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Abstract Background Scientific communication (SC) has important social-cognitive, behavioral, and career-related benefits for emerging researchers, but both mentors and mentees find development of SC skills challenging. Whether training mentors to effectively mentor development of SC skills could have a meaningful impact on mentees was not clear. The Scientific Communication Advances Research Excellence (SCOARE) project has conducted faculty training workshops in techniques for mentoring SC skills since 2018. To study indirect workshop effects of mentors’ attendance at the SCOARE workshop on their matched PhD and postdoctoral mentees (N = 477), we surveyed mentees before and 6 months after their mentors attended and measured their social-psychological and behavioral outcomes. To examine the effectiveness of the workshop and to explore whether workshop effects vary based on mentee demographic characteristics, including home language variety (speaker of standardized English [STE], non-standardized English [NSTE], or another language [L2]), we conducted multilevel models. Results After adjusting baseline scores, mentees of mentors who attended SCOARE workshops (W +) were more engaged in speaking activities (β =0 .30, p = 0.016), had higher science identity (β = 0.20, p = 0.048), and were less likely to reconsider their career due to SC skills (β = – 0.39, p = 0.004) than mentees in the W– group. Across demographic groups, mentees of mentors who attended SCOARE workshops showed similar improvements in SC outcomes. Postdoctoral mentees, compared to doctoral mentees, had higher science identity and lower intention to pursue a non-research-intensive career. Comparing mentees of the 3 categories of home language variety, both the NSTE and L2 groups, compared to the STE group, were more likely to reconsider their careers due to SC skills and had a higher intention to pursue non-research-intensive careers both at baseline and post-workshop, suggesting the possibility of language background as a barrier to mentee career progression. Conclusion Mentor training for SC skill development can improve social-psychological and behavioral outcomes for mentees, including science identity, frequency of speaking, and reconsideration of research careers due to concerns about SC.

This study explores the perspectives of students at the University of Craiova regarding their readiness to choose a specific research direction and the role of mentorship in their academic journey. Findings reveal that 66.1% of respondents feel unprepared to select a research trajectory, highlighting the need for additional guidance and resources. Despite this, 73.1% of students expressed confidence in defining their research direction without further assistance, indicating that current support mechanisms may be effective for a majority. However, 78.5% of students reported lacking access to mentors or academic advisors, while 80.3% expressed a strong desire for mentoring in the near future, underlining its perceived value in navigating academic and professional development. Students also identified key areas of support needed, including guidance in research direction (73.9%), project management skills (47.2%), navigating funding processes (42.4%), and publishing strategies (46.4%). These findings underscore the importance of strengthening mentoring programs and academic support initiatives to address diverse student needs, ultimately enhancing research preparedness and career outcomes. [ABSTRACT FROM AUTHOR]

Background: Scientific communication (SC) has important social-cognitive, behavioral, and career-related benefits for emerging researchers, but both mentors and mentees find development of SC skills challenging. Whether training mentors to effectively mentor development of SC skills could have a meaningful impact on mentees was not clear. The Scientific Communication Advances Research Excellence (SCOARE) project has conducted faculty training workshops in techniques for mentoring SC skills since 2018. To study indirect workshop effects of mentors' attendance at the SCOARE workshop on their matched PhD and postdoctoral mentees (N = 477), we surveyed mentees before and 6 months after their mentors attended and measured their social-psychological and behavioral outcomes. To examine the effectiveness of the workshop and to explore whether workshop effects vary based on mentee demographic characteristics, including home language variety (speaker of standardized English [STE], non-standardized English [NSTE], or another language [L2]), we conducted multilevel models. Results: After adjusting baseline scores, mentees of mentors who attended SCOARE workshops (W +) were more engaged in speaking activities (β =0.30, p = 0.016), had higher science identity (β = 0.20, p = 0.048), and were less likely to reconsider their career due to SC skills (β = – 0.39, p = 0.004) than mentees in the W– group. Across demographic groups, mentees of mentors who attended SCOARE workshops showed similar improvements in SC outcomes. Postdoctoral mentees, compared to doctoral mentees, had higher science identity and lower intention to pursue a non-research-intensive career. Comparing mentees of the 3 categories of home language variety, both the NSTE and L2 groups, compared to the STE group, were more likely to reconsider their careers due to SC skills and had a higher intention to pursue non-research-intensive careers both at baseline and post-workshop, suggesting the possibility of language background as a barrier to mentee career progression. Conclusion: Mentor training for SC skill development can improve social-psychological and behavioral outcomes for mentees, including science identity, frequency of speaking, and reconsideration of research careers due to concerns about SC. [ABSTRACT FROM AUTHOR]

