Re-envisioning Postdoctoral Training in Neuroscience Proceedings of a Workshop—in Brief (2021) / Chapter Skim
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Re-envisioning Postdoctoral Training in Neuroscience: Proceedings of a Workshop - in Brief
Re-envisioning Postdoctoral Training in Neuroscience: Proceedings of a Workshop - in Brief
Pages 1-10
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BOX 1 HIGHLIGHTS Optimizing the Postdoctoral Experience • When searching for a postdoctoral fellowship, trainees should consider not only the scientific themes being pursued in different labs but also their long-term professional goals, the environment and cul ture of the lab, and the mentor's mentoring philosophy and expectations (Hughes, Sabbagh)
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. Strategies for Reforming Postdoctoral Training • Building mentoring networks and postdoctoral fellowship advisory committees into National Insti tutes of Health and institutional training programs would help trainees navigate their postdoctoral fellowships successfully and develop the skills needed for the next step of their careers (Bell, Ferguson, Hughes, Sabbagh, Williams)
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Brittany Williams, postdoctoral fellow at the University of North Carolina at Chapel Hill, said she also did a lot of research and homework when searching for a postdoctoral position. After identifying labs she was interested in, she contacted current and former postdoctoral researchers and graduate students to get a sense of the lab environment and the type of work being done.
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The postdoc program at Pfizer emphasizes making sure a trainee's goals for the postdoc are pragmatic. "You set a high bar for the long term of your career," he said, "but this is just a steppingstone to that career." Building Mentoring Networks to Help Trainees Achieve Their Goals Sabbagh noted that the training opportunities and experiences available often are not commensurate with the goals of new postdoctoral researchers.
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"I do not think the postdoc experience really prepares you to be able to effectively manage multiple things at once and do so productively." Sabbagh agreed, noting that while current paradigms of postdoctoral training typically focus on producing research publications, they do not adequately prepare trainees for important aspects of subsequent scientific careers. These aspects include how to mentor and manage people, manage interpersonal conflict in the lab, develop and manage a budget, and write grants.
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INSTITUTIONAL PERSPECTIVES ON POSTDOCTORAL NEUROSCIENCE TRAINING Continuing on the themes introduced in the first session by postdoctoral researchers and scientists who have transitioned in the past few years to the next stage of their careers, the second panel consisting of leaders from academic institutions and NIH provided institutional perspectives on how to envision a system of postdoctoral training that enables trainees to develop their own distinct science story and scientific expertise that will serve them whether their next step is in academia or other sectors, said Mason. Addressing the Gaps in Postdoctoral Training "Postdocs are the engine of innovation in biomedical research," said Leslie Vosshall, Robin Chemers Neustein Professor, head of the Laboratory of Neurogenetics and Behavior, and director of the Kavli Neural Systems Institute at The Rockefeller University, and an investigator at the Howard Hughes Medical Institute.
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Course7 -- incorporates content and curricula developed by industry experts to also teach postdoctoral researchers how to manage projects using validated frameworks for managing budgets, setting scope goals, and more, said McKinney. Bankston noted that in addition to these general skills that are applicable to both academic and non-academic careers, postdoctoral fellows should be provided with opportunities to talk about their science to non-scientific audiences including policy makers or the public.
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Empowering Postdoctoral Researchers to Pursue Important Scientific Questions Through Collaborations Collaborative science projects offer potential new models that could transform postdoctoral training. For example, Korn proposed a group mentoring model, in which a postdoctoral researcher works not for a single primary mentor but with a group of faculty working on similar, but distinct projects to answer big, important scientific questions.
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McKinney added that at Georgetown University, junior faculty deliver mock chalk talks to postdoctoral researchers so that postdoctoral researchers can learn from successful faculty hires who have the interview experience fresh in their mind. Transitioning to Non-Faculty Careers Not every trainee will go on to a faculty position.
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The statements made are those of the rapporteurs or individual workshop participants and do not necessarily represent the views of all workshop participants; the planning committee; or the National Academies of Sciences, Engineering, and Medicine. REVIEWERS: To ensure that it meets institutional standards for quality and objectivity, this Proceedings of a Workshop -- in Brief was reviewed by Brielle Ferguson, Stanford University; Caleb McKinney, Georgetown University; and Ubadah Sabbagh, Virginia Polytechnic Institute and State University.
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