully embedded in the community-based clinical teaching programme at Cardiff.

Employers' and employees' views on responsibilities for career management in nursing: a cross-sectional survey.

PubMed

Philippou, Julia

2015-01-01

To examine nurse employees' and employers' views about responsibilities for managing nurses' careers. Career management policies are associated with cost savings, in terms of workforce recruitment and retention and an increase in job and career satisfaction. In nursing, responsibility for career management remains relatively unexplored. A multicenter, cross-sectional questionnaire survey. Data were collected from 871 nurse employees and employers in the British National Health Service. The study was conducted in 2008, a period when policy reforms aimed at modernizing the healthcare workforce in England. In the current discussions in Europe and the USA about the future of nursing, these data reveal insights not previously reported. Exploratory analyses were undertaken using descriptive and inferential statistics. The analysis indicated a temporal dimension to career management responsibilities. Short-term responsibilities for securing funding and time for development lay more with employers. Medium-term responsibilities for assessing nurses' strengths and weakness, determining job-related knowledge and skills and identifying education and training needs appeared to be shared. Long-term responsibilities for developing individual careers and future development plans lay primarily with employees. New ways of managing nurses' career development that lead to greater independence for employees and greater flexibility for employers, while retaining a high-calibre and competent workforce, are needed. Ultimately, career management responsibilities should not tilt to either side but rather be shared to benefit both parties. Clarifying employers' and employees' responsibilities for career management may help both parties to develop a common understanding of each other's role and to meet their obligations in a constructive dialogue. © 2014 John Wiley & Sons Ltd.

48 CFR 1.603-2 - Selection.

Code of Federal Regulations, 2010 CFR

2010-10-01

... ACQUISITION REGULATIONS SYSTEM Career Development, Contracting Authority, and Responsibilities 1.603-2...) Education or special training in business administration, law, accounting, engineering, or related fields...

Definition and Facts for Peptic Ulcers (Stomach Ulcers)

MedlinePlus

... Process Research Training & Career Development Funded Grants & Grant History Research Resources Research at NIDDK Technology Advancement & Transfer Meetings & Workshops Health Information Diabetes Digestive ...

Nutrition for Early Chronic Kidney Disease in Adults

MedlinePlus

... Process Research Training & Career Development Funded Grants & Grant History Research Resources Research at NIDDK Technology Advancement & Transfer Meetings & Workshops Health Information Diabetes Digestive ...

What are the symptoms of NAFLD and NASH?

MedlinePlus

... Process Research Training & Career Development Funded Grants & Grant History Research Resources Research at NIDDK Technology Advancement & Transfer Meetings & Workshops Health Information Diabetes Digestive ...

Eating, Diet, and Nutrition for Irritable Bowel Syndrome

MedlinePlus

... Process Research Training & Career Development Funded Grants & Grant History Research Resources Research at NIDDK Technology Advancement & Transfer Meetings & Workshops Health Information Diabetes Digestive ...

Relationship between Canadian medical school student career interest in emergency medicine and postgraduate training disposition.

PubMed

Abu-Laban, Riyad B; Scott, Ian M; Gowans, Margot C

2017-06-01

Canada has two independent routes of emergency medicine (EM) training and certification. This unique situation may encourage medical students with EM career aspirations to apply to family medicine (FM) residencies to subsequently acquire College of Family Physicians of Canada (CFPC) training and certification in EM. We sought answers to the following: 1) Are medical students who indicate EM as their top career choice on medical school entry, and then complete a FM residency, more likely to undertake subsequent CFPC-EM training than other FM residents who did not indicate EM as their top career choice; and 2) What are the characteristics of medical students in four predefined groups, based upon their early interest in EM as a career and ultimate postgraduate training disposition. Data were accessed from a survey of medical students in 11 medical school classes from eight Canadian universities and anonymously linked to information from the Canadian Residency Matching Service between 2006 and 2009. Of 1036 participants, 63 (6.1%) named EM as their top career choice on medical school entry. Of these, 10 ultimately matched to a Royal College of Physicians and Surgeons of Canada (RCPSC) EM residency program, and 24 matched to a FM residency program, nine of whom went on to do a one-year CFPC-EM residency program in contrast to 57 of the remaining 356 students matching to FM residency programs who did not indicate EM was their top career choice (37.5% vs 16.0%, p=0.007). Statistically significant attitudinal differences related to the presence or absence of EM career interest on medical school entry were found. Considering those who complete CFPC-EM training, a greater proportion indicate on admission to medical school that EM is their top career choice compared to those who do not. Moreover, students with an early career interest in EM are similar for several attitudinal factors independent of their ultimate postgraduate training disposition. Given the current issues and challenges facing FM and EM, these findings have implications that merit consideration by both the CFPC and the RCPSC.

