PhD-trained scientists are essential contributors to the workforce in diverse employment sectors that include academia, industry, government, and nonprofit 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 (NIH) 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 NIH BEST awardee institutions included career panels, skill-building workshops, job search workshops, site visits, and internships. Because doctoral training is lengthy and requires focused attention on dissertation research, an initial concern was that students participating in additional complementary training activities might exhibit an increased time to degree or diminished research productivity. Metrics were analyzed from 10 NIH BEST awardee institutions to address this concern, using time to degree and publication records as measures of efficiency and productivity. 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. Our findings support the policy that doctoral students should participate in career and professional development opportunities that are intended to prepare them for a variety of diverse and important careers in the workforce.

中文翻译：

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扩大受训者专业发展对研究生产力影响的跨机构分析。

接受过博士学位培训的科学家是学术界、工业界、政府和非营利组织等不同就业部门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受到国家关注。作为课程作业和实验室研究培训的补充，许多机构现在提供专业培训，促进职业探索并培养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 (NIH) 资助学术机构设计创新计划，通过称为“扩大科学培训经验”(BEST) 的机制实现这一专业发展。NIH BEST 获奖机构的活动包括职业小组、技能建设研讨会、求职研讨会、实地考察和实习。由于博士培训时间较长，并且需要集中精力进行论文研究，因此最初的担忧是，参加额外补充培训活动的学生可能会表现出获得学位的时间增加或研究生产力下降。为了解决这一问题，我们对 10 个 NIH BEST 获奖机构的指标进行了分析，使用学位时间和发表记录作为效率和生产力的衡量标准。将参与的博士生与未参与的博士生进行比较，结果显示，在这些不同的学术机构中，获得学位的时间或手稿产出没有差异。我们的研究结果支持这样的政策：博士生应该参与职业和专业发展机会，这些机会旨在为他们在劳动力市场中从事各种多样化和重要的职业做好准备。