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Objective: The objectives of this study were to examine current procedures that are used to evaluate competency development in clinical neuropsychology at the postdoctoral level and to investigate policies and procedures for the management of performance that is below expectations during the postdoctoral fellowship. Method: Clinical neuropsychology fellowship program directors were invited via email with multiple reminders to participate in an online survey between 1/26/2023 and 3/31/2023. Results: Most programs administer a competency-based written evaluation of fellow performance (92%) and have a written policy for managing performance that is below expectations (86%). However, greater variability was reported regarding the use of other evaluation tools, including fellow self-assessments (46% of programs), program evaluations (57% of programs), supervisor evaluations (73% of programs), and exit interviews (82% of programs). Moreover, there was variability between programs with regard to the specific competencies that were measured and how performance that is below expectations is managed. Conclusions: Competency-based evaluations and clear, written policies and procedures for management of performance that is below expectations are recommended. Such tools and policies provide clear expectations for fellowship outcomes, promote regular communication between fellows and supervisors, foster early identification of gaps in training, facilitate program quality improvement, and increase opportunities to support and intervene during the course of fellowship training. [ABSTRACT FROM AUTHOR]

This study aimed to inform training guidelines for Clinical Child and Adolescent Psychology (CCAP) by assessing current CCAP training practices and perceived gaps in trainee readiness at each stage of training. Training directors (TDs) of doctoral, internship, and postdoctoral programs offering training in CCAP completed an online survey regarding training experiences offered in their program and areas in which trainees could be better prepared. Responses from each training program were coded to characterize the program's level of specialty training using the Taxonomy for Clinical Child and Adolescent Psychology. Among doctoral programs, 30.8% met criteria for Major Area of Study in CCAP, 23.1% for Emphasis, 28.2% for Experience, and 15.4% for Exposure. Most internship programs (94.3%) and all postdoctoral programs met criteria for Major Area of Study. TDs indicated that trainees could be better prepared in areas specific and central to each level of training; timemanagementwas identified as an area for improvement across levels of training. Postdoctoral TDs identified proficiency gaps among trainees nearing independent practice that are critical for competent service delivery in CCAP, including case conceptualization, assessment, and intervention. The pattern of increased specialization later in training and identified gaps particularly near the end of training have implications for specialty training and the development of training guidelines in CCAP. [ABSTRACT FROM AUTHOR]

Objective: Parental and other caregiving leave is important to postdoctoral fellows, yet there is no field-wide recommendation for leave policies among clinical neuropsychology postdoctoral training programs, which is of particular relevance given the two-year requirement for eligibility for board certification. The aims of this manuscript are to (a) discuss general guidelines and recommendations for leave policies, both informed by prior empirical evidence as well as relevant existing policy guidelines from various academic and healthcare organizations, and (b) use vignettes to provide possible solutions for potential leave scenarios. Method: A critical review of literature on family leave from public policy and political science, industrial-organizational psychology, academic medicine, and psychology was conducted and findings were synthesized. Results and Conclusions: Fellowship training programs are encouraged to adopt a competency-based model that permits flexibility in leave during training without necessarily requiring an extended end date. Programs should adopt clear policies and make this information readily available to trainees and think flexibly about training options that best meet the training needs and goals of each individual. We also encourage neuropsychologists at all levels to engage in advocacy for broader systemic supports of trainees seeking equitable family leave. [ABSTRACT FROM AUTHOR]