The Ambulatory Pediatric Association Fellowship in Pediatric Environmental Health: A 5-Year Assessment

PubMed Central

Landrigan, Philip J.; Woolf, Alan D.; Gitterman, Ben; Lanphear, Bruce; Forman, Joel; Karr, Catherine; Moshier, Erin L.; Godbold, James; Crain, Ellen

2007-01-01

Background Evidence is mounting that environmental exposures contribute to causation of disease in children. Yet few pediatricians are trained to diagnose, treat, or prevent disease of environmental origin. Objectives To develop a cadre of future leaders in pediatric environmental health (PEH), the Ambulatory Pediatric Association (APA) launched a new 3-year fellowship in 2001—the world’s first formal training program in PEH. Sites were established at Boston Children’s Hospital, Mount Sinai School of Medicine, George Washington University, University of Cincinnati, and University of Washington. Fellows are trained in epidemiology, biostatistics, toxicology, risk assessment, and preventive medicine. They gain clinical experience in environmental pediatrics and mentored training in clinical research, policy development, and evidence-based advocacy. Thirteen fellows have graduated. Two sites have secured follow-on federal funding to enable them to continue PEH training. Discussion To assess objectively the program’s success in preparing fellows for leadership careers in PEH, we conducted a mailed survey in 2006 with follow-up in 2007. Conclusions Fifteen (88%) of 17 fellows and graduates participated; program directors provided information on the remaining two. Nine graduates are pursuing full-time academic careers, and two have leadership positions in governmental and environmental organizations. Ten have published one or more first-authored papers. Seven graduates are principal investigators on federal or foundation grants. The strongest predictors of academic success are remaining affiliated with the fellowship training site and devoting < 20% of fellowship time to clinical practice. Conclusion The APA fellowship program is proving successful in preparing pediatricians for leadership careers in PEH. PMID:17938724

Career Guidance Training.

ERIC Educational Resources Information Center

Young, John E.

The 1972 Jet Propulsion Laboratory (JPL) Career Training Program was aimed at placing counselors in actual work situations (as new employees) to enable them to experience that which they must describe to students if they are to do an effective job in career counseling. The overall purpose was to give counselors or teachers and administrators an…

New Careers, A Basic Strategy Against Poverty.

ERIC Educational Resources Information Center

Riessman, Frank

The New Careers concept involves helping the disadvantaged to help themselves by offering them entry level jobs with the opportunity for training and advancement. New Careers provides the means to upgrade from entry level to professional occupations, with time made available during the work day for the education and training necessary for…

Withering before the sowing? A survey of Oman's 'tomorrow's doctors' interest in psychiatry.

PubMed

Al-Adawi, Samir; Dorvlo, Atsu Ss; Bhaya, Cashmera; Martin, Rodger G; Al-Namani, Aziz; Al-Hussaini, Ala'din; Guenedi, Amr D R

2008-03-01

This study investigated the attitudes of medical students towards psychiatry, both as a subject in their medical curriculum and as a career choice. Three separate domains were elicited: (i) merit, competency and status; (ii) perceived attitude and attributes toward psychiatry and psychiatric services and (iii) treatment. The 26-item scale Das and Chandrasena Questionnaire was administered prior to and immediately following an 8-week clinical training program. Results indicate that the perception of psychiatry was positive prior to clerkship and became even more so upon completion of the training. However, there was a significant drop in the proportion of students who indicated that they might choose a career in psychiatry. This is consistent with other studies suggesting that perception of psychiatry is enhanced following a clerkship but this does not translate into psychiatry as a career intention. This finding is highlighted in light of the increasing magnitude of the number of people affected with mental disorders in a developing country like Oman but with no parallel development in psychiatric services.

Bridging the Generation Gap: A Rapid Early Career Hire Training Program

NASA Technical Reports Server (NTRS)

Rieber, Richard R.; Coffee, Thomas; Dong, Shuonan; Infield, Samantha I.; Kilbride, Kendra B.; Seibert, Michael A.; Solish, Benjamin S.

2008-01-01

This paper describes a training program to provide Early Career Hires (ECHs) in the aerospace industry with real, rapid, hands-on exposure to multiple phases and multiple disciplines of flight project development. Such a program has become necessary to close the Generation Gap and ensure that aerospace organizations maintain a highly skilled workforce as experienced personnel begin to retire. This paper discusses the specific motivations for and implementation of such a program at the Jet Propulsion Laboratory. However, the essential features are widely applicable to other NASA centers and organizations delivering large llight systems. This paper details the overall program concept, stages of participation by an ECH, oversight and mentoring, program assessment, training project selection, and facilities requirements.

Cultural Development through Human Resource Systems Integration.

ERIC Educational Resources Information Center

Albert, Michael

1985-01-01

Discusses the framework for developing a cultural human resources management (HRM) perspective. Central to this framework is modifying HRM programs to reinforce the organization's preferred practices. Modification occurs through selection, orientation, training and development, performance appraisal, career development, and compensation and…

Leadership in Higher Education. ERIC Digest.

ERIC Educational Resources Information Center

McDade, Sharon A.

Since many senior academic administrators of colleges and universities first trained for academic careers in research and teaching, they have had minimal management training. Both academic and nonacademic officers with administrative experience find they must quickly develop the different knowledge and skills needed to manage an institution when…

Supermarket Careers. A Partnership in Training. Final Report.

ERIC Educational Resources Information Center

Bergen County Vocational-Technical High School, Hackensack, NJ.

A partnership between the Bergen County Vocational-Technical Schools (New Jersey), the Wakefern Food Corporation/Shoprite, and Cornell University developed and implemented supermarket skills training programs. The programs were held in two vocational schools that educate mentally handicapped students, aged 14-21, during daytime hours and adult…

48 CFR 301.608 - Training requirements for purchase cardholders, Approving Officials, and Agency/Organization...

Code of Federal Regulations, 2013 CFR

2013-10-01

... REGULATION SYSTEM Career Development, Contracting Authority, and Responsibilities 301.608 Training... Arrangements). • CON 110 (Mission Support Planning). Purchase cardholders and Approving Officials Yearly... appropriations law. • CON 100 (Shaping Smart Business Arrangements). • CON 110 (Mission Support Planning). Agency...

