Clinical Anatomy and the Unexpected Career: Is there a Curriculum for that?
Notice bibliographique
Résumé
Traditional models of career progression: graduation, career selection, and retirement, are endangered species. Higher education institutions must adapt beyond the role of knowledge transmission and translation to prepare graduates for career evolution. Planned Happenstance Theory (PHT) is a career development model centered on the positive effects of unpredicted career‐related events occurring throughout an individual's life. Unpredictable career events, termed “Happenstance Events”, can influence career trajectory when recognized and leveraged. PHT consists of 2 competencies: (i) Actively exploring career interests and increasing “Happenstance Event” frequency, and (ii) 5 happenstance sub‐skills allowing individuals to take advantage of these events as they occur. We aimed to investigate how PHT applies to our Clinical Anatomy (M.Sc.) post‐graduate cohort to understand how these events have shaped their view of anatomy and graduate school with respect to their career goals. By doing so, we may be better able to adjust curriculum design processes and there‐by align individuals to a more fortuitous career path. Participants were Clinical Anatomy alumni (n=12) who graduated since 2014. During structured interviews, participants recalled the nature of events transpiring from beginning their graduate studies to their current position. Interviews were qualitatively examined for the presence of skills and happenstance events using phenomenological design. Following these interviews individuals were assessed for the presence of skills using the Planned Happenstance Career Inventory (PHCI). Data revealed mean PHCI skill scores: curiosity (4.4±0.3 on a 5‐point scale), flexibility (3.6±0.7), persistence (4.4±0.3), optimism (4.3±0.4), and risk‐taking (4.1±0.5). Interview coding established curiosity with highest incidence (72 ref, 31%), followed by optimism (40 ref, 20%), and persistence (40 ref, 17%). Flexibility (36 ref, 15%) and Risk‐taking (34 ref, 15%) had the lowest incidence, with a total “Planned Happenstance Skill” reference count of 233 across 8 (of 12) transcribed interviews; suggesting a “Happenstance Event” rate of 3.4 times per student. Our data suggest that Clinical Anatomy graduates exhibit high levels of Planned Happenstance Skills (curiosity, persistence, and optimism) through phenomenological study and by PHCI subscale scores. We suggest program curricula may benefit from incorporating teaching practices and opportunities integrating PHT. By providing students the metacognitive principles underlying PHT, they may be better predisposed to recognising and acting on career opportunities when they occur. If happenstance events are regarded as opportunities, and not as divergent paths from finite career trajectories, graduates will open themselves to a wider range of world views and a broader network of employers, colleagues, and/or personal business opportunities. This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,013 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,003 | 0,004 |
| Communication savante | 0,003 | 0,004 |
| Science ouverte | 0,001 | 0,005 |
| Intégrité de la recherche | 0,001 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,010 | 0,001 |
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 découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».