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VOCATIONAL ASSESSMENT AND INDIVIDUAL DEVELOPMENT PLANNING IN DIVERSITY-FOCUSED UNDERGRADUATE MENTORSHIP

The UC San Diego MADURA Mentorship Program, funded the National Institute on Aging, strives to improve diversity in Aging/Alzheimer’s Disease and Related Dementias (ADRD) research and clinical practice. Goals include improved academic success of undergraduate URM trainees, and facilitating graduate/...

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Autor principal: Thompson, Sheri
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Oxford University Press 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9771374/
http://dx.doi.org/10.1093/geroni/igac059.3074
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author Thompson, Sheri
author_facet Thompson, Sheri
author_sort Thompson, Sheri
collection PubMed
description The UC San Diego MADURA Mentorship Program, funded the National Institute on Aging, strives to improve diversity in Aging/Alzheimer’s Disease and Related Dementias (ADRD) research and clinical practice. Goals include improved academic success of undergraduate URM trainees, and facilitating graduate/medical school applications and entry into Aging/ADRD research or clinical careers. Mentees receive paid research experience, training, Program and lab-based faculty supervision, peer support, seminars, and professional development opportunities. To enhance educational and career planning, MADURA incorporated Individual Development Plan (IDP) use, in 2022. IDP training by a Career Services presenter was followed by interactive IDP completion during small group break-outs, with ongoing revisions occurring throughout the quarter. Further, all trainees were offered formal vocational assessment (Strong Interest Inventory®, College Edition). 21 trainees participated and some engaged in individual 30-minute feedback sessions. All mentors were asked to incorporate IDP and vocational assessment discussions into year-end professional development meetings with mentees. Data to be presented includes: Student evaluation of IDP training; prior vocational assessment access; student and mentor ratings of IDP and vocational assessment feasibility, utility and satisfaction; and cohort vocational profile characteristics. Discussion includes implementation challenges, benefits and limitations of IDP and vocational assessment use, and future research suggestions.
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spelling pubmed-97713742023-01-24 VOCATIONAL ASSESSMENT AND INDIVIDUAL DEVELOPMENT PLANNING IN DIVERSITY-FOCUSED UNDERGRADUATE MENTORSHIP Thompson, Sheri Innov Aging Late Breaking Abstracts The UC San Diego MADURA Mentorship Program, funded the National Institute on Aging, strives to improve diversity in Aging/Alzheimer’s Disease and Related Dementias (ADRD) research and clinical practice. Goals include improved academic success of undergraduate URM trainees, and facilitating graduate/medical school applications and entry into Aging/ADRD research or clinical careers. Mentees receive paid research experience, training, Program and lab-based faculty supervision, peer support, seminars, and professional development opportunities. To enhance educational and career planning, MADURA incorporated Individual Development Plan (IDP) use, in 2022. IDP training by a Career Services presenter was followed by interactive IDP completion during small group break-outs, with ongoing revisions occurring throughout the quarter. Further, all trainees were offered formal vocational assessment (Strong Interest Inventory®, College Edition). 21 trainees participated and some engaged in individual 30-minute feedback sessions. All mentors were asked to incorporate IDP and vocational assessment discussions into year-end professional development meetings with mentees. Data to be presented includes: Student evaluation of IDP training; prior vocational assessment access; student and mentor ratings of IDP and vocational assessment feasibility, utility and satisfaction; and cohort vocational profile characteristics. Discussion includes implementation challenges, benefits and limitations of IDP and vocational assessment use, and future research suggestions. Oxford University Press 2022-12-20 /pmc/articles/PMC9771374/ http://dx.doi.org/10.1093/geroni/igac059.3074 Text en © The Author(s) 2022. Published by Oxford University Press on behalf of The Gerontological Society of America. https://creativecommons.org/licenses/by/4.0/This is an Open Access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted reuse, distribution, and reproduction in any medium, provided the original work is properly cited.
spellingShingle Late Breaking Abstracts
Thompson, Sheri
VOCATIONAL ASSESSMENT AND INDIVIDUAL DEVELOPMENT PLANNING IN DIVERSITY-FOCUSED UNDERGRADUATE MENTORSHIP
title VOCATIONAL ASSESSMENT AND INDIVIDUAL DEVELOPMENT PLANNING IN DIVERSITY-FOCUSED UNDERGRADUATE MENTORSHIP
title_full VOCATIONAL ASSESSMENT AND INDIVIDUAL DEVELOPMENT PLANNING IN DIVERSITY-FOCUSED UNDERGRADUATE MENTORSHIP
title_fullStr VOCATIONAL ASSESSMENT AND INDIVIDUAL DEVELOPMENT PLANNING IN DIVERSITY-FOCUSED UNDERGRADUATE MENTORSHIP
title_full_unstemmed VOCATIONAL ASSESSMENT AND INDIVIDUAL DEVELOPMENT PLANNING IN DIVERSITY-FOCUSED UNDERGRADUATE MENTORSHIP
title_short VOCATIONAL ASSESSMENT AND INDIVIDUAL DEVELOPMENT PLANNING IN DIVERSITY-FOCUSED UNDERGRADUATE MENTORSHIP
title_sort vocational assessment and individual development planning in diversity-focused undergraduate mentorship
topic Late Breaking Abstracts
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9771374/
http://dx.doi.org/10.1093/geroni/igac059.3074
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