48 CFR 301.608 - Training requirements for purchase cardholders, Approving Officials, and Agency/Organization...

Code of Federal Regulations, 2014 CFR

2014-10-01

... REGULATION SYSTEM Career Development, Contracting Authority, and Responsibilities 301.608 Training... Arrangements). • CON 110 (Mission Support Planning). Purchase cardholders and Approving Officials Yearly... appropriations law. • CON 100 (Shaping Smart Business Arrangements). • CON 110 (Mission Support Planning). Agency...

Clinical and translational scientist career success: metrics for evaluation.

PubMed

Lee, Linda S; Pusek, Susan N; McCormack, Wayne T; Helitzer, Deborah L; Martina, Camille A; Dozier, Ann M; Ahluwalia, Jasjit S; Schwartz, Lisa S; McManus, Linda M; Reynolds, Brian D; Haynes, Erin N; Rubio, Doris M

2012-10-01

Despite the increased emphasis on formal training in clinical and translational research and the growth in the number and scope of training programs over the past decade, the impact of training on research productivity and career success has yet to be fully evaluated at the institutional level. In this article, the Education Evaluation Working Group of the Clinical and Translational Science Award Consortium introduces selected metrics and methods associated with the assessment of key factors that affect research career success. The goals in providing this information are to encourage more consistent data collection across training sites, to foster more rigorous and systematic exploration of factors associated with career success, and to help address previously identified difficulties in program evaluation. © 2012 Wiley Periodicals, Inc.

The making of the modern airport executive: Causal connections among key attributes in career development, compromise, and satisfaction in airport management

NASA Astrophysics Data System (ADS)

Byers, David Alan

The purpose of this study was to identify specific career development attributes of contemporary senior-level airport executives and to evaluate the relationship of these attributes to the level of satisfaction airport executives have in their career choice. Attribute sets that were examined included early aviation interests, health factors, psychological factors, demographic factors, formal education, and other aviation-related experiences. A hypothesized causal model that expressed direct and indirect effects among these attributes relative to airport executives' career satisfaction was tested using sample data collected from 708 airport executives from general aviation and commercial service airport throughout the United States. Applying a multiple regression analysis strategy to the model, the overall results revealed that 16% of the variability in airport executives' career satisfaction scores was due to the collective influence of the six research attribute sets, this was significant. The results of the path analysis also indicated that four attribute sets (early aviation interests, health factors, formal education, and other aviation-related experiences) had respective direct significant effects on participants' career satisfaction. Early aviation interests, health factors, and demographic factors had additional indirect effects on career satisfaction; all were mediated by formal education attitude. These results were inconsistent with the hypothesized path model and a revised model was developed to reflect the sample data. The findings suggest that airport executives, as a group, are satisfied with their career choice. Early aviation interests appear to play an important role for influencing the career field selection phase of career development. The study also suggests health factors, formal education, and other aviation-related experiences such as flight training or military experience influence the compromise phase of career development. Each of these four factors had significant effects on career satisfaction. In addition to its applicability to airport executives, the study provides a generalized path model for investigating factors influencing the career development, compromise, and satisfaction process in other vocations.

Training for New Careers. The Community Apprentice Program Developed by the Center for Youth and Community Studies, Howard University, Washington, D.C.

ERIC Educational Resources Information Center

Fishman, Jacob R.; And Others

The Community Apprentice Program, developed by the Howard University Center for Youth and Community Studies, was an exploratory attempt, through combined rehabilitation, vocational education, and supervised work experience, to train disadvantaged youth as human service aides in child care, recreation, and social research. Seven boys and three…

Using Computer-Based Continuing Professional Education of Training Staff to Develop Small- and Medium-Sized Enterprises in Thailand

ERIC Educational Resources Information Center

Sooraksa, Nanta

2012-01-01

This paper describes a career development program for staff involved in providing training for small- and medium-sized enterprises (SMEs) in Thailand. Most of these staff were professional vocational teachers in schools. The program uses information communication technology (ICT), and its main objective is to teach Moodle software as a tool for…

Advancing research opportunities and promoting pathways in graduate education: a systemic approach to BUILD training at California State University, Long Beach (CSULB).

PubMed

Urizar, Guido G; Henriques, Laura; Chun, Chi-Ah; Buonora, Paul; Vu, Kim-Phuong L; Galvez, Gino; Kingsford, Laura

2017-01-01

First-generation college graduates, racial and ethnic minorities, people with disabilities, and those from disadvantaged backgrounds are gravely underrepresented in the health research workforce representing behavioral health sciences and biomedical sciences and engineering (BHS/BSE). Furthermore, relative to their peers, very few students from these underrepresented groups (URGs) earn scientific bachelor's degrees with even fewer earning doctorate degrees. Therefore, programs that engage and retain URGs in health-related research careers early on in their career path are imperative to promote the diversity of well-trained research scientists who have the ability to address the nation's complex health challenges in an interdisciplinary way. The purpose of this paper is to describe the challenges, lessons learned, and sustainability of implementing a large-scale, multidisciplinary research infrastructure at California State University, Long Beach (CSULB) - a minority-serving institution - through federal funding received by the National Institutes of Health (NIH) Building Infrastructure Leading to Diversity (BUILD) Initiative. The CSULB BUILD initiative consists of developing a research infrastructure designed to engage and retain URGs on the research career path by providing them with the research training and skills needed to make them highly competitive for doctoral programs and entry into the research workforce. This initiative unites many research disciplines using basic, applied, and translational approaches to offer insights and develop technologies addressing prominent community and national health issues from a multidisciplinary perspective. Additionally, this initiative brings together local (e.g., high school, community college, doctoral research institutions) and national (e.g., National Research Mentoring Network) collaborative partners to alter how we identify, develop, and implement resources to enhance student and faculty research. Finally, this initiative establishes a student research training program that engages URGs earlier in their academic development, is larger and multidisciplinary in scope, and is responsive to the life contexts and promotes the cultural capital that URGs bring to their career path. Although there have been many challenges to planning for and developing CSULB BUILD's large-scale, multidisciplinary research infrastructure, there have been many lessons learned in the process that could aid other campuses in the development and sustainability of similar research programs.

