PhD-trained scientists are essential contributors to the workforce in diverse employment sectors that include academia, industry, government, and non-profit organizations. Hence, best practices for training the future biomedical workforce are of national concern. Complementing coursework and laboratory research training, many institutions now offer professional training that enables career exploration and develops a broad set of skills critical to various career paths. The National Institutes of Health funded academic institutions to design innovative programming to enable this professional development through a mechanism known as Broadening Experiences in Scientific Training (BEST). Programming at the BEST awardee institutions included career panels, skill-building workshops, job-searching workshops, site visits, and internships. An initial concern was since doctoral training is lengthy and requires focused attention on dissertation research, having students participate in additional complementary training activities might lengthen time to degree and hamper student research productivity. To address this concern, using time to degree and publication records as measures of efficiency and productivity, metrics were analyzed from ten BEST awardee institutions. Comparing doctoral students who participated to those who did not, results revealed that across these diverse academic institutions, there were no differences in time to degree or manuscript output. Furthermore, a few institutions even demonstrated a positive correlation between participation in career and professional development activities and productivity. Our findings suggest that doctoral students should be encouraged to participate in career and professional development opportunities to ensure their preparedness for a variety of diverse and important careers in the workforce.

中文翻译：

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衡量受训人员专业发展对研究生产率的影响：跨机构的荟萃分析

受过博士学位训练的科学家是学术界，工业界，政府和非营利组织等不同就业领域劳动力的重要贡献者。因此，培训未来生物医学劳动力的最佳实践已引起国家关注。作为课程工作和实验室研究培训的补充，许多机构现在提供专业培训，使职业探索成为可能，并发展出对各种职业道路至关重要的广泛技能。美国国立卫生研究院（National Institutes of Health）资助学术机构设计创新计划，以通过称为“扩大科学培训经验（BEST）”的机制来实现这一专业发展。在BEST获奖机构中的计划包括职业小组，技能培训讲习班，求职讲习班，实地考察和实习。最初的关注是因为博士培训是冗长的，并且需要集中注意论文研究，让学生参加其他补充性培训活动可能会延长学位授予时间并妨碍学生的研究生产率。为了解决这个问题，使用时间和学位记录以及出版记录作为效率和生产率的衡量标准，对十个最佳获奖机构的指标进行了分析。比较参加的博士生和没有参加的博士生，结果表明，在这些多元化的学术机构中，学位或手稿输出的时间没有差异。此外，一些机构甚至表现出参与职业和专业发展活动与生产力之间的正相关关系。