Background: Increasing research capacity and capability for the speech and language therapy (SLT) profession is a key national strategic driver, with many speech and language therapists (SLTs) aspiring to a clinical academic (CA) career. There are known benefits but also acknowledged challenges with this career path, including limited funding opportunities and a poorly established career trajectory. Aims: To present models, frameworks and support structures that can be used by aspiring SLT CAs to chart research knowledge and skills, and plan career development. Organisational models are also presented to facilitate SLT CA career development and research capacity‐building. Methods & Procedures: A narrative review was conducted using a literature search of published peer‐reviewed journals across four electronic databases: Medline, CINAHL, AMED and Embase, with additional search for grey literature through internet searches. Search results were screened against eligibility criteria by two researchers, with full‐text articles retrieved and reviewed by four researchers independently. Results & Discussion: The database search and grey literature search combined identified 610 records. Full‐text screening of 66 records resulted in 19 articles or grey literature sources being included within the narrative review. Main Contribution: This paper details models, frameworks and support structures pertinent to SLTs that can be used at an individual and organizational level to assist CA skill development and career paths. Conclusion & Implications: The national climate is looking positive for aspiring SLT CAs. The time is now to take the initiative and use the support structures available to show our CA value and develop the necessary skills outlined within these resources to fulfil our ambitions. WHAT THIS PAPER ADDS: What is already known on the subject: Interest in CA careers within the SLT profession is increasing. Whilst there are known benefits to embedding research within clinical practice, barriers exist including the strategic and operational steps individuals can take to make the career path a reality. What this study adds: This narrative review has searched the literature for CA models, frameworks and support structures created for nurses, midwives and allied health professionals. These tools are presented and discussed, with special consideration and focus to the SLT profession. What are the clinical implications of this work?: This paper will provide SLTs with the tools to support their personal CA career development as well as advocate for CA roles within their teams and organisations. Organisational models are also presented to support SLT managers to foster a CA path for workforce development. [ABSTRACT FROM AUTHOR]

Copyright of Gazdalkodas is the property of Herman Otto Intezet Nonprofit Kft. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Medicinae et Sociologica (AMS) is the property of University of Debrecen and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Psychiatry residency programs with robust research training can prepare physician-scientists to make contributions that advance the mental health field. Our psychiatry residency developed a chief resident for research position to help provide mentorship, community building, and advising around scholarly activities for residents. We present the process of implementing this new position in our residency to offer a model for engaging psychiatry residents in research.

Despite a growing burden of cardiovascular diseases (CVDs) in Low and Middle Income Countries (LMICs), there remain significant barriers to researchers living in these countries regarding the initiation, progression and completion of research. These obstacles are multifactorial, ranging from a lack of general incentives, national and institutional initiatives and capacity, limited opportunities for funding, and lack of mentorship and support for the presentation and publication of research. In this perspective piece, we highlight some of the challenges we have observed from our experience as early career cardiologists in LMICs and present some potential solutions to address these issues.

The underrepresentation of students of Historically marginalized or Underrepresented Genders (HUGs) in STEM departments results in the low representation of HUG researchers in the space science community. This paper reviews relevant literature to explore the potential barriers that prevent HUG students from staying in STEM fields, including few opportunities to develop STEM identities, experiences with professional devaluation, and chilly campus climates. Thus, HUG students are more likely to feel excluded in STEM programs. To address the disparities, our HUG Initiative, a student-led research initiative, is proposed and piloted at a large research institution. This initiative promotes the pursuit of research careers among students who self-identify as HUG in the department of electrical and computer engineering. By holding panel discussions, interactive workshops, and networking luncheons, HUG Initiative aims to demystify what it means to be a researcher and provide resources on research opportunities and support for HUG students. The influence on the HUG students’ career choice and their accessibility of information will be evaluated by pre-study and post-study surveys. The research outcome will offer suggestions to create a safe and supportive departmental environment for HUG-identifying students to pursue research careers.