The ISCB Student Council Internship Program: Expanding computational biology capacity worldwide

PubMed Central

Anupama, Jigisha; Shanmugam, Avinash Kumar; Santos, Alberto; Michaut, Magali

2018-01-01

Education and training are two essential ingredients for a successful career. On one hand, universities provide students a curriculum for specializing in one’s field of study, and on the other, internships complement coursework and provide invaluable training experience for a fruitful career. Consequently, undergraduates and graduates are encouraged to undertake an internship during the course of their degree. The opportunity to explore one’s research interests in the early stages of their education is important for students because it improves their skill set and gives their career a boost. In the long term, this helps to close the gap between skills and employability among students across the globe and balance the research capacity in the field of computational biology. However, training opportunities are often scarce for computational biology students, particularly for those who reside in less-privileged regions. Aimed at helping students develop research and academic skills in computational biology and alleviating the divide across countries, the Student Council of the International Society for Computational Biology introduced its Internship Program in 2009. The Internship Program is committed to providing access to computational biology training, especially for students from developing regions, and improving competencies in the field. Here, we present how the Internship Program works and the impact of the internship opportunities so far, along with the challenges associated with this program. PMID:29346365

Defining Attributes and Metrics of Effective Research Mentoring Relationships.

PubMed

Pfund, Christine; Byars-Winston, Angela; Branchaw, Janet; Hurtado, Sylvia; Eagan, Kevin

2016-09-01

Despite evidence of mentoring's importance in training researchers, studies to date have not yet determined which mentoring relationships have the most impact and what specific factors in those mentoring relationships contribute to key outcomes, such as the commitment to and persistence in research career paths for emerging researchers from diverse populations. Efforts to broaden participation and persistence in biomedical research careers require an understanding of why and how mentoring relationships work and their impact, not only to research training but also to promoting career advancement. This paper proposes core attributes of effective mentoring relationships, as supported by the literature and suggested by theoretical models of academic persistence. In addition, both existing and developing metrics for measuring the effectiveness of these attributes within mentoring relationships across diverse groups are presented, as well as preliminary data on these metrics from the authors' work.

Outcomes from the NIH Clinical Research Training Program: A Mentored Research Experience to Enhance Career Development of Clinician–Scientists

PubMed Central

Ognibene, Frederick P.; Gallin, John I.; Baum, Bruce J.; Wyatt, Richard G.; Gottesman, Michael M.

2017-01-01

Purpose Clinician-scientists are considered an endangered species for many reasons, including challenges with establishing and maintaining a career pipeline. Career outcomes from year-long medical and dental students’ research enrichment programs have not been well determined. Therefore, the authors assessed career and research outcome data from a cohort of participants in the National Institutes of Health (NIH) Clinical Research Training Program (CRTP). Method The CRTP provided a year-long mentored clinical or translational research opportunity for 340 medical and dental students. Of these, 135 completed their training, including fellowships, from 1997 to January 2014. Data for 130 of 135 were analyzed, including time conducting research, types of public funding (NIH grants), and publications from self-reported surveys that were verified via NIH RePORT and PUBMED. Results Nearly two-thirds (84 of 130) indicated that they were conducting research, and over half of the 84 (approximately one-third of the total cohort) spent more than 25% of time devoted to research. Of those 84, over 25% received grant support from the NIH, and those further in their careers published more scholarly manuscripts. Conclusions Data suggest that the CRTP helped foster the careers of research-oriented medical and dental students as measured by time conducting research, successful competition for federal funding, and the publication of their research. Longer follow-up is warranted to assess the impact of these mentored research experiences. Investments in mentored research programs for health professional students are invaluable to support the dwindling pipeline of biomedical researchers and clinician-scientists. PMID:27224296

Outcomes From the NIH Clinical Research Training Program: A Mentored Research Experience to Enhance Career Development of Clinician-Scientists.

PubMed

Ognibene, Frederick P; Gallin, John I; Baum, Bruce J; Wyatt, Richard G; Gottesman, Michael M

2016-12-01

Clinician-scientists are considered an endangered species for many reasons, including challenges with establishing and maintaining a career pipeline. Career outcomes from yearlong medical and dental students' research enrichment programs have not been well determined. Therefore, the authors assessed career and research outcome data from a cohort of participants in the National Institutes of Health (NIH) Clinical Research Training Program (CRTP). The CRTP provided a yearlong mentored clinical or translational research opportunity for 340 medical and dental students. Of these, 135 completed their training, including fellowships, from 1997 to January 2014. Data for 130 of 135 were analyzed: time conducting research, types of public funding (NIH grants), and publications from self-reported surveys that were verified via the NIH Research Portfolio Online Reporting Tools Web site and PubMed. Nearly two-thirds (84 of 130) indicated that they were conducting research, and over half of the 84 (approximately one-third of the total cohort) spent more than 25% of time conducting research. Of those 84, over 25% received grant support from the NIH, and those further in their careers published more scholarly manuscripts. Data suggest that the CRTP helped foster the careers of research-oriented medical and dental students as measured by time conducting research, successful competition for federal funding, and the publication of their research. Longer follow-up is warranted to assess the impact of these mentored research experiences. Investments in mentored research programs for health professional students are invaluable to support the dwindling pipeline of biomedical researchers and clinician-scientists.

