Dewa Carolyn S, Nieuwenhuijsen Karen, Holmes-Sullivan Kathy J, Singh Alexis K, Drakakaki Georgia
Department of Psychiatry and Behavioral Sciences University of California Davis California.
Department of Public Health Sciences University of California Davis California.
Plant Direct. 2020 Apr 5;4(4):e00211. doi: 10.1002/pld3.211. eCollection 2020 Apr.
Currently, an estimated 20%-40% of graduate students have depression and anxiety. In addition, more than half report experiencing high chronic stress. Thus, organizations such as the Plant Science Research Network have highlighted the need to prioritize trainee well-being. This has led to a search for strategies to introduce this cultural change into scientific training. However, for faculty who do not have experience with this topic area, there are few readily available resources from which to draw. In this paper, we describe how two graduate groups, one focused on plant biology and the other on genomics and genetics approached this challenge together by introducing a course on mental and emotional well-being to their incoming first-year graduate students. We describe the research on workplace mental and emotional well-being and disability prevention which served as the basis for the course content. We review the course curriculum, student reflections about what they learned, and implications for future classes.
目前，估计有20%-40%的研究生患有抑郁症和焦虑症。此外，超过一半的人报告称经历着高度的长期压力。因此，植物科学研究网络等组织强调了将学员福祉放在首位的必要性。这引发了对将这种文化变革引入科学培训的策略的探索。然而，对于没有该主题领域经验的教师来说，几乎没有现成的资源可供借鉴。在本文中，我们描述了两个研究生群体，一个专注于植物生物学，另一个专注于基因组学和遗传学，如何通过为他们即将入学的一年级研究生开设一门关于心理和情绪健康的课程，共同应对这一挑战。我们描述了作为课程内容基础的关于职场心理和情绪健康以及残疾预防的研究。我们回顾了课程设置、学生对所学内容的反思以及对未来课程的启示。
