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Commentaries on Viewpoint: A (Baker’s) dozen tips for enhancing early-stage academic career development in biomedical research
2021; American Physiological Society; Volume: 131; Issue: 5 Linguagem: Inglês
10.1152/japplphysiol.00713.2021
ISSN8750-7587
AutoresFrancesco Luciano, Gaspare Pavei, Luca Ruggiero, Letizia Rasica, Lucrezia Zuccarelli, João Antônio Gesser Raimundo, Rafael Alves de Aguiar, Gopika SenthilKumar, Michael J. Asmussen, Nicholas D. J. Strzalkowski, Sarah Hewitt, Jared R. Fletcher, Trevor A. Day, Morten Hostrup, Jørgen Jensen, Steven J. Elmer, Isaac J. Wedig,
Tópico(s)Health and Medical Research Impacts
ResumoViewpointCommentaries on Viewpoint: A (Baker’s) dozen tips for enhancing early-stage academic career development in biomedical researchPublished Online:09 Nov 2021https://doi.org/10.1152/japplphysiol.00713.2021This article has been correctedMoreSectionsPDF (348 KB)Download PDF ToolsExport citationAdd to favoritesGet permissionsTrack citations ShareShare onFacebookTwitterLinkedInWeChat Philosophy, hard sciences, and programming: Three evergreens for early-career biomedical researchersFrancesco Luciano, Gaspare Pavei, and Luca Ruggiero.Author AffiliationsDepartment of Pathophysiology and Transplantation, University of Milan, Milan, Italy.to the editor: Learning how to become a scientist lies in a synthesis between nurturing our innate and powerful curiosity toward nature, and rigorously mastering the methods required to study it. As young researchers, we could not agree more with Seals (1): we put a great effort into mastering biomedical techniques but, as nicely pointed out in the commentary, this is only one side of the coin. Indeed, the ability to make questions, formalize hypotheses, and develop and test models is often overlooked (1).In this light, we deem we can strongly benefit from philosophy, hard sciences, and programming. Philosophy helps clarify our scientific assumptions, questions, and hypotheses (2). Basic physics, mathematics, and statistics allow us to test such hypotheses and model biological mechanisms quantitatively (3). Programming helps implement, solve, and evaluate these models, accelerating the discovery process, re-evaluating our initial assumptions, and enhancing data analysis and research reproducibility (4).The goal should not be to become a professional philosopher, physicist, or programmer; rather, to have basic knowledge for problem-solving, understand what other fields and professionals can offer, and facilitate communication with them. A starting point is autonomously studying and practicing the abovementioned foundations, and discussing their applicability with our supervisors (2). Moreover, we can build a network of collaborators with diverse scientific and humanistic backgrounds (2,5).Although biomedical techniques are changing fast, methodological and conceptual knowledge of philosophy, hard sciences, and programming, and the ensuing ability to collaborate with experts with a sharply different culture, can be a game-changing long-term asset.DISCLOSURESNo conflicts of interest, financial or otherwise, are declared by the authors.REFERENCES1. Seals DR. A (Baker’s) dozen tips for enhancing early-stage academic career development in biomedical research. J Appl Physiol (1985). doi:10.1152/japplphysiol.00401.2021. Link | ISI | Google Scholar2. Laplane L, Mantovani P, Adolphs R, Chang H, Mantovani A, McFall-Ngai M, Rovelli C, Sober E, Pradeu T. Opinion: why science needs philosophy. Proc Natl Acad Sci USA 116: 3948–3952, 2019. doi:10.1073/pnas.1900357116.Crossref | ISI | Google Scholar3. Minetti AE. Prof. Neill Alexander’s influence on modeling and optimization theory of movement and locomotion. J Exp Zool A Ecol Integr Physiol 333: 5–8, 2020. doi:10.1002/jez.2334. Crossref | PubMed | ISI | Google Scholar4. Deardorff A. Why do biomedical researchers learn to program? An exploratory investigation. J Med Libr Assoc 108: 29–35, 2020. doi:10.5195/jmla.2020.819. Crossref | PubMed | ISI | Google Scholar5. Sainani KL, Borg DN, Caldwell AR, Butson ML, Tenan