Future directions in training veterinarians for careers in toxicological pathology in the United Kingdom.

PubMed

Scudamore, Cheryl L; Smith, Sionagh H

2007-01-01

There is currently a global shortage of veterinary pathologists in all sectors of the discipline, and recruitment of toxicological pathologists is a particular problem for the pharmaceutical industry. Efforts to encourage veterinarians to consider alternative career paths to general practice must start at the undergraduate level, with provision of structured career guidance and strong role models from pathology and research disciplines. It is also imperative that both the importance of biomedical research and the role of animal models be clearly understood by both university staff and undergraduates. Traditionally, much post-graduate training in toxicological pathology is done "on the job" in the United Kingdom, but completion of a residency and/or PhD program is recognized as a good foundation for a career in industry and for successful completion of professional pathology examinations. New models of residency training in veterinary pathology must be considered in the United Kingdom to enable a more tailored approach to training toward specific career goals. A modular approach to residency training would allow core skills to be maintained, while additional training would target specific training requirements in toxicological pathology. Exposure to laboratory-animal pathology, toxicology, research methodology, and management skills would all be of benefit as an introduction to a career in toxicological pathology. However, long-term funding for UK residencies remains a problem that must be resolved if future recruitment needs in veterinary pathology are to be met.

Wind Power Career Chat

DOE Office of Scientific and Technical Information (OSTI.GOV)

Not Available

2011-01-01

This document will teach students about careers in the wind energy industry. Wind energy, both land-based and offshore, is expected to provide thousands of new jobs in the next several decades. Wind energy companies are growing rapidly to meet America's demand for clean, renewable, and domestic energy. These companies need skilled professionals. Wind power careers will require educated people from a variety of areas. Trained and qualified workers manufacture, construct, operate, and manage wind energy facilities. The nation will also need skilled researchers, scientists, and engineers to plan and develop the next generation of wind energy technologies.

78 FR 36597 - Comment Request for Information Collection for Job Corps Application Data; Extension With Minor...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-06-18

... largest residential, educational, and career technical training program for young Americans. Job Corps was...), and career technical training credentials, including industry-recognized certifications, state... DEPARTMENT OF LABOR Employment and Training Administration Comment Request for Information...

78 FR 48197 - Comment Request for Information Collection for Job Corps Placement and Assistance Record...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-08-07

... nation's largest residential, educational, and career technical training program for young Americans. Job... Equivalency credential, and career technical training, including industry-recognized credentials, state... DEPARTMENT OF LABOR Employment and Training Administration Comment Request for Information...

Career Paths of Former Apprentices. Making Work-Based Learning Work. Series 2

ERIC Educational Resources Information Center

Perez-del-Aguila, Rossana; Monteiro, Helen; Hughes, Maria

2006-01-01

This report investigates the career paths taken by apprentices after they complete their training, and the extent to which their apprenticeships has been influential in their future success. The project investigated what careers apprenticeship training secures access to; whether the method and quality of the learning experience in apprenticeships;…

An Operational Blueprint for Health Career Education and Training Program. Final Report.

ERIC Educational Resources Information Center

Hood, Theresa W.; Thompson, Christopher W.

An operational blueprint for health career education and training was designed to provide the District of Columbia public schools with a documented strategy for implementing a comprehensive, multifocal health careers program. The blueprint will establish a mechanism for interagency communication and cooperation at all levels, involving all aspects…

Enhanced care assistant training to address the workforce crisis in home care: changes related to job satisfaction and career commitment.

PubMed

Coogle, Constance L; Parham, Iris A; Jablonski, Rita; Rachel, Jason A

2007-01-01

Changes in job satisfaction and career commitment were observed as a consequence of a geriatric case management training program focusing on skills development among personal care attendants in home care. A comparison of pretraining and posttraining scores uncovered a statistically significant increase in Intrinsic Job Satisfaction scores for participants 18-39 years of age, whereas levels declined among the group of middle aged participants and no change was observed among participants age 52 and older. On the other hand, a statistically significant decline in Extrinsic Job Satisfaction was documented over all participants, but this was found to be primarily due to declines among participants 40-51 years of age. When contacted 6-12 months after the training series had concluded participants indicated that the training substantially increased the likelihood that they would stay in their current jobs and improved their job satisfaction to some extent. A comparison of pretraining and posttraining scores among participants providing follow-up data revealed a statistically significant improvement in levels of Career Resilience. These results are discussed as they relate to similar training models and national data sets, and recommendations are offered for targeting future educational programs designed to address the long-term care workforce shortage.

Enlisted Personnel Individualized Career System (EPICS) Test and Evaluation

DTIC Science & Technology

1984-01-01

The EPICS program, which was developed using an integrated personnel systems approach ( IPSA ), delays formal school training until after personnel have...received shipboard on-job training complemented by job performance aids (3PAs). Early phases of the program, which involved developing the IPSA EPICS...detailed description of the conception and development of the EPICS IPSA model, the execution of the front-end job design analyses, 3PA and instructional

Family Child Care as a Small Business. ECE/CDA Training Series.