Purpose/Objective: U.S. health organizations, including Division 22 of the American Psychological Association, the Society for Critical Care Medicine, and the American Thoracic Society advocate for psychological treatment that improves long-term outcomes in critical illness survivors. However, limited information exists with regard to psychology training opportunities in intensive care settings. We aim to identify and describe (a) existing psychology programs with training in intensive care settings and (b) barriers to finding these training opportunities. Research Method/Design: Using aspects of the Arksey and O'Malley Framework and Preferred Reporting Items for Systematic Review and Meta-Analyses Extension for Scoping Reviews reporting checklist as guides, two independent reviewers searched the Association of Psychology Postdoctoral and Internship Centers (APPIC) Directory and Universal Psychology Postdoctoral Directory (UPPD) to identify programs with training experiences in intensive care settings. Results: Searching the APPIC Directory did not reliably or accurately identify training opportunities in intensive care settings. Thus, only programs identified in the more reliable UPPD search were considered for inclusion. After duplicates were removed, searches using the UPPD yielded 31 programs for review. Of those, 22 programs met inclusion, offering heterogeneous training in intensive care settings. Conclusions/Implications: These results suggest few opportunities exist for psychology training in intensive care settings and available opportunities are difficult to identify using standard search methods. The identified challenges also emphasize the need for advanced search features for training opportunities within APPIC/UPPD and/or a list of programs offering these training opportunities. Our results highlight the importance of program descriptions that accurately and comprehensively reflect training opportunities—particularly relating to opportunities in intensive care settings. Impact and Implications: This report adds to the existing literature in rehabilitation psychology education and training as well as critical care psychology, an emerging subspecialty of rehabilitation psychology, by identifying challenges and emphasizing the need for improved directory search features for specialty training; and highlighting the gap between a current clinical need and limited psychology workforce development opportunities. [ABSTRACT FROM AUTHOR]

Introduction: Learning health systems require a workforce of researchers trained in the methods of identifying and overcoming barriers to effective, evidence‐based care. Most existing postdoctoral training programs, such as NIH‐funded postdoctoral T32 awards, support basic and epidemiological science with very limited focus on rigorous delivery science methods for improving care. In this report, we present the 10‐year experience of developing and implementing a Delivery Science postdoctoral fellowship embedded within an integrated health care delivery system. Methods: In 2012, the Kaiser Permanente Northern California Division of Research designed and implemented a 2‐year postdoctoral Delivery Science Fellowship research training program to foster research expertise in identifying and addressing barriers to evidence‐based care within health care delivery systems. Results: Since 2014, 20 fellows have completed the program. Ten fellows had PhD‐level scientific training, and 10 fellows had clinical doctorates (eg, MD, RN/PhD, PharmD). Fellowship alumni have graduated to faculty research positions at academic institutions (9), and research or clinical organizations (4). Seven alumni now hold positions in Kaiser Permanente's clinical operations or medical group (7). Conclusions: This delivery science fellowship program has succeeded in training graduates to address delivery science problems from both research and operational perspectives. In the next 10 years, additional goals of the program will be to expand its reach (eg, by developing joint research training models in collaboration with clinical fellowships) and strengthen mechanisms to support transition from fellowship to the workforce, especially for researchers from underrepresented groups. [ABSTRACT FROM AUTHOR]

Abstract Introduction Learning health systems require a workforce of researchers trained in the methods of identifying and overcoming barriers to effective, evidence‐based care. Most existing postdoctoral training programs, such as NIH‐funded postdoctoral T32 awards, support basic and epidemiological science with very limited focus on rigorous delivery science methods for improving care. In this report, we present the 10‐year experience of developing and implementing a Delivery Science postdoctoral fellowship embedded within an integrated health care delivery system. Methods In 2012, the Kaiser Permanente Northern California Division of Research designed and implemented a 2‐year postdoctoral Delivery Science Fellowship research training program to foster research expertise in identifying and addressing barriers to evidence‐based care within health care delivery systems. Results Since 2014, 20 fellows have completed the program. Ten fellows had PhD‐level scientific training, and 10 fellows had clinical doctorates (eg, MD, RN/PhD, PharmD). Fellowship alumni have graduated to faculty research positions at academic institutions (9), and research or clinical organizations (4). Seven alumni now hold positions in Kaiser Permanente's clinical operations or medical group (7). Conclusions This delivery science fellowship program has succeeded in training graduates to address delivery science problems from both research and operational perspectives. In the next 10 years, additional goals of the program will be to expand its reach (eg, by developing joint research training models in collaboration with clinical fellowships) and strengthen mechanisms to support transition from fellowship to the workforce, especially for researchers from underrepresented groups.