MS, Vickers AJ, Vigotsky AD, Warmenhoven J, Nguyen R, Lohse KR, Knight EJ, Bargary N. Call to increase statistical collaboration in sports science, sport and exercise medicine and sports physiotherapy. Br J Sports Med 55: 118–122, 2021. doi:10.1136/bjsports-2020-102607. Crossref | PubMed | ISI | Google ScholarREFERENCES1. Seals DR. A (Baker’s) dozen tips for enhancing early-stage academic career development in biomedical research. J Appl Physiol (1985). doi:10.1152/japplphysiol.00401.2021. Link | ISI | Google Scholar2. Laplane L, Mantovani P, Adolphs R, Chang H, Mantovani A, McFall-Ngai M, Rovelli C, Sober E, Pradeu T. Opinion: why science needs philosophy. Proc Natl Acad Sci USA 116: 3948–3952, 2019. doi:10.1073/pnas.1900357116.Crossref | ISI | Google Scholar3. Minetti AE. Prof. Neill Alexander’s influence on modeling and optimization theory of movement and locomotion. J Exp Zool A Ecol Integr Physiol 333: 5–8, 2020. doi:10.1002/jez.2334. Crossref | PubMed | ISI | Google Scholar4. Deardorff A. Why do biomedical researchers learn to program? An exploratory investigation. J Med Libr Assoc 108: 29–35, 2020. doi:10.5195/jmla.2020.819. Crossref | PubMed | ISI | Google Scholar5. Sainani KL, Borg DN, Caldwell AR, Butson ML, Tenan MS, Vickers AJ, Vigotsky AD, Warmenhoven J, Nguyen R, Lohse KR, Knight EJ, Bargary N. Call to increase statistical collaboration in sports science, sport and exercise medicine and sports physiotherapy. Br J Sports Med 55: 118–122, 2021. doi:10.1136/bjsports-2020-102607. Crossref | PubMed | ISI | Google ScholarFake it until you make it: Impostor phenomenon at early stages of the academic careerLetizia Rasica1 and Lucrezia Zuccarelli2.Author Affiliations1Faculty of Kinesiology, University of Calgary, Calgary, Alberta, Canada.2Department of Medicine, University of Udine, Udine, Italy.to the editor: Seals’ Viewpoint draws a comprehensive “map” of the biomedical research career path, including wise tips on which directions should be followed for a successful journey (1). As highlighted by the author, being a researcher is one of the most competitive professions on the planet, and the constant comparison between academic careers is somehow intrinsic in this business.Comparing ourselves with others can be a positive boost to establishing new and more ambitious targets, but it could trigger the so-called “impostor syndrome,” a well-known psychological phenomenon characterized by an overwhelming sense of being a fraud and not being good enough for the job despite much evidence to the contrary (2), mainly present in high-achieving women, and during the most unsure periods of the career (i.e., PhD student, Postdoc) (3). Social media platforms can be detrimental in this regard, as the positive achievements are posted, keeping hidden all the struggles and the failures that preceded them (4). The research field has intricate mechanisms not so easy to understand for people outside this business. A support network that has experienced the same difficulties is fundamental to seek valuable advice and feel less lonely in rough situations (5).It is impossible to know a priori if the academic journey is worth all its difficulties (precarity, toxic workaholic culture, low salaries, high rates of anxiety/depression), but a network of trusted colleagues can ease the burden and raise awareness about the impostor phenomenon within the field.DISCLOSURESNo conflicts of interest, financial or otherwise, are declared by the authors.REFERENCES1. Seals DR. A (Baker’s) dozen tips for enhancing early-stage academic career development in biomedical research. J Appl Physiol (1985). doi:10.1152/japplphysiol.00401.2021. Link | ISI | Google Scholar2. Kaplan K. Unmasking the impostor. Nature 459: 468–469, 2009. doi:10.1038/nj7245-468a. Crossref | PubMed | Google Scholar3. Inouye K. How I tackled post-PhD imposter syndrome. Nature, 2021. doi:10.1038/d41586-021-02215-0. Crossref | PubMed | Google Scholar4. Vogel EA, Rose JP, Roberts LR, Eckles K. Social comparison, social media, and self-esteem. Psychol Pop Media Cult 3: 206–222, 2014. doi:10.1037/ppm0000047.Crossref | Google