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Self-Efficacy and Performance of Research Skills among First-Semester Bioscience Doctoral Students

机译：第一学期生物科学博士生中研究技能的自我效能与表现

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Research skills, especially in experimental design, are essential for success in bioscience doctoral training. While there is a growing body of literature on the development of research skills among science, technology, engineering, and mathematics doctoral students, very little is specific to biosciences. We seek to address this gap by characterizing aptitude and self-perceived facility with research skills among incoming bioscience doctoral students, as well as how and why they change over the first semester of doctoral training. Our results reveal variability in research skills self-efficacy and a wide range in aptitude and self-perceived facility with experimental design at the beginning of the semester, both of which are uncorrelated with the duration of predoctoral research experience. We found that students significantly improved in both experimental design performance and research skills self-efficacy over their first semester; students attributed their experience and comfort with experimental design to a variety of factors, including laboratory research, course work, mentoring, and interaction with colleagues. Notably, we found that the largest research skills self-efficacy gains were aligned with material that was covered in students’ first-year course work about experimental design. Together, these results demonstrate the importance of explicit training in experimental design and other research skills early in bioscience doctoral training.
机译：研究技巧，特别是在实验设计中，对生物科学博士培训的成功至关重要。虽然有一个越来越多的文学体系，关于科学，技术，工程和数学博士生之间的研究技能的发展，较少的是生物科学的特定。我们寻求通过在博士生博士生中的研究技能，以及他们如何以及为什么改变博士培训的第一个学期，以及如何以及为何来解决这种差距。我们的结果揭示了研究技能自我效能的可变性，并且在学期开始时具有实验设计的能力和自我感知设施的广泛范围，这两者都是不相关的，捕食性研究经验的持续时间不相关。我们发现，在第一学期，学生在实验性设计性能和研究技能中的自我效能显着提高;学生将他们的经验和舒适性与实验设计归因于各种因素，包括实验室研究，课程工作，指导和与同事的互动。值得注意的是，我们发现，最大的研究技能自我效能收益与学生的第一年课程工作有关实验设计的课程。这些结果在一起表明，在生物科学博士培训的早期实验设计和其他研究技能中的显式培训的重要性。

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