Towards sustaining a culture of mental health and wellness for trainees in the biosciences

Tsai, Jessica W.; Muindi, Fanuel

doi:10.1038/nbt.3490

Cited by 30 publications

(23 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These cause long term impacts for people, even beyond the pandemic. There has been growing concern for lack of mental health services for graduate students and postdoctoral fellows [36,37]. The aftereffects of the pandemic may expedite this need for increased resources and professional support.…”

Section: Discussionmentioning

confidence: 99%

When the Labs Closed: Graduate Students’ and Postdoctoral Fellows’ Experiences of Disrupted Research During the COVID-19 Pandemic

Suart

Graham

et al. 2020

Preprint

View full text Add to dashboard Cite

Physical distancing measures in response to the COVID-19 pandemic resulted in widespread laboratory closures. This study aimed to examine the impact of this disruption on graduate students and postdoctoral fellows completing laboratory-based research in Canada. We used an anonymous online survey and semi-structured interviews to document the experiences of graduate students and postdoctoral fellows during laboratory closures and following the transition to working from home. We employed mixed-method analysis of survey and interview data to identify shared experiences, feelings, concerns, and supports.Respondents’ emotions reported from different points during the COVID-19 laboratory closures align with previously described Kübler-Ross model of grief following change. Respondents describe closure processes as chaotic and confusing, primarily due to inconsistent communication between graduate students, postdoctoral fellows, supervisors, and administration. Respondents reported increased anxiety during closures, however, those who experienced uniform laboratory closures also developed a sense of solidarity and safety while those with staggered shutdowns did not. Graduate students and postdoctoral fellows reported increased indications of distress while working from home. Four key barriers to working from home were described; technical issues, domestic distractions, decreased motivation, and poor mental health. Five key supports while working at home were also identified, including financial security, social connections, establishing and maintaining routines, mental health support, and support from supervisors and administration. Respondents had concerns of how COVID-19 might impact them, including decreasing competitiveness applicants while limiting future employment opportunities. Finally, we outline five types of supports which can be implemented by supervisors and administrators to support graduate students and postdoctoral fellows to return to the laboratory, including; personal protective equipment and protocols, understanding and empathy, guidance and direction, timeline support, and financial support. Overall, we document shared experiences of respondents during the COVID-19 laboratory shutdown and identify areas of improvement in the event widespread laboratory closures occur in the future.

show abstract

Section: Discussionmentioning

confidence: 99%

When the Labs Closed: Graduate Students’ and Postdoctoral Fellows’ Experiences of Disrupted Research During the COVID-19 Pandemic

Suart

Graham

et al. 2020

Preprint

View full text Add to dashboard Cite

show abstract

“…A brief review 90 of seven studies on graduate student mental health showed a range of 43-44.7% for experiencing emotional/ stress-related problems, including symptoms of depression. The one exception to this rule was the Gloria & Steinhardt study 91 which found a depression rate of only 29% but that 58% classified as "languishing".…”

Section: Graduate Students and Post-doctorate Challengesmentioning

confidence: 99%

The challenges and mental health issues of academic trainees

Eleftheriades

Fiala

2020

F1000Res

View full text Add to dashboard Cite

In the last decade, mental health issues have come to the foreground in academia. Literature surrounding student mental health continues to grow as universities try to implement wellness services and study the mental health of their students. Studies vary greatly in terms of measurement tools, timeframe, sample demographics, as well as the chosen threshold of symptom severity for diagnosis. This review attempts to summarize, contextualize and synthesize papers that pertain to the challenges faced by academic trainees at the undergraduate, graduate and post-graduate level. The evidence for, and against, the common claim of increasing prevalence of mental health issues among students in recent years is discussed. While some studies support this claim, it is difficult to reach a definitive conclusion due to numerous confounding factors such as increased help-seeking behaviour, greater awareness of mental health issues and weak methodology. The prevalence of depression, anxiety, suicidal and self-injurious behaviour, distress and general mental illness diagnoses are discussed. Other issues known to influence mental health, such as sexual assault and bullying, are briefly addressed. Finally, select studies on a few wellness strategies that may improve mental health of trainees, such as mindfulness, are summarised, along with diverse recommendations for individual students, universities, and academia as a whole.

show abstract

“…I know people who drink a lot and that is scary, and I don't want to fall into that -as shown in Figure 6 (Participant 109, Black/White female, describing a photo of a refrigerator stocked with beer). Finally, given the mounting evidence that many doctoral students suffer from psychological ailments (Levecque et al, 2017;Tsai & Muindi, 2016), we were not surprised to find at least one student in our sample who was candid about this challenge: This is [a photo of] a supplement to help with depression. I suffer from depression and it is a hard thing to overcome … it is a negative influence on my research and as an individual because you need to fight with something constantly to feel better.…”

Section: Figure 5 Participant 117 Photo Of Dancers' Legsmentioning

confidence: 99%

Focusing the Lens to Share the Story: Using Photographs and Interviews to Explore Doctoral Students’ Sense of Well-being

Benjamin

Williams

2017

IJDS

View full text Add to dashboard Cite

Aim/Purpose: This study explores PhD students’ transition into graduate school, which can be a challenging experience for many. Background: Using photographs and in-depth interviews, this study provides nuanced insight into influences on first-year PhD students’ lived experiences, with a specific focus on these students’ perceptions of doctoral student well-being. Methodology: Twenty-nine first-year biomedical science PhD students from 15 research institutions were asked to take photographs (Participant Produced Images) to illuminate significant influences on their research skill acquisition. The participant-produced photographs were discussed within in-depth phone interviews allowing for a deeper understanding of their lived experiences. Contribution: While students were asked to identify factors influencing their research skill acquisition, unexpectedly, what emerged from these data was students’ clear focus on their concern for their physical and mental well-being. The researchers posit that students’ ability to create a “work-life balance” is the foundation of doctoral student success, especially in the early years of doctoral training. Findings: Findings suggest that it is essential to create a PhD culture in which students feel valued, supported, and nourished, both physically and mentally, for them to develop into successful researchers, teachers, and mentors. Recommendations for Practitioners: Findings suggest that doctoral programs must support a more collaborative work environment for students and help novice students create a work life balance, perhaps by encouraging them to pursue stimulating or fun activities outside their school environment. It is imperative for doctoral students to be confident during their doctoral studies, as a lack of confidence tends to breathe life into poor work habits that stymie well-being and happiness. Recommendation for Researchers: If doctoral programs support a culture that facilitates student well-being, those programs will likely produce happier researchers and teachers who see scholarship and learning as fun. This positive mindset is likely to cascade down within their learning environments and foster positive and productive scholarship and instruction. This mindset and paradigm shift will set a significant precedence for future doctoral learners. Impact on Society: This study encourages and advances timely and “actionable” dialogue around how to better support doctoral students’ sense of well-being, especially in science disciplines. Future Research: Given study results, exploring mental health and well-being issues with faculty can help elevate mental health awareness in academia.

show abstract

Towards sustaining a culture of mental health and wellness for trainees in the biosciences

Cited by 30 publications

References 9 publications

When the Labs Closed: Graduate Students’ and Postdoctoral Fellows’ Experiences of Disrupted Research During the COVID-19 Pandemic

When the Labs Closed: Graduate Students’ and Postdoctoral Fellows’ Experiences of Disrupted Research During the COVID-19 Pandemic

The challenges and mental health issues of academic trainees

Focusing the Lens to Share the Story: Using Photographs and Interviews to Explore Doctoral Students’ Sense of Well-being

Contact Info

Product

Resources

About