Exploring the identity development of the budding neuroscientist at postgraduate level: a mixed-method study with perspectives from alumni and academics

Abstract

Introduction Neuroscience represents one of the most exciting frontiers in scientific research. However, given the recency of neuroscience as a discipline, its inter- and multi-disciplinary nature, the lack of educational research on brain science training, the absence of a national or global benchmark and the numerous neuroscience subfields, the development of the academic neuroscientist identity across career stages remains obfuscated. Neuroscience is not predominantly taught at the undergraduate level but presents as a postgraduate specialism, accepting graduates from a wide range of primary disciplines. Methods This work represents the first mixed-method study exploring the development of the neuroscientist identity at the postgraduate level at a high-ranking, research-intensive UK University. It combines responses from standardised self-efficacy and professional identity questionnaires and qualitative data from nineteen semi-structured interviews with alumni and academics. Results Key findings on influences, identity transitions, curricular skills and sense of belonging have been discussed. The results obtained can be mapped against the theoretical framework proposed by Laudel and Gläser in 2008, although some minor changes to the model have been suggested. Discussion Implementing active learning strategies and experiential assessments, designing mentoring opportunities and creating spaces for interaction can favour the transition from students to neuroscientists and contribute to an inclusive and diverse neuroscientific community.

Impact of Global Health Scholarship Programs in the Faculty of Medicine at Mbarara University of Science and Technology

“…While this might be attributed to having only recently graduated, it also implies that there might be gaps in career guidance and support for professional networking that need careful attention to ensure a swift transition from residency program to work. It has been previously reported that helping junior researchers find their niche, seeking alignment between scholarship and work, seeking scholarship outlets and mentorship are valuable strategies in enhancing a smooth transition [31,32].…”

“…The success of a limited budget fund such as the GHC scholarship thrives on provision, by the host institution, of a unique, supportive academic environment for the scholar, leveraging funding, being flexible and building strong networks and collaboration between the faculty and the funder [32,37]. Through this approach, the MUST Faculty of Medicine has been able to effectively run the scholarship program with notable impact.…”

El aprendizaje basado en alumni, una nueva metodología de enseñanza

“…Más de un tercio de los estudiantes identificaron el programa como útil para su éxito académico. Por último, destacar que implementar estrategias de aprendizaje activo y evaluaciones experienciales, diseñar oportunidades de mentoría y crear espacios de interacción puede favorecer la transición de los estudiantes al ámbito profesional (Sandrone & Ntonia, 2022).…”

Impact of Global Health scholarship programs in the Faculty of Medicine at Mbarara University of Science and Technology

“…While this might be attributed to having only recently graduated, it also implies that there might be gaps in career guidance and support for professional networking that need careful attention to ensure a swift transition from residency program to work. It has been previously reported that helping junior researchers nd their niche, seeking alignment between scholarship and work, seeking scholarship outlets and mentorship are valuable strategies in enhancing a smooth transition [13,14].…”

“…The success of a limited budget fund such as the GHC scholarship thrives on provision, by the host institution, of a unique, supportive academic environment for the scholar, leveraging the funding and being exible, and building networks and collaboration between the faculty and the funder [14,18]. Through this approach, the MUST Faculty of Medicine has been able to effectively run the scholarship program with great impact.…”