Doctorate level attainment has increased significantly in developed economies. In 2019, the average share of 25–64-year-olds with a doctorate across the OECD was around 1%. However, if current trends continue, 2.3% of today's young adults will enter doctoral studies at some point in their life. This essay starts by describing the expansion of doctoral education. It then reflects on the causes of this growth and the consequences for the nature and purpose of the doctorate. This reflection is mostly based on published research in Higher Education in the last 50 years and the author's work on policy analysis for the OECD on this topic. The paper finishes with a research agenda on doctoral education and the career of doctorate holders. [ABSTRACT FROM AUTHOR]

Background: As greater career development support for doctoral students and postdoctoral researchers has been emphasized, the individual development plan (IDP) has become a recommended mentoring tool. However, little is known about the effect of IDPs on mentoring and career development. This study proposed two conceptual models to examine the interrelationships among the use of IDPs, mentoring support, and career preparedness with a diverse sample of doctoral students and postdoctoral researchers in the life sciences. Methods: The data leveraged for this study was collected over a three-month period, March 2016 to June 2016, as part of a cross-sectional, online survey. The survey was distributed through social media and direct email to participants enrolled in life/biological/medical or physical/applied doctoral programs at U.S. institutions. To test the proposed conceptual models, this study employed the design-based multilevel structural equation modeling. Results: The analytic sample comprised 660 doctoral students and postdoctoral researchers in the life sciences from 91 institutions. The results suggested that 1) using the IDP could enhance mentoring support and career preparedness of doctoral students and postdoctoral researchers; 2) greater mentoring support and career preparedness would motivate mentees to continue utilizing the IDP with their principal investigator (PI) or advisor; and 3) females, postdoctoral researchers, and international scholars might need more support throughout the mentoring and career development process. Conclusions: This research offered empirical evidence for how an IDP, mentorship, and career preparedness interact. Findings revealed the IDP enhances mentoring support and career preparedness, as well as mentoring support and career preparedness predict IDP use. We conclude the IDP is an important mentorship tool that enhances trainees’ overall career preparation.

Background: As greater career development support for doctoral students and postdoctoral researchers has been emphasized, the individual development plan (IDP) has become a recommended mentoring tool. However, little is known about the effect of IDPs on mentoring and career development. This study proposed two conceptual models to examine the interrelationships among the use of IDPs, mentoring support, and career preparedness with a diverse sample of doctoral students and postdoctoral researchers in the life sciences. Methods: The data leveraged for this study was collected over a three-month period, March 2016 to June 2016, as part of a cross-sectional, online survey. The survey was distributed through social media and direct email to participants enrolled in life/biological/medical or physical/applied doctoral programs at U.S. institutions. To test the proposed conceptual models, this study employed the design-based multilevel structural equation modeling. Results: The analytic sample comprised 660 doctoral students and postdoctoral researchers in the life sciences from 91 institutions. The results suggested that 1) using the IDP could enhance mentoring support and career preparedness of doctoral students and postdoctoral researchers; 2) greater mentoring support and career preparedness would motivate mentees to continue utilizing the IDP with their principal investigator (PI) or advisor; and 3) females, postdoctoral researchers, and international scholars might need more support throughout the mentoring and career development process. Conclusions: This research offered empirical evidence for how an IDP, mentorship, and career preparedness interact. Findings revealed the IDP enhances mentoring support and career preparedness, as well as mentoring support and career preparedness predict IDP use. We conclude the IDP is an important mentorship tool that enhances trainees’ overall career preparation.

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. [ABSTRACT FROM AUTHOR]

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.

