{"id":10026,"date":"2011-04-05T15:03:03","date_gmt":"2011-04-05T19:03:03","guid":{"rendered":"http:\/\/www.bumc.bu.edu\/gms\/?page_id=10026"},"modified":"2011-09-27T14:01:19","modified_gmt":"2011-09-27T18:01:19","slug":"best-practice-scenarios","status":"publish","type":"page","link":"https:\/\/www.bumc.bu.edu\/gms\/students\/policies\/best-practice-scenarios\/","title":{"rendered":"Best Practice Scenarios"},"content":{"rendered":"

Communicating with the Postdoc<\/h3>
<\/em><\/p>\n

Susan has spent nearly two years exploring the research problem she chose
\nbefore beginning her postdoc. She has one more year before expiration of the
\ngrant that supports her work. She has gained a thorough understanding of her
\nproblem, but the facts she has gathered do not support the working hypothesis of
\nthe lab. With time growing short, she is reluctant to admit her uncertainty to her
\nadviser.<\/p>\n

Comment: <\/strong>An alert adviser would be aware of Susan\u2019s findings and initiate discussions
\nwith her, inviting her to a strategy session. The adviser has already
\nlearned, probably through hard personal experience, that research seldom follows
\na straight line. Good communication and mutual trust can allow the adviser to
\nundertake an honest appraisal of both Susan\u2019s work and the other work in the lab
\nin order to decide whether or not the working hypothesis requires modification<\/p>\n

Copyright \u00a9 National Academy of Sciences.\u00a0 All rights reserved.<\/p>\n

<\/div>\n<\/div>\n<\/p>\n

Adding New Research Tools<\/h3>
<\/em><\/p>\n

After completing his PhD in computational mathematics, Steven was admitted
\nto a prestigious new program in bioinformatics at a university. He had never formally
\nstudied the life sciences, but he was assured that his contribution would be
\nwelcome because of his strength in mathematics. After six months in his new
\nposition, however, he was frustrated by his inability to follow the reasoning of his
\nbiological colleagues. His adviser sensed Steven\u2019s frustration and suggested a
\none-semester immersion in selected biology courses. After some hesitation,
\nbecause of fear of harming his standing with the group, Steven accepted the
\nadvice, and later rejoined the group with renewed confidence.<\/p>\n

Comment: <\/strong>Much exciting research takes place at the intersections of disciplines,
\nbut interdisciplinary work places heavy demands on researchers on both \u201csides\u201d of
\nan intersection. More than superficial knowledge of the complementary field may
\nbe required for productive collaboration. A flexible adviser may find that encouraging
\nadditional study for certain postdocs can advance both the postdoc\u2019s work and
\nthe adviser\u2019s program.<\/p>\n

Copyright \u00a9 National Academy of Sciences.\u00a0 All rights reserved.<\/p>\n

<\/div>\n<\/div>\n<\/p>\n

Learning to Collaborate<\/h3>

\n<\/em>
\nLee is a brilliant but shy student who earned a postdoctoral appointment in
\nchemistry at a research university. Her strengths at the bench were undeniable,
\nand she quickly won the confidence of her adviser. After two years of work, however,
\nLee had made few friends outside the lab, and her work was progressing
\nmore slowly than expected. Her adviser surprised Lee by asking her to mentor two
\ngraduate students who had just joined the lab. Lee balked at this request, but the
\nadviser insisted. The adviser also paid for Lee\u2019s travel to a professional meeting
\nand arranged for her to present a poster. Several months later, Lee formed a small
\njournal club around the two students; a month after that, she began a research
\ncollaboration with a postdoc she met at the meeting.<\/p>\n

Comment: <\/strong>Research is increasingly collaborative, and the performance of successful
\nresearch depends heavily on interacting with others. The adviser had the
\nwisdom to see that Lee was blocked by her reticence and to insist (at the risk of
\njeopardizing her good relationship with Lee) that she begin to develop contacts
\nand activities outside the lab.<\/p>\n

Copyright \u00a9 National Academy of Sciences.\u00a0 All rights reserved.<\/p>\n

<\/div>\n<\/div>\n<\/p>\n

Knowing When to Suggest a Change<\/h3>

\n<\/em>
\nDr. Brown accepted Carl for a postdoctoral appointment in his theoretical physics
\ngroup after a telephoned recommendation from a colleague and a brief meeting
\nwith Carl. He was impressed by Carl\u2019s enthusiasm for physics and his eloquence
\nin describing several goals in cosmology. After a few months of work, it was apparent
\nthat Carl enjoyed his work and was progressing. He requested time to teach an
\nundergraduate course as well. Dr. Brown agreed with some reluctance, needing all
\nthe help he could get with the research lab. At his year-end review, Carl told
\nDr. Brown that he enjoyed his teaching as much as his research, and hoped to
\nmake teaching a major emphasis in his career. Dr. Brown suggested a minor
\ncourse change toward a career at a four-year teaching college.<\/p>\n

Comment: <\/strong>This turned out to be a good move. Carl could continue his research
\nand teach in an environment where both activities were valued. Through good
\ncommunication, Carl was able to express his preference to an adviser for whom
\nteaching was not the first priority, and the adviser had the sensitivity to see that
\nCarl\u2019s talents could be more fully applied in a different kind of career. Advisers
\nmust often base their acceptance of a postdoc on a brief impression or the opinion
\nof others. Mismatches do occur, and although they may be painful to acknowledge,
\nthe best course of action may involve a change. More painful is the potential
\nwaste of productive years, which for some PhDs are better spent in non-research
\nactivities.<\/p>\n

Copyright \u00a9 National Academy of Sciences.\u00a0 All rights reserved.<\/p>\n

<\/div>\n<\/div>\n<\/p>\n

Turning Research into Manuscripts<\/h3>
<\/em><\/p>\n

After two productive years as a postdoc at a national laboratory, Paul had
\ngathered an impressive body of data on climate change resulting from the eruption
\nof an ancient volcano. His well-planned fieldwork had led to numerous poster
\nsessions and several hundred pages of unpublished notes, but no publications.
\nWhen his adviser urged him to publish, Paul responded that he needed a few more
\ndata points. After a more extended talk, the adviser learned that Paul, despite his
\nexcellent work, was inhibited by the recent work of a competitor, whom he was
\ndetermined to \u201cblow out of the water.\u201d<\/p>\n

Comment: <\/strong>The adviser persuaded Paul to begin publishing after explaining that
\n1) research accomplishments usually occur in small steps, 2) the feedback from
\nhis colleagues after publication is essential to further steps, and 3) his career would
\nstall unless he communicated his work in public. Few junior investigators have a
\nbasis for understanding when and how much to publish; they need the advice of
\nexperienced mentors.<\/p>\n

Copyright \u00a9 National Academy of Sciences.\u00a0 All rights reserved.<\/p>\n

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