Scholar5. Barr-Walker J, Werner DA, Kellermeyer L, Bass MB. Coping with impostor feelings: evidence based recommendations from a mixed methods study. Evid Based Libr Inf Pract 15: 24–41, 2020. doi:10.18438/eblip29706.Crossref | ISI | Google ScholarREFERENCES1. Seals DR. A (Baker’s) dozen tips for enhancing early-stage academic career development in biomedical research. J Appl Physiol (1985). doi:10.1152/japplphysiol.00401.2021. Link | ISI | Google Scholar2. Kaplan K. Unmasking the impostor. Nature 459: 468–469, 2009. doi:10.1038/nj7245-468a. Crossref | PubMed | Google Scholar3. Inouye K. How I tackled post-PhD imposter syndrome. Nature, 2021. doi:10.1038/d41586-021-02215-0. Crossref | PubMed | Google Scholar4. Vogel EA, Rose JP, Roberts LR, Eckles K. Social comparison, social media, and self-esteem. Psychol Pop Media Cult 3: 206–222, 2014. doi:10.1037/ppm0000047.Crossref | Google Scholar5. Barr-Walker J, Werner DA, Kellermeyer L, Bass MB. Coping with impostor feelings: evidence based recommendations from a mixed methods study. Evid Based Libr Inf Pract 15: 24–41, 2020. doi:10.18438/eblip29706.Crossref | ISI | Google ScholarCommentary on Viewpoint: A (Baker’s) dozen tips for enhancing early-stage academic career development in biomedical researchJoão Antônio Gesser Raimundo and Rafael Alves de Aguiar.Author AffiliationsHuman Performance Research Group, Center for Health and Sport Science, Santa Catarina State University, Florianópolis, Brazil.to the editor: The Viewpoint by Seals (1) elegantly highlighted helpful tips for students engaged in scientific training. We believe that two more tips can be valuable to trainees.The first tip is related to the dissemination of scientific results beyond traditional means (peer-reviewed journals and conferences). While there is a long time lag for research evidence to reach clinical practice (2), it is important for the entire scientific community to think about how to reduce this time interval (including trainees!). For example, the use of social media is an important means to enhance scientific communication through informative videos and infographics (currently in use by the Journal of Applied Physiology). The trainees who know how to properly use social media can contribute to the faster dissemination of scientific findings of their research group.Second, regardless of the speed of information transmission, students and experienced researchers must always read the full text of papers (always!). The occurrence of “spin” has been common in the scientific literature (3), which can be defined as an overenthusiastic or misleading interpretation of the results of a study, mostly in the abstracts. Based on your own interpretation, the students need to determine whether the method is suitable for the purpose of the research project, whether statistical analysis is appropriate to the data, and whether the conclusion about clinical practice or advance of knowledge proposed by the authors of the paper are correct. In accordance, after critical reading of the paper, the trainees can make their own final decision about that scientific evidence.DISCLOSURESNo conflicts of interest, financial or otherwise, are declared by the authors.REFERENCES1. Seals DR. A (Baker’s) dozen tips for enhancing early-stage academic career development in biomedical research. J Appl Physiol (1985). doi:10.1152/japplphysiol.00401.2021. Link | ISI | Google Scholar2. Morris ZS, Wooding S, Grant J. The answer is 17 years, what is the question: understanding time lags in translational research. J R Soc Med 104: 510–520, 2011. doi:10.1258/jrsm.2011.110180. Crossref | PubMed | ISI | Google Scholar3. Jette AM, Costa LOP. Protecting against "Publication Spin" in clinical trials. Phys Ther 99: 1119–1121, 2019. doi:10.1093/ptj/pzz099. Crossref | PubMed | ISI | Google ScholarREFERENCES1. Seals DR. A (Baker’s) dozen tips for enhancing early-stage academic career development in biomedical research. J Appl Physiol (1985). doi:10.1152/japplphysiol.00401.2021. Link | ISI | Google Scholar2. Morris ZS, Wooding S, Grant J. The answer is 17 years, what is the question: understanding time lags in translational research. J R Soc Med 104: 510–520, 2011. doi:10.1258/jrsm.2011.110180. Crossref | PubMed | ISI | Google Scholar3. Jette AM, Costa LOP. Protecting against "Publication Spin" in clinical trials. Phys Ther 99: 1119–1121, 2019. doi:10.1093/ptj/pzz099. Crossref | PubMed | ISI | Google ScholarA Student’s Commentary on Viewpoint: A (Baker’s) dozen tips for enhancing early-stage academic career development in biomedical research’: a 14th tip on gender biasGopika SenthilKumar.Author AffiliationsDepartment of Physiology, Department of Medical Scientist Training Program, Medical College of Wisconsin, Milwaukee, Wisconsin.to the editor: As I transition to my graduate training after 2 years of medical school, Dr. Seals’ tips for early career biomedical research trainees could not be more timely (1). His 13 tips are not just for “getting through” research training but rather flourishing well past the training years. Having utilized many of his tips in selecting my training environment (Tip 1), I feel confident in my choice and prepared for the years ahead; I sought out mentors who were invested in enhancing my professional skills (Tip 8) and were elegant presenters (Tip 9). Moreover, with the goal of becoming a physician scientist, learning all aspects of my mentors’ expertise and work (Tip 10) and staying resilient following failures (Tip 12) is beyond crucial.I propose adding a 14th tip addressing gender bias to bolster career development for all. In my roles with Association of Women Surgeons National Medical Student Committee and Co-chair of Kern Institute’s Student Leadership Committee, one common theme has consistently been raised—women in leadership/science are not perceived similarly to their male counterparts (2,3). McKinnon et al. (4) reported that women sharing their work publicly were often stereotyped as “bitchy and lacking credibility.” As a female scientist, I worry that even if my intentions are reflected by my behaviors (Tip 7), they won’t always be perceived as intended. I wonder if the author has any suggestions on how to address this. Are there implications for the way trainees and mentors should be developing our professional and communication skills?DISCLOSURESNo conflicts of interest, financial or otherwise, are declared by the author.REFERENCES1. Seals DR. A (Baker’s) dozen tips for enhancing early-stage academic career development in biomedical research. J Appl Physiol (1985). doi:10.1152/japplphysiol.00401.2021. Link | ISI | Google Scholar2. Kramer M, Heyligers IC, Könings KD. Implicit gender-career bias in postgraduate medical training still exists, mainly in residents and in females. BMC Med Educ 21: 253, 2021. doi:10.1186/s12909-021-02694-9. Crossref | PubMed | ISI | Google Scholar3. Carnes M, Bartels CM, Kaatz A, Kolehmainen C. Why is John more likely to become department chair than Jennifer? Trans Am Clin Climatol Assoc 126: 197–214, 2015. PubMed | Google Scholar4. McKinnon M, O’Connell C. Perceptions of stereotypes applied to women who publicly communicate their STEM work. Humanit Soc Sci Commun 7: 160, 2020. doi:10.1057/s41599-020-00654-0.Crossref | Google ScholarREFERENCES1. Seals DR. A (Baker’s) dozen tips for enhancing early-stage academic career development in biomedical research. J Appl Physiol (1985). doi:10.1152/japplphysiol.00401.2021. Link | ISI | Google Scholar2. Kramer M, Heyligers IC, Könings KD. Implicit gender-career bias in postgraduate medical training still exists, mainly in residents and in females. BMC Med Educ 21: 253, 2021. doi:10.1186/s12909-021-02694-9. Crossref | PubMed | ISI | Google Scholar3. Carnes M, Bartels CM, Kaatz A, Kolehmainen C. Why is John more likely to become department chair than Jennifer? Trans Am Clin Climatol Assoc 126: 197–214, 2015. PubMed | Google Scholar4. McKinnon M, O’Connell C. Perceptions of stereotypes applied to women who publicly communicate their STEM work. Humanit Soc Sci Commun 7: 160, 2020. doi:10.1057/s41599-020-00654-0.Crossref | Google ScholarThe undergraduate advantage: how to get a head start in the academic marathonMichael