Background: As greater career development support for doctoral students and postdoctoral researchers has been emphasized, the individual development plan (IDP) has become a recommended mentoring tool. However, little is known about the effect of IDPs on mentoring and career development. This study proposed two conceptual models to examine the interrelationships among the use of IDPs, mentoring support, and career preparedness with a diverse sample of doctoral students and postdoctoral researchers in the life sciences. Methods: The data leveraged for this study was collected over a three-month period, March 2016 to June 2016, as part of a cross-sectional, online survey. The survey was distributed through social media and direct email to participants enrolled in life/biological/medical or physical/applied doctoral programs at U.S. institutions. To test the proposed conceptual models, this study employed the design-based multilevel structural equation modeling. Results: The analytic sample comprised 660 doctoral students and postdoctoral researchers in the life sciences from 91 institutions. The results suggested that 1) using the IDP could enhance mentoring support and career preparedness of doctoral students and postdoctoral researchers; 2) greater mentoring support and career preparedness would motivate mentees to continue utilizing the IDP with their principal investigator (PI) or advisor; and 3) females, postdoctoral researchers, and international scholars might need more support throughout the mentoring and career development process. Conclusions: This research demonstrated the empirical evidence an IDP has within mentorship and career preparedness, and that an IDP is an important career development tool that enhances trainees’ overall career preparation.

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.

Learning health systems necessitate interdependence between health and academic sectors and are critical to address the present and future needs of our health systems. This concept is being supported through the new Canadian Institutes of Health Research (CIHR) Health System Impact (HSI) Fellowship, through which postdoctoral fellows are situated within a health system-related organization to help propel evidence-informed organizational transformation and change. A voluntary working group of fellows from the inaugural cohort representing diversity in geography, host setting and personal background, collectively organized a panel at the 2018 Canadian Association for Health Services and Policy Research Conference with the purpose of describing this shared scholarship experience. Here, we present a summary of this panel reflecting on our experiential learning in a practice environment and its ability for impact.

Aim/Purpose This mixed-methods research study examined impostor phenomenon during postdoctoral training in science, technology, engineering and mathematics (STEM) through the following research question: "What are the manifestations of the impostor phenomenon experienced during postdoctoral training in STEM?" Background The impostor phenomenon occurs when competent, high-achieving students and professionals believe that they are fraud and will be exposed eventually. It involves fear of failure, lack of authenticity, feeling fake or fraud-like, denial of one's competence, and is linked to lower self-esteem, mental health consequences, and lack of belonging. Methodology This study was conducted with US-based postdoctoral trainees (or postdocs) using mixed-methods approach. The study examined aspects of impostor phenomenon among 43 postdocs by converging survey data using Clance Impostor Phenomenon Scale (CIPS) and qualitative data from semi-structured interviews from the same participants. Both convenience and snowball sampling were used. Majority of the participants were White, female, and from science disciplines. Interview findings were organized into themes using constant comparative method and analytic induction. Contribution Findings pointed to the need for better designing professional development programs for postdocs that would: 1) address fears and insecurities due to impostor-feelings, 2) normalize conversations around perceived failure, judgment, and one's lack of belonging, and 3) provide support with networking, mentoring, academic communication, and mental health challenges. Findings Survey results indicated moderate to intense impostor-feelings; interviews found six triggers of the impostor phenomenon during postdoctoral training: 1. not pursuing new things, 2. not making social connections, 3. impaired academic communication, 4. not applying, 5. procrastination and mental health, and 6. feeling undeserving and unqualified. Current findings were compared with prior findings of impostor-triggers among PhD students who also experienced the first three of these challenges during doctoral training: challenges to applying newly learnt knowledge in other domains, reaching out for help, and developing skills in academic communication verbally and through academic writing. Recommendations for Practitioners The office of postdoctoral affairs could design professional development programs and individual development plans for those experiencing the impostor phenomenon, focusing on strengthening skills (e.g., academic writing) in particular. There was an environmental and systemic dimension to the imposter phenomenon, perhaps more prevalent among women in STEM. The academy could devise ways to better support scholars who experience this phenomenon. Recommendations for Researchers Research characterizing the qualitative characteristics of the impostor phenomenon across the STEM pipeline (undergrads, PhD students, postdocs, and faculty) would help understand if the reasons and manifestations of this phenomenon vary among differing demographics of students and professionals. Impact on Society Organizations could focus on the training, development, mental health, and stressors among postdocs in STEM, particularly by focusing on career transition points (e.g., PhD to postdoc transition, postdoc to faculty transition), especially for those at-risk of experiencing this phenomenon and therefore dropping out. Future Research Future research could examine how to manage or overcome the impostor phenomenon for students and professionals, focus on disciplines outside STEM, and investigate how socialization opportunities may be compromised due to this phenomenon. Longitudinal studies might characterize the phenomenon better than those that focused on the impostor phenomenon at a single time-point. [ABSTRACT FROM AUTHOR]

