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Background The number of engineering PhDs pursuing postdoctoral research scholar (postdoc) positions has steadily increased in the last 30 years. Postdoc positions are commonly thought of as a step toward academic careers. However, engineering PhDs are more likely to work in industry, which leaves open the question of the role of postdocs in the career trajectories of engineering PhDs. Purpose/hypothesis This study examines the factors associated with attainment of postdocs. It also identifies the influence of postdocs on attainment of tenure-track faculty positions and early career salaries. Design/method Super's “life span, life space” theory informs the analytical approach. Descriptive and regression analyses, and propensity score matching, are conducted using a nationally representative sample of engineering PhDs from the 1993–2013 National Science Foundation Survey of Doctorate Recipients data set merged with the 1985–2013 Survey of Earned Doctorates. Results Engineering PhDs primarily funded by research assistantships and who graduated from a doctoral program with higher-ranked research activities and greater proportions of previous cohorts pursuing postdocs are more likely to attain postdoc positions. Among engineering PhDs, postdoctoral scholars are more likely than PhDs in nonacademic positions to attain tenure-track faculty positions. Early career average salaries are relatively similar between postdoctoral scholars and PhDs without postdoc experiences working in the academic sector. Conclusions Postdoctoral research positions can provide a viable pathway toward careers in the academic sector. Engineering doctoral programs can potentially apply research findings toward student career development and preparation, and engineering students and PhDs can leverage the career outlook information for decision-making and career preparation., Journal of Engineering Education, 110 (4), ISSN:2168-9830

Purpose The postdoctoral position was originally created as a short training period for PhD holders on the path to becoming university professors; however, the single-purpose paradigm of training has evolved considerably over time. The purpose of this paper is to report on the opportunities and challenges faced by postdocs as they navigate this complex training period. Design/methodology/approach To better understand the changes in postdoctoral training the Canadian Association of Postdoctoral Scholars – l’Association Canadienne des Stagiaires Postdoctoraux (CAPS-ACSP) conducted three professional national surveys of postdocs working in Canada and Canadian postdocs working internationally. Using the data from each survey, the authors investigated demographics, career goals and mental health and developed a theory-based path model for predicting postdoctoral training satisfaction, using structural equation modeling. Findings The analysis revealed that during their training postdocs face mental health symptoms, which play a role in job satisfaction. Additionally, predictors of satisfaction with career training were opportunities for skills development and encouragement from supervisors. Predictors of satisfaction with compensation were salary, skills training, mental health and encouragement from supervisors. Originality/value This first in-depth analysis of mental health symptoms illuminates the postdoc experience in academia. The study highlights the need for substantive changes to address the challenges facing postdoctoral training in the current research model in North America.

Many medical school postdoctoral fellows (postdocs) lack training in curriculum design and student-centered instruction. A team of bioscience postdocs and a medical school curriculum assistant dean co-created an experience to fill this gap. Kern’s and Kirkpatrick’s frameworks were used for the design and evaluation, respectively, of both the postdoc experience and the undergraduate course they developed. Postdocs taught the course using student-centered methods, especially team-based learning and Just-in-Time Teaching. Following a successful pilot phase, this low resource postdoc experience and undergraduate course are regularly offered. Participating postdocs develop the knowledge, skills, and attitudes to effectively participate in medical school education.

As a group of Health System Impact (HSI) postdoctoral fellows, Sim and colleagues offer their reflections on ‘driving change’ within the health system and present a framework for understanding the HSI fellow as an embedded researcher. Our commentary offers a different perspective of the fellow’s role by highlighting the integrated knowledge translation (IKT) approach we consider to be foundational to the fellowship experience. Further, we provide several recommendations to enhance Sim and colleagues’ framework to ensure we capture the full value of the fellowship program to the HSI fellow, health system organization, and academic institution.

Antimicrobial stewardship (AMS) aims to optimise treatment, minimise the risk of adverse effects and reduce health care costs. In addition, it is recognised as a key component to stop the current spread of antimicrobial resistance in Europe. Educational programmes are particularly important for the successful implementation of AMS. Training should start during medical school, continue during clinical training and be reinforced throughout postgraduate training. National core curricula for paediatric training should include passive and active training of competencies needed for AMS and future paediatricians should be skilled in taking leadership roles in AMS initiatives. Other core members of the paediatric AMS team should also receive training focused on the unique medical needs of the paediatric patient. Conclusion: Ideally, all communities, hospitals and health regions in Europe should have AMS that serve all patient types, including children. We all have the responsibility to ensure that existing antibiotics remain effective. What is Known:• Antimicrobial stewardship (AMS) is a key component to stop the current spread of antimicrobial resistance • Educational programmes are particularly important for the successful implementation of AMS What is New: • All medical doctors in Europe who will be undertaking significant practice in child health should master the competencies needed to prescribe antibiotics to children rationally as described in the European Academy of Paediatrics (EAP) Curriculum for Common Trunk Training in Paediatrics • Interdisciplinary approaches of education need to be developed, as all hospitals and health regions in Europe ideally should have AMS programmes that serve all patient types, including children

