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Careers in Genetics

Careers in Genetics. Dr. George Johnson. Background. In the 2007-2008 National Student Survey , Swansea genetics graduates felt that they could have had better careers advice during their undergraduate studies.

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Careers in Genetics

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  1. Careers in Genetics Dr. George Johnson

  2. Background • In the 2007-2008 National Student Survey, Swansea genetics graduates felt that they could have had better careers advice during their undergraduate studies. • The careers office provides general advice, however more specific information was required for these students. • Following this feedback, I approached the students at level 2 and 3 of the genetics and medical genetics BSc degree schemes, who echoed this lack of careers advice.

  3. Genetics and Biochemistry BSc – employability previously assured by: • Transferable skills modules. Biochemistry Skills and Genetic Analysis: presentation, abstract writing, assessment of peers, asking questions to peers, critical assessment of scientific literature, CV writing. • Links with major employers within the pharmaceutical industry. For example, the College of Medicine has Ph.D. Case Awards with Pfizer, Astra Zeneca, GSK. • Excellent final year projects are provided within the Institute of Life Science (ILS) by members of the College of Medicine.

  4. Interventions since 2008 • Annual careers afternoon - 2008 onwards. • Careers self directed e-learning tool - 2008 onwards. • Started an industrial placement scheme with GlaxoSmithKline (GSK)- 2009 onwards. • Student trips to local companies, such as GE healthcare Cardiff. • Alumni from Industry (e.g. GSK) now lecture on our courses. • Dr. Masood Yousef created links with recruitment firms, including MatchTech, 2009 onwards.

  5. Careers Afternoon First Wednesday in December.

  6. Feedback for Careers Afternoon

  7. Careers –e-learning tool http://scs.swan.ac.uk/genetics_careers/index.html Transferred the PowerPoints from the careers afternoon into a website with Jess Griffiths and Martin Goddard (CoM). Update the site regularly and act on feedback.

  8. Feedback: E-learning tool

  9. Did it work? • There was an increase from 66.7% students, in employment or further study, before the intervention (2007-2008) compared to 100% (2008-2009) after the intervention.

  10. 17th /150 = biochemistry and genetics, www.Unistats.direct.gov.uk • 96%+ student satisfaction

  11. Acknowledgements • Jess Griffiths, • Martin Goddard, • Careers afternoon contributors, • Prof. David Skibinski, • Phil Brophy, • Andrew Morgan and the tHE • Genetics and Biochemistry teaching group, • Institute of Life Science staff for delivery of research projects.

  12. For PhD students – employability is assured by: • Access to undergraduate and taught masters modules to increase knowledge base in subject area. • Close links between CoM and key industrial/pharmaceutical sector (GlaxoSmithKline, AstraZeneca, Roche, NovoNordisk, Unilever) as well as local SMEs. • Students attend compulsory Biomedical/health services research (as appropriate) seminars on a weekly basis. • CoM provides a compulsory course on “statistics for biomedicine” ensuring that all students are adept at data analysis. • Access to careers service on campus and engagement in seminars/workshops run there. • Close monitoring of progress of all PhD students by the CoM, including a 1st year viva by independent academics to ensure students maximise their research opportunity. • Annual postgraduate research day is set up like a professional scientific conference with poster presentations, verbal presentations, visiting researchers, visiting companies etc. This develops the students presentation and networking skills, with prizes for the best work and much feedback/kudos given between students for good presentations. It is also very social and collaborations often occur as a result of this. • Encouragement to attend careers related course offered by studentship sponsors such as BBSRC.

  13. For the GEM – employability (ie the ability and the incentive to work) is assured by: • Selection of candidates. • Early exposure to clinical practice through short Learning Opportunities in the Clinical Setting (LOCS) during the first two years of the course • Exposure to clinical practice in primary care through a course of community-based learning that begins in the first year • A system of personal tutors that help students deal with issues that might include their suitability for the profession • Clinical Apprenticeships throughout the 4 yr course where pairs of students are placed with a senior clinical teacher in a clinical setting in order to reflect on the practice of medicine • Specialty Attachments in the 3rd and 4th year where students experience the management of patients with specific health needs • Matching our teaching, learning and assessment against the GMC outcomes for graduates (as expressed in ‘Tomorrow’s Doctors 2009’) • Working closely with the Welsh Postgraduate Deanery in order to develop a ‘seamless’ transition from graduation through the first 12 months of postgraduate ‘Foundation’ training.

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