Recently, implant surgery has been introduced into postdoctoral prosthodontic programs; however, efficient training models to teach this have not been described to date. For training models to be effective and acceptable to all parties, a mutually beneficial situation must be created, and guidelines that can be followed easily need to be described. The purpose of this report is to suggest immediate loading of dental implants as an example for an interdisciplinary training model that integrates both the surgical aspects of implant therapy into the education of prosthodontic graduate students and the prosthodontic aspects of implant therapy into the training of periodontal graduate students. A flow chart of training steps is described for a patient treated with an immediately loaded mandibular fixed full-arch prosthesis on five interforaminal implants. Both the prosthodontic and the periodontal residents were involved in all phases of treatment. These postdoctoral students were in the final year of their program. Therefore, individual treatment steps could be taught interchangeably and accomplished by the student of the other specialty under the supervision of a clinical instructor. The unique characteristic of the immediate loading procedure, which includes surgical implant placement as well as immediate conversion of an existing denture into a fixed implant-supported provisional prosthesis, allows each postgraduate student to experience detailed surgical and prosthodontic treatment in a controlled environment on the day of surgery. [ABSTRACT FROM AUTHOR]

Recently, implant surgery has been introduced into postdoctoral prosthodontic programs; however, efficient training models to teach this have not been described to date. For training models to be effective and acceptable to all parties, a mutually beneficial situation must be created, and guidelines that can be followed easily need to be described. The purpose of this report is to suggest immediate loading of dental implants as an example for an interdisciplinary training model that integrates both the surgical aspects of implant therapy into the education of prosthodontic graduate students and the prosthodontic aspects of implant therapy into the training of periodontal graduate students. A flow chart of training steps is described for a patient treated with an immediately loaded mandibular fixed full-arch prosthesis on five interforaminal implants. Both the prosthodontic and the periodontal residents were involved in all phases of treatment. These postdoctoral students were in the final year of their program. Therefore, individual treatment steps could be taught interchangeably and accomplished by the student of the other specialty under the supervision of a clinical instructor. The unique characteristic of the immediate loading procedure, which includes surgical implant placement as well as immediate conversion of an existing denture into a fixed implant-supported provisional prosthesis, allows each postgraduate student to experience detailed surgical and prosthodontic treatment in a controlled environment on the day of surgery. [ABSTRACT FROM AUTHOR]

A multitude of federally and industry-funded efforts are underway to generate and collect human, animal, microbial, and other sources of data on an unprecedented scale; the results are commonly referred to as "big data." Often vaguely defined, big data refers to large and complex datasets consisting of myriad datatypes that can be integrated to address complex questions. Big data offers a wealth of information that can be accessed only by those who pose the right questions and have sufficient technical knowhow and analytical skills. The intersection comprised of the gut-brain axis, the intestinal microbiome and multi-ome, and several other interconnected organ systems poses particular challenges and opportunities for those engaged in gastrointestinal and liver research. Unfortunately, there is currently a shortage of clinicians, scientists, and physician-scientists with the training needed to use and analyze big data at the scale necessary for widespread implementation of precision medicine. Here, we review the importance of training in the use of big data, the perils of insufficient training, and potential solutions that exist or can be developed to address the dearth of individuals in GI and hepatology research with the necessary level of big data expertise., (© 2023. This is a U.S. Government work and not under copyright protection in the US; foreign copyright protection may apply.)

