Exploring the identity development of the budding neuroscientist at postgraduate level: a mixed-method study with perspectives from alumni and academics
File(s)
Published version
Author(s)
Sandrone, Stefano
Ntonia, Iro
Type
Journal Article
Abstract
Introduction: Neuroscience represents one of the most exciting frontiers in scientific research. However, given the recency of neuroscience as a discipline, its inter- and multi-disciplinary nature, the lack of educational research on brain science training, the absence of a national or global benchmark and the numerous neuroscience subfields, the development of the academic neuroscientist identity across career stages remains
obfuscated. Neuroscience is not predominantly taught at the undergraduate level but presents as a postgraduate specialism, accepting graduates from a wide range of primary disciplines.
Methods: This work represents the first mixed-method study exploring the development of the neuroscientist identity at the postgraduate level at a high-ranking, research-intensive UK University. It combines responses from standardised self-efficacy and professional identity questionnaires and qualitative data from nineteen semi-structured interviews with alumni
and academics.
Results: Key findings on influences, identity transitions, curricular skills and sense of belonging have been discussed. The results obtained can be mapped against the theoretical framework proposed by Laudel and Gläser in 2008, although some minor changes to the model can be suggested.
Discussion: Implementing active learning strategies and experiential assessments, designing mentoring opportunities and creating spaces for interaction can favour the transition from students to neuroscientists and contribute to an inclusive and diverse neuroscientific community.
obfuscated. Neuroscience is not predominantly taught at the undergraduate level but presents as a postgraduate specialism, accepting graduates from a wide range of primary disciplines.
Methods: This work represents the first mixed-method study exploring the development of the neuroscientist identity at the postgraduate level at a high-ranking, research-intensive UK University. It combines responses from standardised self-efficacy and professional identity questionnaires and qualitative data from nineteen semi-structured interviews with alumni
and academics.
Results: Key findings on influences, identity transitions, curricular skills and sense of belonging have been discussed. The results obtained can be mapped against the theoretical framework proposed by Laudel and Gläser in 2008, although some minor changes to the model can be suggested.
Discussion: Implementing active learning strategies and experiential assessments, designing mentoring opportunities and creating spaces for interaction can favour the transition from students to neuroscientists and contribute to an inclusive and diverse neuroscientific community.
Date Issued
2022-10-28
Date Acceptance
2022-09-13
Citation
BMC Medical Education, 2022, 22 (746), pp.1-14
ISSN
1472-6920
Publisher
BioMed Central
Start Page
1
End Page
14
Journal / Book Title
BMC Medical Education
Volume
22
Issue
746
Copyright Statement
© The Author(s) 2022. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which
permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the
original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or
other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line
to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory
regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this
licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver (http://creativeco
mmons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data
permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the
original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or
other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line
to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory
regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this
licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver (http://creativeco
mmons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data
License URL
Identifier
https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03758-0
Subjects
Identity
Identity development
Medical education
Neurology
Neuroscience
Neuroscience education
Humans
Universities
Students
Humans
Students
Universities
Medical Informatics
1117 Public Health and Health Services
1302 Curriculum and Pedagogy
Publication Status
Published
Date Publish Online
2022-10-28