• 文献检索
  • 文档翻译
  • 深度研究
  • 学术资讯
  • Suppr Zotero 插件Zotero 插件
  • 邀请有礼
  • 套餐&价格
  • 历史记录
应用&插件
Suppr Zotero 插件Zotero 插件浏览器插件Mac 客户端Windows 客户端微信小程序
定价
高级版会员购买积分包购买API积分包
服务
文献检索文档翻译深度研究API 文档MCP 服务
关于我们
关于 Suppr公司介绍联系我们用户协议隐私条款
关注我们

Suppr 超能文献

核心技术专利:CN118964589B侵权必究
粤ICP备2023148730 号-1Suppr @ 2026

文献检索

告别复杂PubMed语法,用中文像聊天一样搜索,搜遍4000万医学文献。AI智能推荐,让科研检索更轻松。

立即免费搜索

文件翻译

保留排版,准确专业,支持PDF/Word/PPT等文件格式,支持 12+语言互译。

免费翻译文档

深度研究

AI帮你快速写综述,25分钟生成高质量综述,智能提取关键信息,辅助科研写作。

立即免费体验

创建有效的职业发展项目。

Creating effective career development programs.

作者信息

Rubio Doris McGartland, Robinson Georgeanna F W B, Gabrilove Janice, Meagher Emma A

机构信息

Department of Medicine, Division of General Internal Medicine, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA.

Institute for Clinical Research Education, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA.

出版信息

J Clin Transl Sci. 2017 Apr;1(2):83-87. doi: 10.1017/cts.2016.30. Epub 2017 Apr 18.

DOI:10.1017/cts.2016.30
PMID:28649449
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC5471822/
Abstract

This paper is the fourth in a 5-part series that focuses on educating and training the clinical and translational science workforce. The goal of this paper is to delineate components of effective career development programs that go beyond didactic training. All academic health centers with a Clinical and Translational Science Award have a KL2 career development award for junior faculty, and many also have a TL1 training program for predoctoral and postdoctoral fellows. The training across these programs varies, however junior investigators across the United States experience similar challenges. Junior investigators can get overwhelmed with the demands of building their own research program, particularly in academia. 1Often, they are sidetracked by competing demands that can derail their progress. In these situations, junior investigators experience frustration and may search for alternative career paths. By providing them with additional professional skills in the 5 domains of: (1) self-awareness; (2) selecting the right topic and securing funding; (3) getting adequate support; (4) working with others; and (5) managing yourself, your career, and your demands. We will give junior investigators additional tools to manage these demands and facilitate their own career success.

摘要

本文是一个五部分系列文章中的第四篇,该系列聚焦于临床与转化科学工作队伍的教育与培训。本文的目的是阐述有效职业发展项目中超越讲授式培训的组成部分。所有获得临床与转化科学奖的学术健康中心都为初级教员设立了KL2职业发展奖,许多中心还为博士前和博士后研究员设立了TL1培训项目。然而,这些项目的培训各不相同,美国各地的初级研究人员面临着类似的挑战。初级研究人员可能会被建立自己研究项目的要求压得喘不过气来,尤其是在学术界。通常,他们会被相互竞争的需求分散注意力,从而偏离自己的进展。在这些情况下,初级研究人员会感到沮丧,并可能寻找其他职业道路。通过在以下五个领域为他们提供额外的专业技能:(1)自我认知;(2)选择合适的课题并获得资金;(3)获得足够的支持;(4)与他人合作;(5)管理自己、职业和需求。我们将为初级研究人员提供额外的工具来应对这些需求,并促进他们自身的职业成功。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/0d9d/6798222/0d909b7af1b4/S2059866116000303_fig1.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/0d9d/6798222/0d909b7af1b4/S2059866116000303_fig1.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/0d9d/6798222/0d909b7af1b4/S2059866116000303_fig1.jpg

相似文献

1
Creating effective career development programs.创建有效的职业发展项目。
J Clin Transl Sci. 2017 Apr;1(2):83-87. doi: 10.1017/cts.2016.30. Epub 2017 Apr 18.
2
Understanding Career Success and Its Contributing Factors for Clinical and Translational Investigators.理解临床与转化研究人员的职业成功及其影响因素。
Acad Med. 2016 Apr;91(4):570-82. doi: 10.1097/ACM.0000000000000979.
3
KL2 mentored career development programs at clinical and translational science award hubs: Practices and outcomes.临床与转化科学奖中心的KL2指导职业发展项目:实践与成果
J Clin Transl Sci. 2019 Dec 26;4(1):43-52. doi: 10.1017/cts.2019.424. eCollection 2020 Feb.
4
Improving clinical and translational research training: a qualitative evaluation of the Atlanta Clinical and Translational Science Institute KL2-mentored research scholars program.改善临床与转化研究培训:对亚特兰大临床与转化科学研究所KL2指导的研究学者项目的定性评估
J Investig Med. 2017 Jan;65(1):23-31. doi: 10.1136/jim-2016-000143. Epub 2016 Sep 2.
5
Building a sustainable rural physician workforce.建设可持续的农村医师队伍。
Med J Aust. 2021 Jul;215 Suppl 1:S5-S33. doi: 10.5694/mja2.51122.
6
Clinical and translational science award T32/TL1 training programs: program goals and mentorship practices.临床与转化科学奖T32/TL1培训项目:项目目标与指导实践
J Clin Transl Sci. 2021 Dec 27;6(1):e13. doi: 10.1017/cts.2021.884. eCollection 2022.
7
Diversifying the Research Workforce as a Programmatic Priority for a Career Development Award Program at Duke University.将研究人员群体多样化作为杜克大学职业发展奖项目的计划重点。
Acad Med. 2021 Jun 1;96(6):836-841. doi: 10.1097/ACM.0000000000004002.
8
Visiting Scholars Program to enhance career development among early-career KL2 investigators in Clinical and Translational Science: Implications from a quality improvement assessment.临床与转化科学领域早期职业KL2研究人员职业发展提升访问学者计划:质量改进评估的启示
J Clin Transl Sci. 2020 Dec 14;5(1):e67. doi: 10.1017/cts.2020.564.
9
Report of the 2018-2019 Research and Graduate Affairs Committee.2018-2019 年研究与研究生事务委员会报告。
Am J Pharm Educ. 2019 Dec;83(10):7595. doi: 10.5688/ajpe7595.
10
Developing the Translational Research Workforce: A Pilot Study of Common Metrics for Evaluating the Clinical and Translational Award KL2 Program.培养转化研究人才:评估临床与转化奖KL2项目通用指标的试点研究
Clin Transl Sci. 2015 Dec;8(6):662-7. doi: 10.1111/cts.12353. Epub 2015 Nov 25.

