8/14/2019 BostonU CID Poster 1 2008

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The Carnegie Initiative on the Doctorate (CID) wasa multi-year research and action project intendedto support departments' efforts to morepurposefully structure their doctoral programs. Theinitiative had three interacting elements: aconceptual analysis of doctoral education, thedesign of experiments in departments, anddissemination of research results. In 2004 during

the initiation of the CID project within theDepartment of Anatomy and Neurobiology atBoston University School of Medicine, a studentsurvey was distributed to all graduate studentswithin the department as a descriptive assessmentof the state of the department. Student opinionson topics including curriculum, professionaldevelopment, career guidance, time to completionof degree, advisor mentorship, and departmentclimate were measured. Based on the results ofthis survey as well as participation in manydialogues with partnering CID departments, fivefocused changes were made to improve thedoctoral program in the Department of Anatomyand Neurobiology. These changes included:

revision of the qualifying exam process. formalization and refinement of the VesaliusProgram.

development of a professional skills coursefor first year graduate students. the development of a student representativeorganization. the development of an alumni network.

Revisiting the Carnegie Initiative on the DoctorateTrials, successes and failures

M.E. Estevez, K.C. Dominick, P.R. Bergethon, T. Hoagland, M. MossDepartment of Anatomy & Neurobiology, Boston University Schools of Medicine

Query: Students in the Department receive training

in professional ethics via coursework or seminars. Agree Disagree2004 65% 23%2008 82% 9%.Query: Students in the Department receive trainingin professional skills such as public speaking, grantwriting, and publications. Agree Disagree2004 31% 62%2008 64% 27%

Background -2004

Conclusionsand the survey says!!

Professional Skills Course

The successful implementation and some change in

satisfaction indices to over 80% of the CID initiativessuggests an enduring effect of the CID. We believethat there may be value for continued longitudinalcharacterization in the future.

Student Representation andCommunicationVesalius Program Development

-serve as teaching assistants 1

semester per year in the medicaland dental school courses of

anatomy, histology, or

neurosciences.

-Attend annual T.A. orientation*

-Receive mid- and end-semester

written evaluations to include inteaching portfolio*

-Receive opportunities to teachformal lectures in the medical or

dental school courses.

In addition to the regular

requirements, students on the

Vesalius track take the

following two courses:

- GMS AN804: Teaching in

the Biomedical Sciences I, 2

credits, methods and theory

- GMS AN805: Teaching in

the Biomedical Sciences II -

Practicum, 4 credits,

mentored teaching practicumexperience*

All Students: Vesalius Students:

Now, in 2008 we have assessed the relative shortterm results of these changes that were inspiredby our participation in the CID by resurveyingstudents. All members of the current PhD programwere invited to participate in this survey that Measured satisfaction in a variety of areas of PhDStudent life.

Query: There are adequate resources in theDepartment in case of perceived abuse ormisconduct towards graduate students. Agree Disagree2004 41% 26%2008 82% 18%.Query: Students in the Department are treated withrespect. Agree Disagree2004 69% 23%2008 91% 9%Query: I feel my voice is heard when I have

concerns or issues within the D epartment. Agree Disagree2004 37% 56%2008 64% 27%

and the survey says!!

and the survey says!!

and the survey says!!

Query: Teaching experience available through the

department is adequate preparation for an academic/teaching career. Agree Disagree2004 69% 12%2008 64% 9%.

Query: I found my qualifier exam a good tool forassessing my progress/knowledge in the field. Agree Disagree2004 27% 19%2008 27% 9%

The overall goal of this new course is to provide aformal opportunity to address two topics that had been left to the discretion of individual graduateadvisors. The first is to provide students withtraining in some of the professional skills. Thesecond is to provide a forum for discussions ofresearch ethics in the specific context of theirwork.

Student representation has a three formal structures: GMSSO Graduate Medical Sciences Student

Organization) with representation at the Division

Level Departmental Omsbudsman for all graduate

students Student representation (2) on the Graduate

Advisory Committee

The Qualifying Examination was changed from ahigh stakes content-summative assessment to anauthentic assessment model using an NRSA grantformat with oral defense as the evaluationprocedure. Formative feedback is provided tostudents during the QE process.