Fostering networking opportunities and creating a community of early and mid‐career clinicians and researchers within the International Society for Bipolar Disorders
Notice bibliographique
Résumé
The International Society for Bipolar Disorders (ISBD) recognizes that empowering the next generation of professionals focused on bipolar disorder is critical for both the scientific progress of the discipline but also its survival as an organization. The Early and Mid-Career Committee (EMCC) was established to provide a platform from which the ISBD could nurture and support the career development of clinicians and researchers working in this space.1 The recent EMCC-led Needs Assessment survey, which was targeted at early and mid-career (EMC) professionals, highlighted that both EMC clinicians and researchers place great importance on the development of meaningful collaborations with peers and other professionals in the field.2 Most survey respondents reported actively trying to establish collaborations within their departments and with partners in other institutions and networking during conferences and presentations. Commonly reported facilitators of successful collaborations included (i) the existence of opportunities for networking, including via social media, conferences, and committees; (ii) the availability of supportive mentors that encouraged and facilitated the establishment of collaborations and (iii) pleasurable interpersonal interactions with other professionals that cultivated a positive collaborative relationship. The future activities of the EMCC will be guided by the aforementioned priorities, which provide a tenable framework to support the needs of EMC clinicians and researchers focused on bipolar disorder. These activities will prioritize the inclusion of individuals of diverse backgrounds to foster networking in underdeveloped areas, such as in the Global South, as a means of mitigating inequality and reducing disparities in line with the guiding principles of equity, diversity, and inclusion. Although some initiatives, such as advocating for more representation and dedicated activities in scientific meetings are already in place and are part of the EMCC mission, the implementation of initiatives to address other priorities may take more time and effort. For instance, there will likely be financial barriers within the ISBD to expand travel funding for EMC members, so establishing new and creative partnerships with funding agencies and industry and offering a hybrid model that allows online participation and networking during the Annual Conference might be warranted. That said, as ISBD already promotes online activities there should be virtually no barriers to adapt the existing digital infrastructure and expertise to establish an online community connecting new and existing EMC members. The EMCC recognizes that networking and collaboration are a critical means to enable innovative solutions to difficult problems. Fostering networking and collaboration is a priority of the EMCC, and the initiatives that will be executed to address this priority will undoubtedly better position EMC professionals focused on bipolar disorder to make progress in the field. FAG received research funding from the BBRF Foundation (NARSAD Young Investigator Award/P&S Fund Investigator), the Canadian Menopausal Society/Pfizer Research Award, Queen's University Faculty of Health Science, SEAMO and Queen's University Department of Psychiatry internal grants. He received honoraria as a speaker/consultant in the past from Abbvie, Lundbeck, and Otsuka. All these funds were unrelated to the current manuscript. HSR received funding from the Brain and Behavior Research Foundation, National Institutes of Health, National Network of Depression Centers and Huntsman Foundation. SHS received funding from the Brain and Behavior Research Foundation Young, Investigator Award (Sperry), NIMH K23MH131601 (Sperry) and NIMH 1L30MH127613–01 (Sperry) grants. TEVR was supported by an Al and Val Rosenstrauss Fellowship from the Rebecca L Cooper Medical Research Foundation. Data sharing not applicable to this article as no datasets were generated or analysed during the current study.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
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 | 0,000 |
| 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 ».