The Problem According to the Census Bureau, the number of immigrants living in the US will increase to 69 million by 2060. Unfortunately, the number of international neuropsychologists who practice in the U.S. is behind in terms of this expected shift in the population. This is not due to a lack of interest - as many international students are accepted into neuropsychology doctoral programs each year. However, the acquisition of appropriate postdoctoral training proves to be a significant challenge. In general, the required two-year postdoctoral positions in neuropsychology are competitive, as they should be; however, international students are at a remarkable disadvantage. They cannot stay in the U.S. without a sponsor for a visa after a year of graduating, thus placing them in a disadvantaged state to secure a neuropsychology postdoctoral position. The Impact Given the projected population changes, neuropsychological assessments will have to be adjusted, new norms will need to be collected, and providers who speak non-English languages will be in higher demand. International neuropsychologists contribute to the field of neuropsychology through the addition of cultural competence, the enrichment in our understanding of cognition across racial and ethnic groups, and the development and selection of tests from a different perspective. In addition, they strengthen research pursuits, increase access to high-quality healthcare service to minorities, and provide quality service to non-English speaking patients. Finally, they can disseminate quality neuropsychological services throughout the world. Call for Action We encourage all neuropsychologists to create an action plan to support international students. There are many ways in which this could be accomplished: advocate to your human resource department to sponsor international students, educate yourself on the barriers and the process of sponsoring a work/training visa, and assist international students in strengthening their training experience with research, authorship, and collaboration. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Learning health systems necessitate interdependence between health and academic sectors and are critical to address the present and future needs of our health systems. This concept is being supported through the new Canadian Institutes of Health Research (CIHR) Health System Impact (HSI) Fellowship, through which postdoctoral fellows are situated within a health system-related organization to help propel evidence-informed organizational transformation and change. A voluntary working group of fellows from the inaugural cohort representing diversity in geography, host setting and personal background, collectively organized a panel at the 2018 Canadian Association for Health Services and Policy Research Conference with the purpose of describing this shared scholarship experience. Here, we present a summary of this panel reflecting on our experiential learning in a practice environment and its ability for impact. [ABSTRACT FROM AUTHOR]

Using two conceptual frameworks—boundary work and field theory—I examined how academic scientists’ strategies for demarcating science from the market have implications for professional socialization. I focused on how field theory’s emphasis on group differentiation, power, and rules within fields can inform analysis of boundary work. The study was organized around two questions: How do academic scientists demarcate the fields of science and the market? What role do noncommerical scientists, graduate students, and postdoctoral scientists play in commercially oriented scientists’ boundary work? Drawing from in-depth interviews with 61 commercialist and traditionalist scientists at commercially intensive research universities, I identified three “rules” that operate as boundaries between science and the market. Commercialist adherence to these rules translated into a particular practice of third party impression management in which commercialists used postdoctoral scientists to segment science from the market. The liminality of postdoctoral scientists, which originates in their status as trainees between formal education and permanent positions, doubled as commercialist advisors situated them in the space between the fields of science and the market. The findings suggest that contemporary ways of protecting the integrity of the professoriate may operate at the expense of the long-term health of the profession by undermining professional socialization. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Background. In modern academic medicine, especially in the fields of infectious diseases and global health, aspiring physician- scientists often wait years before achieving independence as basic, translational, and clinical investigators. This study employed mixed methods to evaluate the success of the Burroughs Wellcome Fund/American Society for Tropical Medicine and Hygiene (BWF/ASTMH) global health postdoctoral fellowship in promoting scientific independence. Methods. We examined quantitative data obtained from the National Institutes of Health (NIH) and qualitative data provided by the ASTMH and program participants to assess BWF/ASTMH trainees’ success in earning NIH grants, publishing manuscripts, and gaining faculty positions. We also calculated the return on investment (ROI) associated with the training program by dividing direct costs of NIH research grants awarded to trainees by the direct costs invested by the BWF/ASTMH fellowship. Results. Forty-one trainees received fellowships between 2001 and 2015. Within 3 years of completing their fellowships, 21 of 35 (60%) had received career development awards, and within 5 years, 12 of 26 (46%) had received independent research awards. Overall, 22 of 35 (63%) received 1 or more research awards. BWF/ASTMH recipients with at least 3 years of follow-up data had coauthored a mean of 36 publications (range, 2–151) and 29 of 35 (82%) held academic positions. The return on investment was 11.9 overall and 31.8 for fellowships awarded between 2001 and 2004. Conclusions. Between 2001 and 2015, the BWF/ASTMH postdoctoral training program successfully facilitated progress to scientific independence. This program model underscores the importance of custom-designed postdoctoral training as a bridge to NIH awards and professional autonomy. [ABSTRACT FROM AUTHOR]