ERIC Educational Resources Information Center

Huhn, Susan

This Child Development Associate training module explores the multifaceted aspects of family child care, including zoning, certification, insurance, hours of care, fees, advertising, programming, and parent/provider agreements. The module's purpose is to help individuals interested in a career in family child care understand the CDA requirements…

On the Performance of Self-Directed Learning within the French Continuing Vocational Training System.

ERIC Educational Resources Information Center

Dif, M'Hamed

Continuing vocational training (CVT) was officially introduced and codified in France in 1971 to promote individuals' employability, career development, and job flexibility. Self-directed learning was initially considered among the most important instruments for its implementation in addition to employer-directed CVT. Despite increased and…

Meat Training Council Aims to Make Willing Workers into Professional Managers

ERIC Educational Resources Information Center

Pollitt, David

2002-01-01

Details the UK Meat Training Council's management development programme, aimed at increasing the levels of professionalism in the meat and poultry industry and making it more attractive to young people as a long-term career. Describes the course contents and assessment methods, and contains interviews with course participants.

Providing Experiential Business and Management Training for Biomedical Research Trainees

ERIC Educational Resources Information Center

Petrie, Kimberly A.; Carnahan, Robert H.; Brown, Abigail M.; Gould, Kathleen L.

2017-01-01

Many biomedical PhD trainees lack exposure to business principles, which limits their competitiveness and effectiveness in academic and industry careers. To fill this training gap, we developed Business and Management Principles for Scientists, a semester-long program that combined didactic exposure to business fundamentals with practical…

Choosing Training?

ERIC Educational Resources Information Center

Stephen, Jennifer

This guide is designed to help the user enter into the job market by making the most of their existing skills and finding additional training. Section 1, Vocations, Occupations, Careers, looks at the assessment tools used by employers and trainers to prepare people for today's job market. It describes how to develop a personal inventory of skills…

Benefits of Transplant Procurement Management (TPM) specialized training on professional competence development and career evolutions of health care workers in organ donation and transplantation.

PubMed

Istrate, Melania G; Harrison, Tyler R; Valero, Ricard; Morgan, Susan E; Páez, Gloria; Zhou, Quan; Rébék-Nagy, Gábor; Manyalich, Martí

2015-04-01

Training on organ donation and transplantation is relevant for transplantation improvement. This study aimed at investigating the perceived benefits of Transplant Procurement Management training programs on professional competence development and career evolutions of health care workers in organ donation and transplantation. An online survey was developed in 5 languages (Spanish, English, Italian, French, and Portuguese) and its link was emailed to 6839 individuals. They were asked to forward it to other professionals in organ donation and transplantation. The link was also shared on Facebook and at relevant congresses. Two research questions on the perceived influence of specialized training programs were identified. A total of 1102 participants (16.1%) took the survey; 87% reported participating in Transplant Procurement Management training programs, of which 95% selected Transplant Procurement Management courses as the most influential training they had participated in. For research question one, 98% reported influence on knowledge (score 4.5 [out of 5]), 93% on technical (4.2) and communication skills (4.1), 89% on attitude toward organ donation and transplantation (4.1), 92% on motivation to work (4.2), 91% on desire to innovate (4.0), 87% and 79% on ability to change organ donation and trans plantation practices (3.9) and policies (3.5). For research question 2, main and interaction effects for position at the time of training and type of training were reported. Transplant Procurement Management training programs had positive perceived effects.

Scaling up specialist training in developing countries: lessons learned from the first 12 years of regional postgraduate training in Fiji – a case study

PubMed Central

2012-01-01

Background In 1997, regional specialist training was established in Fiji, consisting of one-year Postgraduate Diplomas followed by three-year master’s degree programs in anesthesia, internal medicine, obstetrics/gynecology, pediatrics and surgery. The evolution of these programs during the first 12 years is presented. Case description A case study utilizing mixed methods was carried out, including a prospective collection of enrolment and employment data, supplemented by semi-structured interviews. Between 1997 and 2009, 207 doctors (113 from Fiji and 94 from 13 other countries or territories in the Pacific) trained to at least the Postgraduate Diploma level. For Fiji graduates, 29.2% migrated permanently to developed countries, compared to only 8.5% for regional graduates (P <0.001). Early years of the program were characterized by large intakes and enthusiasm, but also uncertainty. Many resignations took place following a coup d’etat in 2000. By 2005, interviews suggested a dynamic of political instability initially leading to resignations, leading to even heavier workloads, compounded by academic studies that seemed unlikely to lead to career benefit. This was associated with loss of hope and downward spirals of further resignations. After 2006, however, Master’s graduates generally returned from overseas placements, had variable success in career progression, and were able to engage in limited private practice. Enrolments and retention stabilized and increased. Discussion and evaluation Over time, all specialties have had years when the viability and future of the programs were in question, but all have recovered to varying degrees, and the programs continue to evolve and strengthen. Prospective clarification of expected career outcomes for graduates, establishment of career pathways for diploma-only graduates, and balancing desires for academic excellence with workloads that trainees were able to bear may have lessened ongoing losses of trainees and graduates. Conclusions Despite early losses of trainees, the establishment of regional postgraduate training in Fiji is having an increasingly positive impact on the specialist workforce in the Pacific. With forethought, many of the difficulties we encountered may have been avoidable. Our experiences may help others who are establishing or expanding postgraduate training in developing countries to optimize the benefit of postgraduate training on their national and regional workforces. PMID:23270525