J. Asmussen,1 Nicholas D. J. Strzalkowski,1 Sarah A. Hewitt,1 Jared R. Fletcher,2 and Trevor A. Day1.Author Affiliations1Department of Biology, Faculty of Science and Technology, Mount Royal University, Calgary, Alberta, Canada.2Department of Health and Physical Education, Faculty of Health, Community and Education, Mount Royal University, Calgary, Alberta, Canada.to the editor: In his Viewpoint, Seals outlines strategies for enhancing early stage academic career development for predoctoral and postdoctoral trainees (1). As faculty at an undergraduate-only, teaching-focused Canadian University, we have collective experience running externally funded research programs that are almost entirely supported by undergraduate students (2). By integrating research into the curriculum and including undergraduates in research, we can open the laboratory door wider to traditionally underrepresented groups of trainees and help undergraduate students get a head start in the academic marathon, benefitting both students and faculty:1. Make the curriculum count! Undergraduate research is a cost-effective and productive training opportunity. Independent research courses, directed reading courses, and practicums can teach students about the nature and practice of science, and engage undergraduate students in research activities while obtaining course credit.2. Enhance equity, diversity, and inclusion (EDI)! Women, Indigenous peoples (First Nation, Inuit, Métis), persons with disabilities, members of racialized and socioeconomically disadvantaged groups, and members of LGBTQ2+ communities have been historically underrepresented in academia (3). Developing a strong, undergraduate-focused EDI training plan can address these inequities before further career progression (4).3. Get a head start! Starting the academic marathon before graduate school is an excellent way to develop transferable skills, create an early track record of productivity, and set up junior trainees for career success early as they pursue academia or other professions.In conclusion, our experience has shown that undergraduate students are motivated and work well in collaborative teams. They make meaningful and novel research contributions, and we encourage faculty to systematically include undergraduates in their programs. By coupling undergraduate research skills with laddered and personalized mentorship, faculty can foster a supportive, diverse, and productive jumpstart for trainees into academia and beyond.DISCLOSURESNo conflicts of interest, financial or otherwise, are declared by the authors.REFERENCES1. Seals DR. A (Baker’s) dozen tips for enhancing early-stage academic career development in biomedical research. J Appl Physiol (1985). doi:10.1152/japplphysiol.00401.2021. Link | ISI | Google Scholar2. Day TA. Success in research at an undergraduate institution. Physiologist 58: 3–12, 2015. PubMed | Google Scholar3. Government of Canada. Dimensions: Equity, Diversity and Inclusion Canada. http://www.nserc-crsng.gc.ca/NSERC-CRSNG/EDI-EDI/Dimensions-Charter_Dimensions-Charte_eng.asp.Google Scholar4. Government of Canada. Tri-Agency EDI Action Plan for 2018–2025: Equity, Diversity and Inclusion Canada. https://www.nserc-crsng.gc.ca/NSERC-CRSNG/EDI-EDI/Action-Plan_Plan-dAction_eng.asp.Google ScholarREFERENCES1. Seals DR. A (Baker’s) dozen tips for enhancing early-stage academic career development in biomedical research. J Appl Physiol (1985). doi:10.1152/japplphysiol.00401.2021. Link | ISI | Google Scholar2. Day TA. Success in research at an undergraduate institution. Physiologist 58: 3–12, 2015. PubMed | Google Scholar3. Government of Canada. Dimensions: Equity, Diversity and Inclusion Canada. http://www.nserc-crsng.gc.ca/NSERC-CRSNG/EDI-EDI/Dimensions-Charter_Dimensions-Charte_eng.asp.Google Scholar4. Government of Canada. Tri-Agency EDI Action Plan for 2018–2025: Equity, Diversity and Inclusion Canada. https://www.nserc-crsng.gc.ca/NSERC-CRSNG/EDI-EDI/Action-Plan_Plan-dAction_eng.asp.Google ScholarWriting should be at the pinnacle of early-stage academic career developmentMorten Hostrup1 and Jørgen Jensen2.Author