引用本文的文献

1
Approaches and tools to measure individual-level research experience, activities, and outcomes: A narrative review.衡量个体层面研究经历、活动和成果的方法与工具:一项叙述性综述。
J Clin Transl Sci. 2025 Aug 11;9(1):e161. doi: 10.1017/cts.2025.10076. eCollection 2025.
2
Mentorship among healthcare researchers: a social network analysis.医疗保健研究人员中的导师制:一项社会网络分析。
Front Health Serv. 2025 Jul 17;5:1514379. doi: 10.3389/frhs.2025.1514379. eCollection 2025.
3
for early career investigators: Empowering mentees to proactively engage in their mentoring relationships.

本文引用的文献

1
Understanding Career Success and Its Contributing Factors for Clinical and Translational Investigators.理解临床与转化研究人员的职业成功及其影响因素。
Acad Med. 2016 Apr;91(4):570-82. doi: 10.1097/ACM.0000000000000979.
2
Solving the Puzzle of Recruitment and Retention-Strategies for Building a Robust Clinical and Translational Research Workforce.破解招募与留用难题——构建强大临床与转化研究人才队伍的策略
Clin Transl Sci. 2015 Oct;8(5):563-7. doi: 10.1111/cts.12277. Epub 2015 May 22.
3
The National Institutes of Health Physician-Scientist Workforce Working Group report: a roadmap for preserving the physician-scientist.
面向早期职业研究人员:赋能学员积极参与其导师关系。
J Clin Transl Sci. 2024 Apr 22;8(1):e86. doi: 10.1017/cts.2024.524. eCollection 2024.
4
Retention, mobility, and successful transition to independence of health sciences postdocs.卫生科学博士后的留用、流动和成功过渡到独立。
PLoS One. 2022 Nov 1;17(11):e0276389. doi: 10.1371/journal.pone.0276389. eCollection 2022.
5
Coaching tailored by stages: A valuable educational strategy to achieve independence in research.分阶段定制指导:实现研究独立的一项宝贵教育策略。
J Clin Transl Sci. 2021 Jun 18;5(1):e141. doi: 10.1017/cts.2021.804. eCollection 2021.
6
Trends in Research and Graduate Affairs in Schools and Colleges of Pharmacy, Part 2: Students.药学学校和学院的研究和研究生事务趋势,第 2 部分:学生。
Am J Pharm Educ. 2020 May;84(5):7642. doi: 10.5688/ajpe7642.
7
KL2 mentored career development programs at clinical and translational science award hubs: Practices and outcomes.临床与转化科学奖中心的KL2指导职业发展项目:实践与成果
J Clin Transl Sci. 2019 Dec 26;4(1):43-52. doi: 10.1017/cts.2019.424. eCollection 2020 Feb.
8
Building a comprehensive mentoring academy for schools of health.为健康学院打造一个综合性的指导学院。
J Clin Transl Sci. 2019 Aug 28;3(5):211-217. doi: 10.1017/cts.2019.406. eCollection 2019 Oct.
美国国立卫生研究院医师-科学家劳动力工作组报告:保留医师-科学家的路线图。
Clin Transl Sci. 2014 Aug;7(4):289-90. doi: 10.1111/cts.12209.
4
A research mentor training curriculum for clinical and translational researchers.临床和转化研究人员研究导师培训课程。
Clin Transl Sci. 2013 Feb;6(1):26-33. doi: 10.1111/cts.12009. Epub 2012 Dec 6.
5
A comprehensive career-success model for physician-scientists.医师科学家的综合职业成功模型。
Acad Med. 2011 Dec;86(12):1571-6. doi: 10.1097/ACM.0b013e31823592fd.
6
Determining personal talents and behavioral styles of applicants to surgical training: a new look at an old problem, part I.确定外科培训申请人的个人才能和行为风格:老问题的新视角,第一部分。
J Surg Educ. 2011 Nov-Dec;68(6):534-41. doi: 10.1016/j.jsurg.2011.05.016. Epub 2011 Aug 31.
7
Use of a 360-degree evaluation in the outpatient setting: the usefulness of nurse, faculty, patient/family, and resident self-evaluation.门诊环境中360度评估的应用:护士、教员、患者/家属及住院医师自我评估的效用
J Grad Med Educ. 2010 Sep;2(3):430-4. doi: 10.4300/JGME-D-10-00013.1.
8
Myers-Briggs type and medical specialty choice: a new look at an old question.迈尔斯-布里格斯性格类型与医学专业选择:对一个老问题的新审视。
Teach Learn Med. 2000 Winter;12(1):14-20. doi: 10.1207/S15328015TLM1201_3.