Strengthening the Career Development of Clinical Translational Scientist Trainees: A Consensus Statement of the Clinical Translational Science Award (CTSA) Research Education and Career Development Committees

PubMed Central

Meyers, Frederick J.; Begg, Melissa D.; Fleming, Michael; Merchant, Carol

2012-01-01

Abstract  The challenges for scholars committed to successful careers in clinical and translational science are increasingly well recognized. The Education and Career Development (EdCD) of the national Clinical and Translational Science Award consortium gathered thought leaders to propose sustainable solutions and an agenda for future studies that would strengthen the infrastructure across the spectrum of pre‐ and postdoctoral, MD and PhD, scholars. Six consensus statements were prepared that include: (1) the requirement for career development of a qualitatively different investigator; (2) the implications of interdisciplinary science for career advancement including institutional promotion and tenure actions that were developed for discipline‐specific accomplishments; (3) the need for long‐term commitment of institutions to scholars; (4) discipline‐specific curricula are still required but curricula designed to promote team work and interdisciplinary training will promote innovation; (5) PhD trainees have many pathways to career satisfaction and success; and (6) a centralized infrastructure to enhance and reward mentoring is required. Several themes cut across all of the recommendations including team science, innovation, and sustained institutional commitment. Implied themes include an effective and diverse job force and the requirement for a well‐crafted public policy that supports continued investments in science education. Clin Trans Sci 2012; Volume #: 1–6 PMID:22507118

Award for Distinguished Career Contributions to Education and Training in Psychology: Roger P. Greenberg.

PubMed

2016-11-01

The Award for Distinguished Career Contributions to Education and Training in Psychology is given in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. The Career designation is added to the award at the discretion of the Education and Training Awards Committee to recognize continuous significant contributions made over a lifelong career in psychology. The 2016 recipient of this award is Roger P. Greenberg, whose "scholarship has generated important evidence on psychotherapy process and outcome, personality theories, psychosomatic conditions, and the comparative effectiveness of psychological and biological treatments for mental disorders." Greenberg's award citation, biography, and a selected bibliography are presented here. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Career Development Support in Pediatric Critical Care Medicine: A National Survey of Fellows and Junior Faculty

PubMed Central

Cifra, Christina L.; Balikai, Shilpa S.; Murtha, Tanya D.; Hsu, Benson; Riley, Carley L.

2016-01-01

Objective To determine the perceptions of current pediatric critical care medicine (PCCM) fellows and junior faculty regarding the extent and quality of career development support received during fellowship training. Design Web-based cross-sectional survey open from September to November 2015. Setting Accreditation Council for Graduate Medical Education (ACGME)-accredited PCCM fellowship programs. Participants PCCM fellows (2nd year or higher) and junior faculty (within 5 years of completing a PCCM fellowship program). Interventions None. Measurements and Main Results There were 129 respondents to the survey, representing 63% of ACGME-accredited PCCM fellowship programs. Respondents were evenly divided between fellows and junior faculty. Nearly half (49%) of respondents reported that their PCCM fellowship program provided a formal career development curriculum. Ideal career tracks chosen included academic clinician educator (64%), physician-scientist (27%), community-based (non-academic) clinician (11%), and administrator (11%). There was a disparity in focused career development support provided by programs, with a minority providing good support for those pursuing a community-based clinician track (32%) or administrator track (16%). Only 43% of fellows perceived that they have a good chance of obtaining their ideal PCCM position, with the most common perceived barrier being increased competition for limited job opportunities. Most respondents expressed interest in a program specific to PCCM career development that is sponsored by a national professional organization. Conclusions Most PCCM fellows and junior faculty reported good to excellent career development support during fellowship. However, important gaps remain, particularly for those pursuing community-based (non-academic) and administrative tracks. Fellows were uncertain regarding future PCCM employment and their ability to pursue ideal career tracks. There may be a role for professional organizations to provide additional resources for career development in PCCM. PMID:28198755

Improving Secondary Career and Technical Education through Professional Development: Alternative Certification and Use of Technical Assessment Data

ERIC Educational Resources Information Center

National Research Center for Career and Technical Education, 2011

2011-01-01

Secondary career and technical education (CTE) is a field in transition. It is moving from a primary focus on preparing students for entry-level employment to preparing them for continuing education and training as well as employment. The rapid pace of change in technology and the global economy has created a demand for workers who are able to…

Development and Evaluation of the Officer Transition Survey and Proxy Group Design

DTIC Science & Technology

2010-07-01

promotion/ advancement opportunity, overall quality of Army life , recognition for accomplishments, and control over job assignments. Although there...retention, reasons for leaving the Army, quality of life , leadership, command climate, job satisfaction, morale, family matters, and career advancement . It...officer experience (e.g., training, educational suport , leadership experience, serving my country) and am now ready to move on to a life /career outside

Curriculum Based Functional Vocational Assessment Guide. Correlation of the Life Centered Career Education Curriculum with Specific Occupational Programs, Standards of Work Performance, and Campus Assessment Instruments.

ERIC Educational Resources Information Center

Quinones, William A.