Affiliations1Section of Integrative Physiology, Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen, Denmark.2Department of Physical Performance, Norwegian School of Sport Sciences, Oslo, Norway.to the editor: The Viewpoints by Seals (1) is useful for early career academics, but we argue that the aspect of writing needs much more emphasis and should be at the pinnacle of early career development.Academia is highly competitive. In the pursuit of a postdoctoral position or assistant professorship, you are judged on your written works (i.e., publications) (2). Furthermore, your grant applications are evaluated by your ability to communicate ideas effectively, as well as your publications. As Droz and Jacobs satirically articulated when they compared academic career progression with the movie Zombieland: “Hurry up and publish…” or experience a “…slow career death” (3). Too often academics down-prioritize writing despite research being evaluated and disseminated in writing. Sure, you can make videos, podcasts, infographics, etc., but research mainly counts when it has passed peer-review in its written form.Academic writing is challenging—even for the native English speaker. Your writing should engage the reader and communicate the messages with clarity. Therefore, we recommend early career academics to practice writing and seek inspiration from experts on how to write effectively. This includes the works and public lectures of Helen Sword (4), as well as those from Larry McEnerney, director of the writing program at the University of Chicago.Get your writing going early and prioritize it. And remember that writing is not merely a means to publish your research. As outlined by renowned theoretical physicist Lee Smolin, writing forces you to reflect on concepts and sharpens your understanding of the topic in question.Good luck!DISCLOSURESNo conflicts of interest, financial or otherwise, are declared by the authors.REFERENCES1. Seals DR. A (Baker’s) dozen tips for enhancing early-stage academic career development in biomedical research. J Appl Physiol (1985). doi:10.1152/japplphysiol.00401.2021. Link | ISI | Google Scholar2. Furnham A. Publish or perish: rejection, scientometrics and academic success. Scientometrics 126: 843–847, 2021. doi:10.1007/s11192-020-03694-0.Crossref | ISI | Google Scholar3. Droz PW, Jacobs LS. FAST professor: strategies for surviving the tenure track. Acad Labor Res Artistry 2: 6, 2018. doi:10.1111/cag.12261.Crossref | Google Scholar4. Sword H. Stylish Academic Writing. Cambridge, MA: Harvard University Press, 2012.Google ScholarREFERENCES1. Seals DR. A (Baker’s) dozen tips for enhancing early-stage academic career development in biomedical research. J Appl Physiol (1985). doi:10.1152/japplphysiol.00401.2021. Link | ISI | Google Scholar2. Furnham A. Publish or perish: rejection, scientometrics and academic success. Scientometrics 126: 843–847, 2021. doi:10.1007/s11192-020-03694-0.Crossref | ISI | Google Scholar3. Droz PW, Jacobs LS. FAST professor: strategies for surviving the tenure track. Acad Labor Res Artistry 2: 6, 2018. doi:10.1111/cag.12261.Crossref | Google Scholar4. Sword H. Stylish Academic Writing. Cambridge, MA: Harvard University Press, 2012.Google ScholarDon’t forget about the importance of teaching!Steven J. Elmer12 and Isaac J. Wedig12.Author Affiliations1Department of Kinesiology and Integrative Physiology, Michigan Technological University, Houghton, Michigan.2Health Research Institute, Michigan Technological University, Houghton, Michigan.to the editor: Seals (1) presents many useful tips for students and trainees engaged in scientific training related to biomedical research. Here, we reinforce the notion (2) that you cannot be a good scientist if you are not a good teacher. In general, teaching provides a valuable learning experience that helps to enhance understanding of subject matter. Teaching also involves routinely presenting information and answering questions from students seeking clarification. Every presentation is indeed a performance (3) and thus provides an excellent opportunity to practice