Embedding design thinking, career planning and teamwork into the curriculum better prepares life science students for research and alternate science careers
Notice bibliographique
Résumé
Many undergraduates have either a narrow or vague idea of their career path which causes stress and can result in them leaving science. In addition, they often lack confidence or the knowledge needed to pursue independent research project courses in their senior year. To broaden student career perspectives, promote adaptability and build research skills, we developed a third-year course: Research Readiness and Advancing Biomedical Discoveries. This flipped course features online pre-class modules and extensive in-class group work. Online module topics include: writing a research proposal, project management and attributes of a successful scientist ( https://experientialmodules.utoronto.ca/research-readiness/ ). We also incorporated design-your-life ( http://lifedesignlab.stanford.edu/ ) team activities (DYL) such as brainstorming, articulating alternate life plans (Odyssey planning), and networking to help students develop novel scientific research proposals and to support their own creative career planning. To assess student perceptions of course components, we conducted anonymous student surveys three times in each offering of the course using both 5-point Likert scales and open-ended prompts for student feedback (Univ. Toronto REB#18345). Responses to open-ended survey questions were independently analyzed for broad themes by two third-party research assistants. Over the three years of course offerings, 86% of students reported feeling better prepared for research and other opportunities after graduation, 87% of students reported being encouraged to consider flexible career paths, and 87% reported they have realized the importance of teamwork (n=121). Written comments included: “ The research proposal was an incredible assignment because it gave me insight into what I would be doing in research and let me think of my own idea.” and “ [Odyssey planning] helps me to rethink my choices. Why can’t I make different choices? What is holding me back?. I think I need more diverse experience in area of biomedical science to answer these questions. ” Thus, students perceive that our novel course better prepares students for research and alternate science careers. Learning and Education Advancement Fund (LEAF) Impact grant, University of Toronto, Career Readiness Fund, Faculty of Arts and Science, University of Toronto, Online Undergraduate Course Initiative Fund, University of Toronto This is the full abstract presented at the American Physiology Summit 2023 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.
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Comment cette classification a été obtenuedéplier
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 | 0,001 | 0,000 |
| 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 | 0,001 | 0,001 |
| 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) | 0,000 | 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 découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, 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 ».