Neuroscience Milestones: Developing Standardized Core-Competencies for Research-Based Neuroscience Trainees

Graziane, Julie; Graziane, Nicholas

doi:10.1523/jneurosci.1260-22.2022

Cited by 3 publications

(6 citation statements)

References 7 publications

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“…One approach that prioritizes the aggregate scientific skill set required for adept biomedical doctorates is the development of core competencies for doctoral students [ 5 , 14 , 15 ], akin to set milestones that must be met by medical residents and fellows [ 16 ]. Key features of these competencies include general and field-specific scientific knowledge, critical thinking, experimental design, evaluation of outcomes, scientific rigor, ability to work in teams, responsible conduct of research, and effective communication [ 5 , 14 , 15 ]. Such competencies provide clear benchmarks to evaluate the progress of doctoral students’ development into an independent scientific professional and preparedness for the next career stage.…”

Section: Introductionmentioning

confidence: 99%

Training doctoral students in critical thinking and experimental design using problem-based learning

et al. 2023

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Background Traditionally, doctoral student education in the biomedical sciences relies on didactic coursework to build a foundation of scientific knowledge and an apprenticeship model of training in the laboratory of an established investigator. Recent recommendations for revision of graduate training include the utilization of graduate student competencies to assess progress and the introduction of novel curricula focused on development of skills, rather than accumulation of facts. Evidence demonstrates that active learning approaches are effective. Several facets of active learning are components of problem-based learning (PBL), which is a teaching modality where student learning is self-directed toward solving problems in a relevant context. These concepts were combined and incorporated in creating a new introductory graduate course designed to develop scientific skills (student competencies) in matriculating doctoral students using a PBL format. Methods Evaluation of course effectiveness was measured using the principals of the Kirkpatrick Four Level Model of Evaluation. At the end of each course offering, students completed evaluation surveys on the course and instructors to assess their perceptions of training effectiveness. Pre- and post-tests assessing students’ proficiency in experimental design were used to measure student learning. Results The analysis of the outcomes of the course suggests the training is effective in improving experimental design. The course was well received by the students as measured by student evaluations (Kirkpatrick Model Level 1). Improved scores on post-tests indicate that the students learned from the experience (Kirkpatrick Model Level 2). A template is provided for the implementation of similar courses at other institutions. Conclusions This problem-based learning course appears effective in training newly matriculated graduate students in the required skills for designing experiments to test specific hypotheses, enhancing student preparation prior to initiation of their dissertation research.

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Section: Introductionmentioning

confidence: 99%

Training doctoral students in critical thinking and experimental design using problem-based learning

et al. 2023

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“…Common ground was achieved during a recent curriculum revision through the development of required core competencies for all students regardless of field of study. These competencies and milestones for biomedical science students at other institutions (5, 15, 16) along with nontraditional approaches to graduate education (12, 17), were used as guidelines for curriculum modification. Here we describe the development, implementation and evaluation of a new PBL-based graduate course that provides an initial experience in introducing the scientific career-relevant core competencies of critical thinking and experimental design to incoming biomedical doctoral students.…”

Section: Introductionmentioning

confidence: 99%

“…One approach that prioritizes the aggregate scientific skill set required for adept biomedical doctorates is the development of core competencies for doctoral students (5), akin to set milestones that must be met by medical residents and fellows (14). Such competencies have been formally established and adopted by multiple top-tier research institutions (15,16). Key features of these doctoral student competencies include general and field-specific scientific knowledge, critical thinking, experimental design, evaluation of outcomes, scientific rigor, ability to work in teams, responsible conduct of research, and effective communication (5, 15,16).…”

Section: Introductionmentioning

confidence: 99%

“…Such competencies have been formally established and adopted by multiple top-tier research institutions (15,16). Key features of these doctoral student competencies include general and field-specific scientific knowledge, critical thinking, experimental design, evaluation of outcomes, scientific rigor, ability to work in teams, responsible conduct of research, and effective communication (5, 15,16). Such competencies provide clear benchmarks for doctoral committees, graduate programs and higher administration to evaluate the progress of doctoral students' development into an independent scientific professional and preparedness for the next career stage.…”

Section: Introductionmentioning

confidence: 99%

“…Grading was performed in a blind fashion, where answers could not be identified as a pre-test or post-test answer. A common grading key was used by the three raters, where16 was a perfect answer score (Appendix VIII). The scores of the three raters were averaged for each answer.…”

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Training Doctoral Students in Critical Thinking and Experimental Design using Problem-based Learning

Schaller

Gencheva

Gunther

et al. 2023

Preprint

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BackgroundTraditionally, doctoral student education in the biomedical sciences relies on didactic coursework to build a foundation of scientific knowledge and an apprenticeship model of training in the laboratory of an established investigator. Recent recommendations for revision of graduate training include the utilization of graduate student competencies to assess progress and the introduction of novel curricula focused on development of skills, rather than accumulation of facts. Evidence demonstrates that active learning approaches are effective. Several facets of active learning are components of problem-based learning (PBL), which is a teaching modality where student learning is self-directed toward solving problems in a relevant context. These concepts were combined and incorporated in creating a new introductory graduate course designed to develop scientific skills (student competencies) in matriculating doctoral students using a PBL format.MethodsEvaluation of course effectiveness was measured using the principals of the Kirkpatrick Four Level Model of Evaluation. At the end of each course offering, students completed evaluation surveys on the course and instructors to assess their perceptions of training effectiveness. Pre- and post-tests assessing students’ proficiency in experimental design were used to measure student learning.ResultsThe analysis of the outcomes of the course suggests the training is effective in improving critical thinking in experimental design. The course was well received by the students as measured by student evaluations (Kirkpatrick Model Level 1). Improved scores on post-tests indicate that the students learned from the experience (Kirkpatrick Model Level 2). A template is provided for the implementation of similar courses at other institutions.ConclusionsA problem-based learning platform appears effective in training newly matriculated graduate students in the required skills for designing experiments to test specific hypotheses, enhancing student preparation prior to initiation of their dissertation research.

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Burning down the house: reinventing drug discovery in psychiatry for the development of targeted therapies

Miller

2022

Mol Psychiatry

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Neuroscience Milestones: Developing Standardized Core-Competencies for Research-Based Neuroscience Trainees

Cited by 3 publications

References 7 publications

Training doctoral students in critical thinking and experimental design using problem-based learning

Training doctoral students in critical thinking and experimental design using problem-based learning

Training Doctoral Students in Critical Thinking and Experimental Design using Problem-based Learning

Burning down the house: reinventing drug discovery in psychiatry for the development of targeted therapies

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