A Canadian faculty of medicine and dentistry’s survey of career development needs
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Résumé
INTRODUCTION: Career development efforts for adult learners are more likely to succeed if they are responsive to the learners' needs, offered at convenient times, and provided in a variety of forms. METHODS: The Faculty of Medicine and Dentistry at the University of Alberta conducted a self-administered career development needs survey of full-time academic faculty. Faculty members were asked to identify how useful each of 35 career development skills would be to them and at which stage in an academic career it would be most useful. Preferred educational modes and times of delivery were also assessed. The mean rankings of skill needs were examined overall as well as by gender, academic rank, departmental category (clinician versus basic scientist), marital status, and the presence of school-aged children at home. RESULTS: 185 of 446 (41%) mailings were returned, of which 181 were evaluated. The number one perceived career development need across all subgroups was 'Effective writing of grants and publications'. Six of the top 10 needs were identified as useful at all career stages. Significant differences in rankings of needs were noted between subgroups. Half days were preferred to full days for career development efforts and short courses to other educational modes. DISCUSSION: Several career development skills were identified as priorities independently of gender, academic rank, and clinical versus basic science career tracks. Differences suggest that within a basic global programme, a variety of career development modules may need to be developed for subgroups.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,012 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle