TY - JOUR
T1 - Neuroscience Milestones
T2 - Developing Standardized Core-Competencies for Research-Based Neuroscience Trainees
AU - Graziane, Julie
AU - Graziane, Nicholas
N1 - Funding Information:
as the social sciences and humanities (Akil et al., 2016). The growth of the field as well as the expanding job opportunities available are making it more and more difficult for trainees and mentors to identify core competencies that define the expertise required to advance neuroscience in the 21st century (Akil et al., 2016). Additionally, as competition for funding increases, mentors are forced to focus on grant applications rather than laboratory management and mentoring (Barres, 2013). For trainees, often, there is a focus on productivity that is supported by the number and/or impact of publications. However, productivity may be hindered by the project and/or resources available, making it difficult to evaluate trainees for their overall development, especially between institutions and laboratories. Importantly, there are many attributes that must be developed for graduate and postdoctoral trainees, which, when developed, will enable them to effectively contribute to the workforce.
Publisher Copyright:
Copyright © 2022 the authors.
PY - 2022/9/28
Y1 - 2022/9/28
N2 - In the medical field, the implementation of Milestones by the Accreditation Council for Graduate Medical Education (ACGME) has provided a common understanding among clinical and academic supervisors and trainees related to the development of core competencies during graduate medical training. These Milestones help establish developmental trajectories and aspirational goals for the trainee. Unfortunately, training in graduate and postgraduate neuroscience lacks a standardized developmental progression of competencies or outcomes expected of trainees. Without such standardizations, it may be difficult for both the mentor and trainee to identify levels of improvement, which may impact the trainee's future success. Here, we discuss the value of developing a nonexhaustive framework that may be used to evaluate trainees with the expectation that it will provide a template to help with the development of future neuroscientists.
AB - In the medical field, the implementation of Milestones by the Accreditation Council for Graduate Medical Education (ACGME) has provided a common understanding among clinical and academic supervisors and trainees related to the development of core competencies during graduate medical training. These Milestones help establish developmental trajectories and aspirational goals for the trainee. Unfortunately, training in graduate and postgraduate neuroscience lacks a standardized developmental progression of competencies or outcomes expected of trainees. Without such standardizations, it may be difficult for both the mentor and trainee to identify levels of improvement, which may impact the trainee's future success. Here, we discuss the value of developing a nonexhaustive framework that may be used to evaluate trainees with the expectation that it will provide a template to help with the development of future neuroscientists.
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U2 - 10.1523/JNEUROSCI.1260-22.2022
DO - 10.1523/JNEUROSCI.1260-22.2022
M3 - Review article
AN - SCOPUS:85139434884
SN - 0270-6474
VL - 42
SP - 7332
EP - 7338
JO - Journal of Neuroscience
JF - Journal of Neuroscience
IS - 39
ER -