improving communication and presentation skills. Like the research laboratory, teaching in the classroom is a high-stakes environment that requires a diversity of tasks to be completed in a professional manner all while managing a group and being evaluated at the same time. Furthermore, teaching is itself an evidence-based practice that consists of applying methods that are supported by evidence, assessing their effectiveness, and modifying these when necessary. Evidence (4) also indicates that graduate students who have both teaching and research responsibilities demonstrate greater improvement in their abilities to generate testable hypotheses and design experiments compared with those students who only conduct research. Additional evidence (5) also suggests that graduate students who teach more frequently graduate earlier and are more likely to subsequently be employed by a university. Collectively, teaching provides students and trainees with invaluable opportunities to develop the knowledge and skills needed for their professional careers. So, in addition to the baker’s dozen tips (1), let’s emphasize the importance of teaching too.DISCLOSURESNo conflicts of interest, financial or otherwise, are declared by the authors.REFERENCES1. Seals DR. A (Baker’s) dozen tips for enhancing early-stage academic career development in biomedical research. J Appl Physiol (1985). doi:10.1152/japplphysiol.00401.2021. Link | ISI | Google Scholar2. Modell HI. What they neglected to tell you about classroom practice in graduate school. The Physiologist 60: 137, 2017. PubMed | Google Scholar3. Curran-Everett D. Every presentation is a performance. Adv Physiol Educ 43: 519–521, 2019. doi:10.1152/advan.00118.2019.Link | ISI | Google Scholar4. Feldon DF, Peugh J, Timmerman BE, Maher MA, Hurst M, Strickland D, Gilmore JA, Stiegelmeyer C. Graduate students’ teaching experiences improve their methodological research skills. Science 333: 1037–1039, 2011. doi:10.1126/science.1204109. Crossref | PubMed | ISI | Google Scholar5. Bettinger EP, Long BT, Taylor ES. When inputs are outputs: the case of graduate student instructors. Econ Educ Rev 52: 63–76, 2016. doi:10.1016/j.econedurev.2016.01.005.Crossref | ISI | Google ScholarREFERENCES1. Seals DR. A (Baker’s) dozen tips for enhancing early-stage academic career development in biomedical research. J Appl Physiol (1985). doi:10.1152/japplphysiol.00401.2021. Link | ISI | Google Scholar2. Modell HI. What they neglected to tell you about classroom practice in graduate school. The Physiologist 60: 137, 2017. PubMed | Google Scholar3. Curran-Everett D. Every presentation is a performance. Adv Physiol Educ 43: 519–521, 2019. doi:10.1152/advan.00118.2019.Link | ISI | Google Scholar4. Feldon DF, Peugh J, Timmerman BE, Maher MA, Hurst M, Strickland D, Gilmore JA, Stiegelmeyer C. Graduate students’ teaching experiences improve their methodological research skills. Science 333: 1037–1039, 2011. doi:10.1126/science.1204109. Crossref | PubMed | ISI | Google Scholar5. Bettinger EP, Long BT, Taylor ES. When inputs are outputs: the case of graduate student instructors. Econ Educ Rev 52: 63–76, 2016. doi:10.1016/j.econedurev.2016.01.005.Crossref | ISI | Google Scholar Download PDF Previous Back to Top Next FiguresReferencesRelatedInformation Related ArticlesA (Baker’s) dozen tips for enhancing early-stage academic career development in biomedical research 09 Nov 2021Journal of Applied PhysiologyCorrigendum for Luciano et al., volume 131, 2021, p. 1516–1519 14 Jan 2022Journal of Applied PhysiologyCited ByTo grant you an edge: Part 1. General strategies for writing competitive biomedical research proposalsDouglas R. Seals13 June 2022 | Journal of Applied Physiology, Vol. 132, No. 6 More from this issue > Volume 131Issue 5November 2021Pages 1516-1519 Crossmark Copyright & PermissionsCopyright © 2021 the American Physiological Society.https://doi.org/10.1152/japplphysiol.00713.2021PubMed34752168History Accepted 14 October 2021 Published online 9 November 2021 Published in print 1 November 2021 Metrics
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