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Background: Early career researchers in health services research work in an interdisciplinary field of research. So far, information on early career researchers in health services research has only been available from surveys of individual disciplines, which do not adequately reflect the concerns in the field of health services research. Therefore, a working group of the German Network for Health Services Research (DNVF) conducted a first survey. The following research questions can be answered on the basis of the data obtained: (1) Which socio-demographic aspects characterize early career researchers in health services research? (2) What is the professional biographical background of early career researchers in health services research? (3) What are the research fields of early career researchers? (4) What are the career perspectives of early career researchers?, Method: The survey among early career researchers was conducted as an online survey in January/February 2019. The study was addressed to individuals currently working as early career researchers in health services research in Germany. The online survey was conducted using a standardized questionnaire. Participants were recruited through the DNVF access points and by snowball sampling., Results: 336 early career researcher aged between 23 and 57 participated in the online survey study, 102 of whom held a doctorate. The majority were employed as scientific staff (58%) and were in temporary employment (75%); 69% of them were emplyed at a university, followed by health care institutions (17%) and non-university research institutions (16%). About one-third of the respondents (36%) completed a vocational training prior to their studies. Of the participants, 50% said they were strongly or very strongly aspiring to a professional career in academia, 43% at a non-university research institution, and 30% at a university of applied sciences., Discussion: The results of the online survey show the heterogeneity in terms of age and professional biography of early career researchers in health services research. Few researchers have permanent positions. However, the majority of respondents would like to have a professional future at a university, a research institute or a university of applied sciences. Further studies should be conducted to determine (possible) career paths taken by young scientists in health services research., Conclusion: There is still scope for improvement in the promotion of early career researchers., (Copyright © 2023. Published by Elsevier GmbH.)

Many early-career researchers are involved in the peer review of manuscripts for scientific journals, typically under the guidance of or jointly with their advisor, but most of the evidence about this activity is anecdotal. Here we report the results of a literature review and a survey of researchers, with an emphasis on co-reviewing and 'ghostwriting'. The literature review identified 36 articles that addressed the involvement of early-career researchers in peer review, most of them about early-career researchers and their advisors co-reviewing manuscripts for the purposes of training: none of them addressed the topic of ghostwriting in detail. About three quarters of the respondents to the survey had co-reviewed a manuscript. Most respondents believe co-reviewing to be a beneficial (95%) and ethical (73%) form of training in peer review. About half of the respondents have ghostwritten a peer review report, despite 81% responding that ghostwriting is unethical and 82% agreeing that identifying co-reviewers to the journal is valuable. Peer review would benefit from changes in both journal policies and lab practices that encourage mentored co-review and discourage ghostwriting., Competing Interests: GM Received financial compensation as the Executive Director of the 501(c)3 non-profit Future of Research, Inc, JK, JG, SO No competing interests declared, RL Former volunteer member of the Board of Directors of Future of Research, Inc, (© 2019, McDowell et al.)

Background: Over the past 25 years, there has been growing recognition of the importance of studying the Ethical, Legal and Social Implications (ELSI) of genetic and genomic research. A large investment into ELSI research from the National Institutes of Health (NIH) Human Genomic Project budget in 1990 stimulated the growth of this emerging field; ELSI research has continued to develop and is starting to emerge as a field in its own right. The evolving subject matter of ELSI research continues to raise new research questions as well as prompt re-evaluation of earlier work and a growing number of scholars working in this area now identify themselves as ELSI scholars rather than with a particular discipline., Main Text: Due to the international and interdisciplinary nature of ELSI research, scholars can often find themselves isolated from disciplinary or regionally situated support structures. We conducted a workshop with Early Career Researchers (ECRs) in Oxford, UK, and this paper discusses some of the particular challenges that were highlighted. While ELSI ECRs may face many of the universal challenges faced by ECRs, we argue that a number of challenges are either unique or exacerbated in the case of ELSI ECRs and discuss some of the reasons as to why this may be the case. We identify some of the most pressing issues for ELSI ECRs as: interdisciplinary angst and expertise, isolation from traditional support structures, limited resources and funding opportunities, and uncertainty regarding how research contributions will be measured. We discuss the potential opportunity to use web 2.0 technologies to transform academic support structures and address some of the challenges faced by ELSI ECRs, by helping to facilitate mentoring and support, access to resources and new accreditation metrics., Conclusion: As our field develops it is crucial for the ELSI community to continue looking forward to identify how emerging digital solutions can be used to facilitate the international and interdisciplinary research we perform, and to offer support for those embarking on, progressing through, and transitioning into an ELSI research career.

