Imperial College London
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DrStefanoSandrone

Faculty of Medicine, Department of Brain Sciences

Principal Teaching Fellow
 
 
 
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Contact

 

stefano.sandrone Website

 
 
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Location

 

C3NLBurlington DanesHammersmith Campus

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Summary

 

Publications

Citation

BibTex format

@article{Sandrone:2022:10.1186/s12909-022-03758-0,
author = {Sandrone, S and Ntonia, I},
doi = {10.1186/s12909-022-03758-0},
journal = {BMC Medical Education},
pages = {1--14},
title = {Exploring the identity development of the budding neuroscientist at postgraduate level: a mixed-method study with perspectives from alumni and academics},
url = {http://dx.doi.org/10.1186/s12909-022-03758-0},
volume = {22},
year = {2022}
}
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RIS format (EndNote, RefMan)

TY  - JOUR
AB  - 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 remainsobfuscated. 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 alumniand 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.
AU  - Sandrone,S
AU  - Ntonia,I
DO  - 10.1186/s12909-022-03758-0
EP  - 14
PY  - 2022///
SN  - 1472-6920
SP  - 1
TI  - Exploring the identity development of the budding neuroscientist at postgraduate level: a mixed-method study with perspectives from alumni and academics
T2  - BMC Medical Education
UR  - http://dx.doi.org/10.1186/s12909-022-03758-0
UR  - https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03758-0
UR  - http://hdl.handle.net/10044/1/99726
VL  - 22
ER  -
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