Branchaw Janet L, Butz Amanda R, Ayoob Joseph C
Department of Kinesiology, University of Wisconsin - Madison, Madison, Wisconsin, United States of America.
Wisconsin Institute of Science Education and Community Engagement, University of Wisconsin - Madison, Madison, Wisconsin, United States of America.
PLoS One. 2025 Sep 15;20(9):e0332587. doi: 10.1371/journal.pone.0332587. eCollection 2025.
Becoming a researcher involves the iterative development of deep disciplinary knowledge, specific technical skills, and psychosocial attitudes, behaviors, and beliefs. Consequently, training researchers is resource- and time-intensive. In addition, expectations can be opaque because the traditional apprenticeship model used in research training is idiosyncratic, defined by norms and traditions that vary across disciplines. To align and make research training expectations more transparent, we developed the Comprehensive Researcher Development Framework (CRDF) by extracting and analyzing learning outcomes from 56 previously published evidence-based frameworks from across disciplines. The individual frameworks each addressed a limited range of training stages (e.g., undergraduate only), focused on a subset of learning outcomes (e.g., technical skills), and/or included a single or narrow subset of disciplines (e.g., biomedical sciences). The CRDF derived from these frameworks includes 79 core learning outcomes nested under 8 areas of researcher development that are supported by evidence of content validity collected from experts in the research community. The CRDF builds consensus across disciplines and addresses undergraduate through postdoctoral career stages to define a coherent continuum of research learning outcomes that can be used to monitor and study researcher development. The CRDF does not replace existing discipline-based or training stage specific frameworks but rather can link and coordinate their use. The CRDF can be used by research training program directors to design new or refine existing research training programs, track individual research mentee development over time, and demystify the research training process for mentors and mentees. The CRDF can also be used by scholars studying researcher development to link data on core learning outcomes across research training programs, stages, and disciplines.
成为一名研究者需要深度学科知识、特定技术技能以及社会心理态度、行为和信念的迭代发展。因此，培养研究者需要耗费大量资源和时间。此外，期望可能不明确，因为研究培训中使用的传统学徒模式因人而异，由各学科不同的规范和传统所界定。为了使研究培训期望更加一致和透明，我们通过从56个先前发表的跨学科循证框架中提取和分析学习成果，开发了综合研究者发展框架（CRDF）。每个单独的框架都只涉及有限范围的培训阶段（例如，仅本科阶段），专注于一部分学习成果（例如，技术技能），和/或涵盖单个或狭窄的学科子集（例如，生物医学科学）。从这些框架中得出的CRDF包括79个核心学习成果，这些成果嵌套在8个研究者发展领域之下，并得到了从研究界专家收集的内容效度证据的支持。CRDF在各学科间达成共识，并涵盖从本科到博士后的职业阶段，以定义一个连贯的研究学习成果连续体，可用于监测和研究研究者的发展。CRDF并不取代现有的基于学科或特定培训阶段的框架，而是可以将它们的使用联系起来并进行协调。研究培训项目主任可以使用CRDF来设计新的或完善现有的研究培训项目，跟踪个体研究学员随时间的发展，并为导师和学员揭开研究培训过程的神秘面纱。研究研究者发展的学者也可以使用CRDF来关联跨研究培训项目、阶段和学科的核心学习成果数据。