Fil: Concepción Toledo, Diana Niurka. Universidad Central "Marta Abreu" de Las Villas. Facultad de Ciencias Sociales; Cuba. Fil: Miño Valdés, Juan Esteban. Universidad Nacional de Misiones. Facultad de Ingeniería; Argentina. Fil: González Suárez, Erenio. Universidad Central "Marta Abreu" de Las Villas. Facultad de Química y Farmácia; Cuba. En este trabajo se presentan las razones que justifican la inclusión de actividades postdoctorales en los Departamentos de Ingeniería Química de la Universidad. La continua labor científica en: actualización, innovación, transferencia y publicación de conocimientos, pretende que los doctores aumenten su producción científica mediante el trabajo colaborativo. Con una visión prospectiva, se busca aumentar la preparación de recursos humanos para el relevo generacional. Se explican fundamentos básicos de Planes Postdoctorales y se incluye como ejemplo: el caso de un docente investigador de una Universidad Argentina, en el contexto de la colaboración sur–sur. Finalmente se fundamenta la estrategia de formación continua de la actividad posdoctoral, como contribución a la formación de líderes científicos para la Universidad o la Industria Química y Fermentativa. In this paper the reasons for the inclusion of postdoctoral activities in the departments of Chemical Engineering at the University are presented. The ongoing scientific work: renovation, innovation, knowledge transfer and publication are intended that doctors increase their scientific production through collaborative work. With a prospective vision, it seeks to increase the training of human resources for generational change. Postdoctoral basics are explained Plans and is included as an example: for a researcher teacher University of Argentina, in the context of south-south cooperation. Finally the lifelong learning strategy of the postdoctoral activity is based, as a contribution to the formation of scientific leaders for college or the chemical and fermentation industry.

There has been a recent recognition of the need to prepare PhD-trained scientists for increasingly diverse careers in academia, industry, and health care. The PhD Data Task Force was formed to better understand the current state of PhD scientists in the clinical laboratory workforce and collect up-to-date information on the training and certification of these laboratorians. In this report, we summarize the findings of the PhD Data Task Force and discuss the relevance of the data collected to the future supply of and demand for PhD clinical laboratory scientists. It is clear that there are multiple career opportunities for PhD scientists in academic medical centers, commercial clinical laboratories, biotechnology and pharmaceutical companies, and the federal government. Certified PhD scientists have and will continue to form an important resource for our technologically advancing field, bringing training in scientific methods, and technologies needed for modern laboratory medicine. The data gathered by the PhD Data Task Force will be of great interest to current and future PhD candidates and graduate PhD scientists as they make decisions regarding future career directions.

© 2014 American Psychological Association. Clinical psychology training for research-oriented scientist-practitioners tends to have a gap in research training during the predoctoral internship year. In 1982, the Clinical Psychology Training Program (CPTP) at the University of California, San Francisco (UCSF) began a 2-year clinical and clinical research training program combining an American Psychology Association (APA)-accredited internship and a postdoctoral fellowship. The goal of the program is to prepare graduates for leadership roles as principal investigators who are licensed clinicians able to function as independent practitioners. This article conveys the philosophy behind the program, its structure, and the results of the program over the last 31 years. The CPTP accepted 142 trainees, of whom 46 (32%) were minorities and 78 (55%) were women. CPTP fellows have published over 250 articles, chapters, and books with their mentors and have contributed to submitting research grants with them. The vast majority continued research and academic activities after graduation. The most recent self-study for APA accreditation reported that of 43 trainees admitted in the 10 years between 1999 and 2008, 41 (95%) went on to academic positions, research, or clinical positions in academic settings or research positions in other settings; 1 obtained a clinical position; and 1 provided no information. The program serves as a model for clinical psychology nationally, allowing for uninterrupted clinical research training during the internship and postdoctoral years, nurturing clinical psychologists committed to clinical research careers, and contributing substantially to the clinical research productivity of the host department.

Clinical psychology training for research-oriented scientist-practitioners tends to have a gap in research training during the predoctoral internship year. In 1982, the Clinical Psychology Training Program (CPTP) at the University of California, San Francisco (UCSF) began a 2-year clinical and clinical research training program combining an American Psychology Association (APA)-accredited internship and a postdoctoral fellowship. The goal of the program is to prepare graduates for leadership roles as principal investigators who are licensed clinicians able to function as independent practitioners. This article conveys the philosophy behind the program, its structure, and the results of the program over the last 31 years. The CPTP accepted 142 trainees, of whom 46 (32%) were minorities and 78 (55%) were women. CPTP fellows have published over 250 articles, chapters, and books with their mentors and have contributed to submitting research grants with them. The vast majority continued research and academic activities after graduation. The most recent self-study for APA accreditation reported that of 43 trainees admitted in the 10 years between 1999 and 2008, 41 (95%) went on to academic positions, research, or clinical positions in academic settings or research positions in other settings; 1 obtained a clinical position; and 1 provided no information. The program serves as a model for clinical psychology nationally, allowing for uninterrupted clinical research training during the internship and postdoctoral years, nurturing clinical psychologists committed to clinical research careers, and contributing substantially to the clinical research productivity of the host department.