Dichotomies emerge among early-career land scientists when balancing their career goals with family obligations, exhibiting differences in gender and regions. Through on-line surveys, we examined the interconnection between family obligations and doctoral performance through a gender lens on an international sample of doctoral students. The analysis of the findings indicated that more women than men in the doctoral program were responsible for family obligations, with mothers experiencing a prolonged duration of completing their doctorates and a lower publication rate. Majority of the respondents, primarily women from the Global North, decided not to be parents due to anticipated challenges with maintaining a work-life balance exacerbated by traditional gender roles, limited financial support for childcare, and high demands of academia. The constraints of early-career land scientists, particularly mothers from the Global South living apart from relatives, need to be addressed for institutes to strengthen international gender equality in land science. [ABSTRACT FROM AUTHOR]

ABSTRACTDichotomies emerge among early-career land scientists when balancing their career goals with family obligations, exhibiting differences in gender and regions. Through on-line surveys, we examined the interconnection between family obligations and doctoral performance through a gender lens on an international sample of doctoral students. The analysis of the findings indicated that more women than men in the doctoral program were responsible for family obligations, with mothers experiencing a prolonged duration of completing their doctorates and a lower publication rate. Majority of the respondents, primarily women from the Global North, decided not to be parents due to anticipated challenges with maintaining a work-life balance exacerbated by traditional gender roles, limited financial support for childcare, and high demands of academia. The constraints of early-career land scientists, particularly mothers from the Global South living apart from relatives, need to be addressed for institutes to strengthen international gender equality in land science.

After finishing the PhD, the researcher enters a stage in their early research career where more independence is expected. Within a relatively short time period, the researcher needs to gather research experience and support in the form of tangible resources as funding, and intangible resources like access to research networks, close collaborations, and mentorship to support their next career stage. How resources are allocated are therefore important determinants for the success of researchers. However, research shows that the resource allocation decisions in academia are biased in favor of men, with many of these gender biases that influence the success of research careers increasing. In this study, we asked women employed as early-career researchers (WECRs) about how they view their opportunities and potential for long-term success within academia, and how this relates to the resources that they have access to. We found that the WECRs were given few resources and support, and that they perceived that finding resources important for their career was up to themselves. The noticeable male dominance in who receives resources and positions within the university and the lack of women as role-models signals to WECRs that they are not wanted in academia. The WECRs suggest several ways to improve the possibilities for a successful research career for women on more equal terms as their male collegues: these include transparent processes for resource allocations, equal opportunity officers in all hiring processes, and mandatory gender training for all senior research and administrative staff. All the actions suggested are within the control of the university.

Alison R Hwong,1 Stefana Morgan,1 Chelsea Anne Young,2 Aaron D Besterman,3 Michael Jacob,1 Jody Williams,1 Victor I Reus,1 Carol A Mathews,4 Erick Hung,1 Susan Voglmaier1 1Department of Psychiatry and Behavioral Sciences, Weill Institute for Neurosciences, University of California, San Francisco, CA, USA; 2Department of Psychiatry, Stanford University, Palo Alto, CA, USA; 3Department of Psychiatry, University of California, San Diego, CA, USA; 4Department of Psychiatry, College of Medicine at the University of Florida, Gainesville, FL, USACorrespondence: Alison R HwongUniversity of California, San Francisco, Department of Psychiatry and Behavioral Sciences, Weill Institute for Neurosciences, 401 Parnassus Avenue, Box 0984, San Francisco, CA, 94143-0983, USATel +1 406 414 7185Email alison.hwong@ucsf.eduAbstract: Psychiatry residency programs with robust research training can prepare physician-scientists to make contributions that advance the mental health field. Our psychiatry residency developed a chief resident for research position to help provide mentorship, community building, and advising around scholarly activities for residents. We present the process of implementing this new position in our residency to offer a model for engaging psychiatry residents in research.Keywords: academic psychiatry, residency training, research career

The need to specifically mentor graduate and medical students performing biomedical and biobehavioral research in communication skills is increasingly being highlighted to increase intention to pursue academic research careers, including physician–scientist careers. This study used data collected from 354 research faculty in 33 states across the United States to examine beliefs and perceived barriers about mentoring in scientific communication (writing, presenting, and informal discussion about science), with the goal of advancing evidence-based recommendations for mentoring interventions. Latent profile analysis identified four mentor profiles, based on beliefs regarding mentoring responsibility, expected outcomes, and barriers in scientific communication mentoring. Problem solvers, who acknowledged trainee problems but reported high efficacy in overcoming them, offered the highest levels of supportive and instructive mentoring. Since mentoring messages and actions influence trainee career development significantly, our results have important implications for faculty development to advance effective mentoring, especially in scientific communication. [ABSTRACT FROM AUTHOR]

Jacques Perriault is a famous French figure in the world of technology and educational media. This text aims to shed light on the valuable contribution his work made to research on distance education by favoring a dynamic approach to the profession of teacher-researcher. This work has benefited from developments by historians and sociologists of science who have studied the place and role of scientists and engineers in contemporary societies.