This document is a guide developed for the Dallas Independent School District's (DISD's) Multiple Careers Magnet Center, which provides special education students with training in standards of work performance and specific occupational skills for successful transition to community life and employment. The document also provides information for…

Growing Our Own: A Longitudinal Evaluation of a Professional Development Program for Early-Career 4-H Professionals

ERIC Educational Resources Information Center

Varrella, Gary F.; Luckey, Brian P.; Baca, Jacqueline S.; Peters, Curt

2016-01-01

We present the results of a longitudinal evaluation of the Western Region 4-H Institute, a 5-day training program designed to enhance the skill sets of early-career Extension professionals organized around the 4-H professional research, knowledge, and competencies model. Programs such as this often are assessed for their short-term relevance and…

Integrating Professional Development into STEM Graduate Programs: Student-Centered Programs for Career Preparation

NASA Astrophysics Data System (ADS)

Lautz, L.; McCay, D.; Driscoll, C. T.; Glas, R. L.; Gutchess, K. M.; Johnson, A.; Millard, G.

2017-12-01

Recognizing that over half of STEM Ph.D. graduates are finding work outside of academia, a new, NSF-funded program at Syracuse University, EMPOWER (or Education Model Program on Water-Energy Research) is encouraging its graduate students to take ownership of their graduate program and design it to meet their anticipated needs. Launched in 2016, EMPOWER's goal is to prepare graduate students for careers in the water-energy field by offering targeted workshops, professional training coursework, a career capstone experience, a professional development mini-grant program, and an interdisciplinary "foundations" seminar. Through regular student feedback and program evaluation, EMPOWER has learned some important lessons this first year: career options and graduate students' interests are diverse, requiring individualized programs designed to meet the needs of prospective employers and employees; students need exposure to the range of careers in their field to provide a roadmap for designing their own graduate school experience; effective programs nurture a culture that values professional development thereby giving students permission to pursue career paths and professional development opportunities that meet their own needs and interests; and existing university resources support the effective and efficient integration of professional development activities into graduate programs. Many of the positive outcomes experienced by EMPOWER students may be achieved in departmental graduate programs with small changes to their graduate curricula.

78 FR 2284 - Methodology for Selecting Job Corps Centers for Closure; Comments Request

Federal Register 2010, 2011, 2012, 2013, 2014

2013-01-10

... (GED), and career technical training credentials, including industry-recognized credentials, state... align existing career technical training programs to technical standards established by industries or... technical training. Both PIPs and CAPs are used for continued monitoring and implemented for USDA and...

Rodney K. Goodyear: Award for Distinguished Career Contributions to Education and Training in Psychology.

PubMed

2015-11-01

The Award for Distinguished Career Contributions to Education and Training in Psychology is given in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. The Career designation is added to the award at the discretion of the Education and Training Awards Committee to recognize continuous significant contributions made over a lifelong career in psychology. The 2015 recipient of this award is Rodney K. Goodyear "for his substantive, sustained, and enduring contributions to research and practice in the training and supervision of students and educators in professional psychology, and for his leadership in helping to establish competency standards in the area of clinical supervision both in the United States and internationally. Goodyear's award citation, biography, and a selected bibliography are presented here. (c) 2015 APA, all rights reserved).

Julio J. Ramirez: Award for Distinguished Career Contributions to Education and Training in Psychology.

PubMed

2014-11-01

The Award for Distinguished Career Contributions to Education and Training in Psychology is given in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. The Career designation is added to the award at the discretion of the Education and Training Awards Committee to recognize continuous significant contributions made over a lifelong career in psychology. The 2014 recipient of this award is Julio J. Ramirez, for "creating a national infrastructure to support education and training in behavioral neuroscience and biological psychology, for playing a seminal role in creating an undergraduate neuroscience education journal, and for creating a nationally recognized mentoring program for junior faculty in the neurosciences, particularly with underrepresented groups." Ramirez's award citation, biography, and a selected bibliography are presented here. PsycINFO Database Record (c) 2014 APA, all rights reserved.

34 CFR 350.62 - What are the matching requirements?

Code of Federal Regulations, 2010 CFR

2010-07-01

... of vocational and other rehabilitation services, and research training and career development... Engineering Research Centers; and (ii) Specialized research or demonstration activities described in section...

Hepatitis B: What Asian and Pacific Islander Americans Need to Know

MedlinePlus

... Process Research Training & Career Development Funded Grants & Grant History Research Resources Research at NIDDK Technology Advancement & Transfer Meetings & Workshops Health Information Diabetes Digestive ...

How Can My Diet Help Prevent or Treat NAFLD and NASH?

MedlinePlus

... Process Research Training & Career Development Funded Grants & Grant History Research Resources Research at NIDDK Technology Advancement & Transfer Meetings & Workshops Health Information Diabetes Digestive ...

Clinical and Translational Scientist Career Success: Metrics for Evaluation

PubMed Central

Lee, Linda S.; Pusek, Susan N.; McCormack, Wayne T.; Helitzer, Deborah L.; Martina, Camille A.; Dozier, Ann M.; Ahluwalia, Jasjit S.; Schwartz, Lisa S.; McManus, Linda M.; Reynolds, Brian D.; Haynes, Erin N.; Rubio, Doris M.

2012-01-01

Abstract Despite the increased emphasis on formal training in clinical and translational research and the growth in the number and scope of training programs over the past decade, the impact of training on research productivity and career success has yet to be fully evaluated at the institutional level. In this article, the Education Evaluation Working Group of the Clinical and Translational Science Award Consortium introduces selected metrics and methods associated with the assessment of key factors that affect research career success. The goals in providing this information are to encourage more consistent data collection across training sites, to foster more rigorous and systematic exploration of factors associated with career success, and to help address previously identified difficulties in program evaluation. Clin Trans Sci 2012; Volume 5: 400–407 PMID:23067352