Background: The National Clinician Scholars Program (NCSP) is an interprofessional postdoctoral fellowship for physicians and nurses with a PhD. or DNP focused on health services research, policy, and leadership., Purpose: To evaluate 5-year outcomes of nurse postdoctoral scholars in the NCSP., Methods: We describe the 5-year outcomes of nurse fellows and graduates from six NCSP sites (positions, number of peer-reviewed publications, citations, and h-index)., Conclusion: There were 53 nurses in the sample (34 alumni, 19 fellows). Approximately half (47%, n = 16) of alumni had tenure-track faculty positions and had bibliometric performance indicators (such as h-indices) 2 to 4 times greater than those previously reported for assistant professors in nursing schools nationally. NCSP nurse scholars and alumni also had an impact on community partnerships, health equity, and health policy DISCUSSION: This study highlights the potential of interprofessional postdoctoral fellowships such as the NCSP to prepare nurse scientists for health care leadership roles., Competing Interests: Declaration of Competing Interest No funding was received for this article. The following coauthors are program directors in the National Clinician Scholars Program: Choi, Brush, Kelly Costa, Gutierrez, Heilemann, Manojlovich, Noonan, Park, and Sochalski. The following coauthors are core NCSP faculty members: Feder, Chapman. The following coauthor is an NCSP board member: Potempa. The authors have no other conflicts of interest related to the contents of the article to disclose., (Copyright © 2023 The Author(s). Published by Elsevier Inc. All rights reserved.)

PhD-trained biomedical scientists are moving into an increasingly diverse variety of careers within the sciences. However, graduate and postdoctoral training programs have historically focused on academic career preparation, and have not sufficiently prepared trainees for transitioning into other scientific careers. Advocates for science have raised the concern that the collective disregard of the broader career-development needs for predoctoral and postdoctoral trainees could drive talent away from science in upcoming generations. A shift is occurring, wherein universities are increasingly investing in centralized career development programs to address this need. In this Perspective, I reflect on the movement that brought biomedical PhD career development to the spotlight in recent years, and how this movement has influenced both the academic biomedical community and the field of career development. I offer recommendations for universities looking to establish or strengthen their career development programs, including recommendations for how to develop a campus culture that values career development as part of pre- and postdoctoral training. I also suggest steps that faculty might take to facilitate the career development of their mentees, regardless of the mentee's career aspirations. Finally, I reflect on recent national efforts to incentivize innovation, evaluation, and research in the field of biomedical PhD career development, and propose actions that the scientific community can take to support biomedical career development further as a scholarly discipline. These investments will enable new approaches to be rigorously tested and efficiently disseminated to support this rapidly growing field. Ultimately, strengthening biomedical career development will be essential for attracting the best talent to science and helping them efficiently move into careers that will sustain our nation's scientific enterprise. [ABSTRACT FROM AUTHOR]