ObjectiveThere is a growing concern about a shortage of physician scientists. This problem is particularly severe in certain subspecialties such as geriatrics in general and geriatric psychiatry in particular. This study sought to obtain medical students' perspectives on barriers and facilitators toward pursuing a career in academics and/or in geriatric psychiatry or geriatic medicine.MethodsThe study surveyed 27 first-year medical students from six US medical schools, who had demonstrated a clear interest in academic geriatrics by completing a mentored summer research training program in geriatric medicine or geriatric psychiatry, funded by the National Institute on Aging. The survey included open-ended and close-ended questions about likely career choice and factors affecting it.ResultsSixty percent of students reported they were likely to pursue an academic career, 44 % a career in geriatric psychiatry or geriatic medicine, and only 36 % a career in academic geriatrics. The most frequently perceived barriers were a lack of knowledge about academic careers and lack of exposure to geriatrics, financial concerns due to loan debts and low compensation, and negative impressions of research and of working with older adults. Facilitators included positive experiences with or positive impressions of research and research mentors and of older adults, and the growing demand for geriatric care.ConclusionsAttracting capable and motivated medical students to academic careers in fields such as geriatric psychiatry or geriatic medicine should be a priority in seeking to expand the number of physician scientists and to add to the health-care workforce in underserved subspecialty areas. Necessary approaches should include opportunities to work in academic settings; availability of sustained and dedicated mentorship; early, consistent, and positive exposure to older adults; and financial incentives.

Abstract Background Involvement of clinicians in biomedical research is imperative for the future of healthcare. Several factors influence clinicians’ inclination towards research: the medical school experience, exposure to research article reading and writing, and knowledge of research. This cohort study follows up medical students at time of graduation to explore changes in their inclination towards research and pursuing a research career compared to their inclination at time of entry into medical school. Methods Students from medical schools in six different countries were enrolled in their first year of school and followed-up upon graduation in their final year. Students answered the same self-administered questionnaire at both time points. Changes in inclination towards research and pursuing a research career were assessed. Factors correlated with these changes were analysed. Results Of the 777 medical students who responded to the study questionnaire at entry into medical school, 332 (42.7%) completed the follow-up survey. Among these 332 students, there was no significant increase in inclination towards research or pursuing a research career over the course of their medical schooling. Students from a United States based school, in contrast to those from schools other countries, were more likely to report having research role models to guide them (51.5% vs. 0%–26.4%) and to have published in a peer-reviewed journal (75.7% vs. 8.9%–45%). Absence of a role model was significantly associated with a decrease in inclination towards research, while an increased desire to learn more about statistics was significantly associated with an increase in inclination towards pursuing a research career. Conclusion Most medical students did not experience changes in their inclination towards research or pursuing a research career over the course of their medical schooling. Factors that increased their inclination to undertaking research or pursuing a research career were availability of a good role model, and a good knowledge of both the research process and the analytical tools required.

This paper explores to what extent individual, organizational and social factors determine academic trajectories, controlling for socio-demographic variables such as sex and academic rank. For this, a correlational study was developed in a convenience sample of academics from the Federico II University of Naples, in Italy (N = 228, 55.3 % men and 44.7 % women), between 21 and 67 years old (M = 51.7, SD = 9.2), with the use of descriptive statistics and multiple correspondence analysis. The results show two differentiated tendencies: (1) that of male and full-professors, and (2) that of women and middle and early-career levels. The first group perceive less difficulties and value personal (Model 1, 53.9 % of variance) and family success (Model 2, 50.3 % of variance) factors more. Barriers such as the influence of informal power networks (Model 3, 42.7 % of variance) and family issues, as work-life balance (Model 4 and 5, 50.2 % and 59.9 % of variance), are perceived with greater intensity by the second group. The results highlight the importance of measures for equal opportunities in academia. [ABSTRACT FROM AUTHOR]

Quality, as all of us are aware, makes education as much socially relevant as it is personally indispensable to the individual. Gaining of quality and excellence is the great challenge faced by all higher education institutions. This research was carried out for determine the threats, complications and constrains in sustaining the quality of educational institution. The data was collected through structured questionnaire. Data was examining with the statistical tools. Higher education as the production of qualified human resources, Higher education as training for a research career. Higher education as the efficient management of teaching profession, Higher education as a matter of extending life chances. Higher education can no longer be owned by a community of disciplinary connoisseurs who transmit knowledge to students. Both the complexity and uncertainty of society and the economy will require institutions to continuously adapt while upholding quality standards. Effective leadership and willingness for change are big constraints in maintaining the quality of educational institutions. [ABSTRACT FROM AUTHOR]