Hearing and vestibular research in Aotearoa New Zealand (NZ) spans basic sciences, clinical research, and public health. Equitable health care and sustainable research models are threatened by several factors including the increasing prevalence of hearing impairment and vestibular disorders, reforms to the NZ public health system, and funding challenges within the research environment. Our perspectives as early career researchers can shape the future of hearing and vestibular research, healthcare, and clinical practice in NZ. [ABSTRACT FROM AUTHOR]

Meta‐research, also known as "research on research" is a field of study that investigates the methods, reporting, reproducibility, evaluation, and incentives along the research continuum. Meta‐research literacy is imperative to ensure high quality, transparent and reproducible primary data or meta‐research products. In this commentary, we propose that early career researchers should be trained in meta‐research as a foundation to develop a deeper understanding of the research process and ability to appraise the research literature and design high‐quality original studies, irrespective of their chosen field of study. We discuss the importance of meta‐research and open science from the perspective of an early career trainee, highlighting essential areas for growth and obstacles one may encounter. [ABSTRACT FROM AUTHOR]

Global pressure on universities to compete for research rankings has escalated research expectations and intensified a performativity culture for early career researchers (ECRs). However, there are limited examples in the literature of ECRs advocating for their career and research trajectories. In response to this issue, ECRs in one Australian regional university initiated the Teacher Education ECR Action and Advocacy Group (TEECRAA). This research, reported in this paper, aimed to understand how TEECRAA contributed to the career and research trajectories of these ECRs and their advocacy regarding ECR-specific policy in their higher education context. Framed by tenets of policy network theory and policy communities, this study draws on documents developed by the TEECRAA group using content and thematic analysis to investigate their activities and experiences. Findings highlighted that ECRs were able to set research and career goals, prioritise opportunities for professional learning, create resources to support their research profiles, and develop a network of support. ECRs also increased their contributions to policy and practice by engaging in strategic action that promotes ECR visibility and advocates for their needs. This contribution, however, requires the development of a network-like interaction between ECRs and university leaders with a commitment from the university to work in partnership with ECRs for mutual benefit. [ABSTRACT FROM AUTHOR]

The publish‐or‐perish culture in academia has catalysed the development of an unethical publishing system. This system is characterised by the proliferation of journals and publishers—unaffiliated with learned societies or universities—that maintain extremely large revenues and profit margins diverting funds away from the academic community. Early career researchers (ECRs) are particularly vulnerable to the consequences of this publishing system because of intersecting factors, including pressure to pursue high impact publications, rising publication costs and job insecurity. Moving towards a more ethical system requires that scientists advocate for structural change by making career choices that come with risks, many of which disproportionately impact ECRs. We illuminate major issues facing ECRs in Ecology and Evolution under the current publishing system, and propose a portfolio of actions to promote systemic change that can be implemented by ECRs and established researchers. [ABSTRACT FROM AUTHOR]

Impostor phenomenon (IP) is an experience of psychological discomfort where some high-achieving people disbelieve their success. Those experiencing IP feel undeserving and fear being discovered as a fraud in one's area of expertise. This study examined how early career researchers or ECRs of Hispanic/Latino origin in science, technology, engineering, and mathematics (STEM) fields described ethnicity-based experiences of IP. The research question examined how Hispanic/Latino ECRs (current PhD students and postdoctoral trainees) in STEM describe ethnicity-based experiences of IP during doctoral or postdoctoral training. Twenty-nine US-based ECRs were sequentially surveyed and interviewed. Participants were recruited purposefully and by snowball sampling through professional networks and social media. Descriptive statistics from surveys indicated that participants experienced moderate to intense IP at the time of the study with a mean score of 73.65/100 indicating high IP. Interviews with the same participants were coded and thematically displayed using constant comparison. The following themes were constructed: 1) family background and first-generation status, 2) disparity in observable traits and ethnic identity, 3) communicating in English, 4) enhance diversity, and, 5) underrepresentation and isolation. IP in connection with racial, ethnic, and other identities is poorly understood; culturally-informed understanding requires more research. [ABSTRACT FROM AUTHOR]

This paper considers the importance of providing technical training opportunities for Early Career Researchers (ECRs) worldwide through the case study of a MATLAB training programme, which was proposed, organised, managed and evaluated by a team of five ECRs at the University of Southampton. The effectiveness of the programme in terms of the improvement in technical competency and the encouragement of interdisciplinary collaboration between the ECRs receiving this training was evaluated using measures relating to levels 1 (Reaction), 2 (Learning) and 3 (Behaviour) of the Rugby Team Impact Framework evaluation model. Overall reaction to the training course was extremely positive and data from pre- and post-course surveys suggest a positive change in the long-term behaviour of delegates. The ECRs who organised this project gained valuable experience in team working, grant writing, project management and the development of teaching materials. Details of the organisation and evaluation of the course are presented. [ABSTRACT FROM PUBLISHER]