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dc.contributor.authorVan Wart, Audraen
dc.contributor.authorO'Brien, Theresa C.en
dc.contributor.authorVarvayanis, Susien
dc.contributor.authorAlder, Janeten
dc.contributor.authorGreenier, Jenniferen
dc.contributor.authorLayton, Rebekah L.en
dc.contributor.authorStayart, C. Abigailen
dc.contributor.authorWefes, Ingeen
dc.contributor.authorBrady, Ashley E.en
dc.description.abstractExperiential learning is an effective educational tool across many academic disciplines, including career development. Nine different institutions bridged by the National Institutes of Health Broadening Experiences in Scientific Training Consortium compared their experiments in rethinking and expanding training of predoctoral graduate students and post-doctoral scholars in the biomedical sciences to include experiential learning opportunities. In this article, we provide an overview of the four types of experiential learning approaches our institutions offer and compare the learning objectives and evaluation strategies employed for each type. We also discuss key factors for shaping experiential learning activities on an institutional level. The framework we provide can help organizations determine which form of experiential learning for career training might best suit their institutions and goals and aid in the successful design and delivery of such training.en
dc.description.sponsorshipNIHUnited States Department of Health & Human ServicesNational Institutes of Health (NIH) - USA [DP7OD018428, DP7OD018420, DP7OD18425, DP7OD020314, DP7OD020317, DP7OD020316, DP7OD018423, DP7OD018426, 5DP7OD018422]en
dc.rightsCreative Commons Attribution-NonCommercial-ShareAlike 3.0 Unporteden
dc.titleApplying Experiential Learning to Career Development Training for Biomedical Graduate Students and Postdocs: Perspectives on Program Development and Designen
dc.typeArticle - Refereeden
dc.contributor.departmentFralin Biomedical Research Instituteen
dc.description.notesOur work would not have been possible without the participation and valuable feedback from the many graduate students and postdoctoral trainees at our institutions. We are also grateful for our dedicated faculty, staff, and external partners, who have contributed to experiential learning activities in a variety of ways, including delivering content, hosting internships and site visits, and providing constructive input. We would like to specifically acknowledge the following individuals for contributions to program conceptualization, delivery, data collection, and/or assessment: Natalie Alpert, Avery August, Brent Bowden, Tammy Collins, Millie Copara, Susan Engelhardt, Michael Friedlander, Bill Lindstaedt, Rachel Reeves, Michael Roach, Chris Schaffer, Molly Starback, Dawayne Whittington, Kimberley D. Wood, Keith Yamamoto, and Angela Zito. Finally, we would like to acknowledge our colleagues throughout the BEST Consortium for valuable discussions and sharing of best practices through monthly meetings and our annual symposia. This work was generously supported by NIH grants DP7OD018428 (A.V.W.), DP7OD018420 (T.C.O.), DP7OD18425 (S.V.), DP7OD020314 (J.A.), DP7OD020317 (R.L.L.), DP7OD020316 (C.A.S.), DP7OD018423 (A.E.B.), DP7OD018426 (J.G.), and 5DP7OD018422 (I.W.).en
dc.title.serialCbe-Life Sciences Educationen

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Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported
License: Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported