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Optimizing the utility of the individual development plan for trainees in the biosciences

Obtaining more data on how institutions, faculty and trainees utilize the individual development plan can only increase its usefulness for exploring both academic and non-academic careers.

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Figure 1: A feedback model for collecting data from all key stakeholders (trainees, mentors, PhD programs, and funding organizations) on the usage, training, utility, process, and outcomes for IDPs.


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We thank The STEM Advocacy Institute for thoughtful feedback and tremendous enthusiasm for improving science education around the world.

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Correspondence to Jessica W Tsai.

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The authors declare no competing financial interests.

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Tsai, J., Vanderford, N. & Muindi, F. Optimizing the utility of the individual development plan for trainees in the biosciences. Nat Biotechnol 36, 552–553 (2018).

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