• 主题
高级搜索  >
历史搜索 清空历史
首页> 美国卫生研究院文献>Journal of Microbiology Biology Education >Remote Learning Barriers and Opportunities for Graduate Student and Postdoctoral Learners in Career and Professional Skill Development: A Case Study
【2h】

Remote Learning Barriers and Opportunities for Graduate Student and Postdoctoral Learners in Career and Professional Skill Development: A Case Study

机译：职业和专业技能发展研究生和博士后学习者的远程学习障碍与机遇：案例研究

代理获取
本网站仅为用户提供外文OA文献查询和代理获取服务，本网站没有原文。下单后我们将采用程序或人工为您竭诚获取高质量的原文，但由于OA文献来源多样且变更频繁，仍可能出现获取不到、文献不完整或与标题不符等情况，如果获取不到我们将提供退款服务。请知悉。
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Career and professional development competencies are critical for biomedical PhD and postdoctoral training. In the current educational landscape, programs that meet these competencies are offered and attended in an ad hoc manner. During the COVID-19 pandemic and the accompanying switch to virtual learning, our team observed a surge in interest for our weekly nonsequential programs. In this study, we surveyed our learners to better understand motivators for attending these programs during the pandemic and to identify barriers for participating in such events before and during Work-from-Home. Our data indicate that conflict with research responsibilities, time spent to get to the event location, and planning time to attend are all significant barriers to engagement. Notably, feelings of being overwhelmed, which increased slightly during the pandemic, stood out as an identified barrier. Per our results, the virtual format was an attraction. While 58% of respondents would prefer to access professional development programs virtually in the future, almost 42% indicated a preference for in-person events when normalcy resumes, as the physical presence of an instructor and of peers result in a deeper engagement. Our collective analysis here suggests that learners will benefit from a hybrid or combination of synchronous and asynchronous career and professional development programming in the future, even postpandemic, to reduce identified barriers. Alongside hybrid learning engagements, we strongly recommend structured time for learners to enhance their professional competencies, enabled by a commitment from departments and faculty mentors to bring equity in professional skill building and foster a life-long growth mindset.
机译：职业和专业发展能力对生物医学博士和博士后培训至关重要。在目前的教育景观中，符合这些能力的计划是以临时方式提供的。在Covid-19大流行和随附的交换机到虚拟学习期间，我们的团队对我们每周的非顺序计划感到兴趣的激增。在这项研究中，我们调查了我们的学习者，以更好地了解在大流行期间参加这些方案的动机，并确定在从家里和工作中参加此类活动的障碍。我们的数据表明，与研究职责的冲突，到达活动地点的时间，以及计划参加的计划时间是参与的所有重要障碍。值得注意的是，在大流行期间略微增加的感觉略有增加，突出了识别的障碍。根据我们的结果，虚拟格式是一个吸引力。虽然58％的受访者更愿意将来获取专业发展计划，但近42％的受访者表示常规恢复何时何时恢复的人类事件，因为教师和同行的身体存在导致更深层次的参与。我们这里的集体分析表明，学习者将从未来的同步和异步职业和专业发展方案的混合或结合中受益，甚至是后期性，以减少已识别的障碍。除了混合学习活动，我们强烈推荐学习者的结构性时间，以提高他们的专业能力，通过各部门和教师导师的承诺使得股权促进专业技能建设，促进生长的增长思维。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
代理获取

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号