The academia competitive landscape has made research increasingly important. Extant literature has studied specific dimensions of research performance and conducting good research. This exploratory study examines the habits and routine behaviour in conducting good research, guided by a constructivist grounded theory approach. Thirty-six semi-structured interviews were conducted with academics of different seniorities from six tourism schools, followed by content analyses and drawing relevant theories from calling, grit and self-determination, leading to a theory-based emerging framework. Five habits and twenty-seven routine behaviours were identified with implications on academic career management, institutional planning, and recruitment. [ABSTRACT FROM AUTHOR]

Education and research are considered as the cornerstones of the economic growth and the job creation for the Lisbon Strategy proposed by the European Union. Therefore, understanding the transmission channels of the educational investments to the society is important to inform policymakers and students about the benefits and opportunities associated with the acquisition of human capital. In this context, PhD programs play a significant role to reach the European research goals. The current study contributes to shed empirical evidence about the determinants of the time to the doctorate in Spain and its influence on the probability of carrying out an innovate activity (for example, working as a researcher), in both cases the PhD program's academic field is included as regressors. One of the main hypothesis to verify is whether a prolonged time to complete the doctoral studies is a negative signal about the individual's capacity to develop research skills. If this is the case, longer time to doctorate would imply less probability of working as a researcher. The methodology applied consists in estimating a Cox model to analyse the determinants of the time to the doctorate, and a probit model to examine the probability of being a researcher considering time to the doctorate as an endogenous regressor. Data used in this study come from the 2009 Survey on Human Resources in Science and Technology, provided by the Spanish National Institute of Statistics (INE in 2009 survey on human resources in science and technology, INE, Madrid, 2010). [ABSTRACT FROM AUTHOR]

Gender imbalance in academia has been confirmed in terms of a variety of indicators, and its magnitude often varies from country to country. Europe and North America, which cover a large fraction of research workforce in the world, have been the main geographical regions for research on gender imbalance in academia. However, the academia in East Asia, which accounts for a substantial fraction of research, may be exposed to strong gender imbalance because Asia has been facing persistent and stronger gender imbalance in society at large than Europe and North America. Here we use publication data between 1950 and 2020 to analyze gender imbalance in academia in China, Japan, and South Korea in terms of the number of researchers, their career, and citation practice. We found that, compared to the average of the other countries, gender imbalance is larger in these three East Asian countries in terms of the number of researchers and their citation practice and additionally in Japan in terms of research career. Moreover, we found that Japan has been exposed to the larger gender imbalance than China and South Korea in terms of research career and citation practice. • We quantify gender imbalance in the academia in China, Japan, and South Korea. • The three countries have had a small fraction of female researchers. • Papers from the three countries under-cite female-led papers. • Japan is largely subject to stronger gender imbalance than China and South Korea. [ABSTRACT FROM AUTHOR]

INTRODUCTION: Acquisition of research experience by medical students is associated with good research pathway at the postgraduate level and also in the pursuit of a research career. Also, it assists the physician to make evidence based decisions in clinical practice. OBJECTIVES: Aim of study was to determine the perception of research and predictors of research career among clinical medical students of Ebonyi State University Abakaliki,southeast Nigeria. METHODS: A descriptive cross sectional study design was used. All clinical medical students of Ebonyi State University who were willing to participate were included in the study. Information was obtained using a self administered questionnaire. RESULTS: A total of235students participated in the study, (response rate, 87.0%) .The mean age was 24.8±2.8 years and majority,61.3% were males. Majority,96.6% were of the opinion that research is important in the practice of Medicine, 66.4% opted for a mandatory research time in medical school and 18.3% agreed that students were encouraged to participate in research. A minor proportion,24.3% have ever participated in research apart from the mandatory student projects and 40.4% intend to pursue a career in research. Barriers to students' involvement in research included lack of funding,43.4%,lack of time,23.8% and lack of mentoring,22.1%.Predictors of research as a career among the students included being a male student, (AOR=2.1;95% CI:1.1-2.8), previous participation in research,(AOR=2.0;95% CI:1.1-5.8),and students that had career guidance,(AOR=3.7;95% CI:2.0-7.0), CONCLUSIONS: Majority of the students have a good perception of research. However only a minor proportion have participated in research and were willing to pursue a career in research. There is the need to encourage and motivate the students towards having interest in health research while also addressing the identified barriers. Career guidance should be institutionalized in our medical schools.

This paper represents an attempt to make a theoretical contribution to its knowledge base through an analysis of the group factors which contribute to the success of women academics engaged in research within the area of social sciences. The data were obtained through a series of in-depth interviews carried out at public universities in Catalonia, with women academics –all of whom were the heads of research groups recognized by the Generalitat [Regional Government] of Catalonia. The findings indicate that research groups provide a supportive and effective environment for female researchers enabling them to develop their academic careers, as measured by such key performance indicators as the number of publications and successful applications for research funding.