Interdisciplinary Program in Neuroscience, Georgetown University, Washington, DC, USA; Department of Neurology, Georgetown University, Washington, DC, USA.
Interdisciplinary Program in Neuroscience, Georgetown University, Washington, DC, USA; Department of Neuroscience, Georgetown University, Washington, DC, USA.
Med Educ Online. 2014 Jul 7;19:22623. doi: 10.3402/meo.v19.22623. eCollection 2014.
A key facet of professional development is the formation of professional identity. At its most basic level, professional identity for a scientist centers on mastery of a discipline and the development of research skills during doctoral training. To develop a broader understanding of professional identity in the context of doctoral training, the Carnegie Initiative on the Doctorate (CID) ran a multi-institutional study from 2001 to 2005. A key outcome of the CID was the development of the concept of 'stewards of the discipline'. The Interdisciplinary Program in Neuroscience (IPN) at Georgetown University participated in CID from 2003 to 2005. Here, we describe the IPN and highlight the programmatic developments resulting from participation in the CID. In particular, we emphasize programmatic activities that are designed to promote professional skills in parallel with scientific development. We describe activities in the domains of leadership, communication, teaching, public outreach, ethics, collaboration, and mentorship. Finally, we provide data that demonstrate that traditional metrics of academic success are not adversely affected by the inclusion of professional development activities in the curricula. By incorporating these seven 'professional development' activities into the required coursework and dissertation research experience, the IPN motivates students to become stewards of the discipline.
专业发展的一个关键方面是专业身份的形成。在最基本的层面上，科学家的专业身份集中在掌握学科和在博士培训期间发展研究技能上。为了在博士培训背景下更广泛地理解专业身份，卡内基博士学位倡议（CID）在 2001 年至 2005 年期间进行了一项多机构研究。CID 的一个关键成果是发展了“学科管理者”的概念。乔治敦大学跨学科神经科学计划（IPN）从 2003 年到 2005 年参与了 CID。在这里，我们描述了 IPN 并强调了参与 CID 带来的计划发展。特别是，我们强调旨在与科学发展并行促进专业技能的计划活动。我们描述了领导力、沟通、教学、公众宣传、道德、合作和指导等领域的活动。最后，我们提供的数据表明，学术成功的传统指标不会因课程中包含专业发展活动而受到不利影响。通过将这七个“专业发展”活动纳入必修课程和论文研究经验，IPN 激励学生成为学科管理者。
