Browsing by Author "Hall, Joshua D."

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    A cross-institutional analysis of the effects of broadening trainee professional development on research productivity
    Brandt, Patrick D.; Sturzenegger Varvayanis, Susi; Baas, Tracey; Bolgioni, Amanda F.; Alder, Janet; Petrie, Kimberly A.; Dominguez, Isabel; Brown, Abigail M.; Stayart, C. Abigail; Singh, Harinder; Van Wart, Audra; Chow, Christine S.; Mathur, Ambika; Schreiber, Barbara M.; Fruman, David A.; Bowden, Brent; Wiesen, Christopher A.; Golightly, Yvonne M.; Holmquist, Chris E.; Arneman, Daniel; Hall, Joshua D.; Hyman, Lynda E.; Gould, Kathleen L.; Chalkley, Roger; Brennwald, Patrick J.; Layton, Rebekah L. (PLOS, 2021-07-15)
    PhD-trained scientists are essential contributors to the workforce in diverse employment sectors that include academia, industry, government, and nonprofit organizations. Hence, best practices for training the future biomedical workforce are of national concern. Complementing coursework and laboratory research training, many institutions now offer professional training that enables career exploration and develops a broad set of skills critical to various career paths. The National Institutes of Health (NIH) funded academic institutions to design innovative programming to enable this professional development through a mechanism known as Broadening Experiences in Scientific Training (BEST). Programming at the NIH BEST awardee institutions included career panels, skill-building workshops, job search workshops, site visits, and internships. Because doctoral training is lengthy and requires focused attention on dissertation research, an initial concern was that students participating in additional complementary training activities might exhibit an increased time to degree or diminished research productivity. Metrics were analyzed from 10 NIH BEST awardee institutions to address this concern, using time to degree and publication records as measures of efficiency and productivity. Comparing doctoral students who participated to those who did not, results revealed that across these diverse academic institutions, there were no differences in time to degree or manuscript output. Our findings support the policy that doctoral students should participate in career and professional development opportunities that are intended to prepare them for a variety of diverse and important careers in the workforce.
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    A Multi-Institutional Description of Processes and Outcomes of Postbaccalaureate Research Education Programs in the Mid-Atlantic Region
    Wright, Cynthia F.; Kasman, Laura M.; Robinson, Donita L.; Carey, Gregory B.; Hall, Joshua D.; Lloyd, Joyce A.; Shiang, Rita; Smith, Edward J.; Wilson, Katherine L. (Lippincott Williams & Wilkins, 2023-12-28)
    Outcome data from 6 National Institutes of Health-funded Postbaccalaureate Research Education Programs (PREPs) in the Mid-Atlantic region were combined to give a multi-institutional perspective on their scholars' characteristics and progress through biomedical research training. The institutions hosting these programs were Johns Hopkins University School of Medicine, the Medical University of South Carolina, the University of Maryland School of Medicine, the University of North Carolina at Chapel Hill, Virginia Commonwealth University, and Virginia Polytechnic Institute and State University. The authors summarize the institutional pathways, demographics, undergraduate institutions, and graduate institutions for a total of 384 PREP scholars who completed the programs by June 2021. A total of 228 (59.4%) of these PREP scholars identified as Black or African American, 116 (30.2%) as Hispanic or Latinx, and 269 (70.0%) as female. The authors found that 376 of 384 scholars (97.9%) who started PREP finished their program, 319 of 376 (84.8%) who finished PREP matriculated into PhD or MD/PhD programs, and 284 of 319 (89.0%) who matriculated have obtained their PhD or are successfully making progress toward their PhD.
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    A Multi-Institutional Description of Processes and Outcomes of Postbaccalaureate Research Education Programs in the Mid-Atlantic Region
    Wright, Cynthia F.; Kasman, Laura M.; Robinson, Donita L.; Carey, Gregory B.; Hall, Joshua D.; Lloyd, Joyce A.; Shiang, Rita; Smith, Edward J.; Wilson, Katherine L. (American Association of Medical Colleges, 2024-01-13)
    Outcome data from 6 National Institutes of Health–funded Postbaccalaureate Research Education Programs (PREPs) in the Mid-Atlantic region were combined to give a multi-institutional perspective on their scholars’ characteristics and progress through biomedical research training. The institutions hosting these programs were Johns Hopkins University School of Medicine, the Medical University of South Carolina, the University of Maryland School of Medicine, the University of North Carolina at Chapel Hill, Virginia Commonwealth University, and Virginia Polytechnic Institute and State University. The authors summarize the institutional pathways, demographics, undergraduate institutions, and graduate institutions for a total of 384 PREP scholars who completed the programs by June 2021. A total of 228 (59.3%) of these PREP scholars identified as Black or African American, 116 (30.2%) as Hispanic or Latinx, and 269 (70.0%) as female. The authors found that 376 of 384 scholars (97.9%) who started PREP finished their program, 319 of 376 (84.8%) who finished PREP matriculated into PhD or MD/PhD programs, and 284 of 319 (89.0%) who matriculated have obtained their PhD or are successfully making progress toward their PhD.