Introduction: Learning health systems require a workforce of researchers trained in the methods of identifying and overcoming barriers to effective, evidence-based care. Most existing postdoctoral training programs, such as NIH-funded postdoctoral T32 awards, support basic and epidemiological science with very limited focus on rigorous delivery science methods for improving care. In this report, we present the 10-year experience of developing and implementing a Delivery Science postdoctoral fellowship embedded within an integrated health care delivery system., Methods: In 2012, the Kaiser Permanente Northern California Division of Research designed and implemented a 2-year postdoctoral Delivery Science Fellowship research training program to foster research expertise in identifying and addressing barriers to evidence-based care within health care delivery systems., Results: Since 2014, 20 fellows have completed the program. Ten fellows had PhD-level scientific training, and 10 fellows had clinical doctorates (eg, MD, RN/PhD, PharmD). Fellowship alumni have graduated to faculty research positions at academic institutions (9), and research or clinical organizations (4). Seven alumni now hold positions in Kaiser Permanente's clinical operations or medical group (7)., Conclusions: This delivery science fellowship program has succeeded in training graduates to address delivery science problems from both research and operational perspectives. In the next 10 years, additional goals of the program will be to expand its reach (eg, by developing joint research training models in collaboration with clinical fellowships) and strengthen mechanisms to support transition from fellowship to the workforce, especially for researchers from underrepresented groups., Competing Interests: The authors assert that they have no relevant conflicts of interest., (© 2023 The Authors. Learning Health Systems published by Wiley Periodicals LLC on behalf of University of Michigan.)

Traditionally, postdoctoral training programs largely have focused efforts within a single discipline or closely related fields. Yet, addressing the complex questions around cancer prevention and control increasingly requires the ability to work and communicate across disciplines in order to gain a perspective that encompasses the multilevel and multifaceted issues involved with this public health issue. To address this complexity, a transdisciplinary training program was implemented to cultivate the professional and scientific development of the postdoctoral fellows in Washington University in St Louis School of Medicine's Division of Public Health Sciences and NCI-funded centers (Community Networks Program Center and Transdisciplinary Research in Energetics in Cancer Center). Fellows are matched with primary mentors and assemble a multidisciplinary mentoring team. Structured programs support the transition of fellows from disciplinary trainees to independent transdisciplinary scholars and provide exposure to multiple disciplines. This article describes the training program, challenges encountered in implementation, solutions to those problems, and the metrics employed to evaluate the program's success. The goal of the program is to train emerging investigators in the conceptual bases, language, and practices that underlie a transdisciplinary perspective on cancer prevention and control research, to create an infrastructure for continued cross-discipline dialogue and collaboration, and to develop disseminable strategies for such training. [ABSTRACT FROM AUTHOR]

Postdoctoral training in health service psychology has changed substantially in the past decade. The articles in this special section speak to important questions regarding the purpose and function of advanced training in this field. The intersection of a number of trends, including increased specialization, growth of training programs, and expansion of available postdoctoral positions, introduces several dilemmas to the postdoctoral training community. How do we manage recruitment of postdoctoral residents and selection into training programs and positions? How do we ensure that postdoctoral training provides a pathway to advanced competence in a given specialty or focus area? What are the key components of postdoctoral training that will build effectively on our unique role as scientifically trained mental health practitioners? How can we best counsel interns regarding the array of options in postdoctoral training, or the choice between postdoctoral training and a professional position as a next step in their careers? The articles that follow reflect upon these key questions and help us set a course for the definition of operating principles and effective models for postdoctoral training in health service psychology in the 21st century. [ABSTRACT FROM AUTHOR]

To address the need to respond to challenges in training researchers in clinical psychology, we describe an example of a competency-based postdoctoral training program that emphasizes leadership in writing scientific publications, preparing research grant proposals, integrating research and practice, and the responsible conduct of research. Key program features that can be applied in a range of settings include a systematic approach to setting goals and monitoring progress in achieving key research-related competencies, involvement of multiple mentors, and promotion of initiative and career development. Program graduates have been successful in securing faculty positions in a range of settings, publishing their research, and, to a lesser extent, in funding research proposals. Future research should describe effective features of postdoctoral research training programs and identify predictors of successful research careers. [ABSTRACT FROM AUTHOR]