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Rotations
Rotations
Lab rotations are a pivotal component of the GEMS Program. They serve multiple essential purposes that contribute to the overall success and development of the student through:
Lab rotations are a pivotal component of the GEMS Program. They serve multiple essential purposes that contribute to the overall success and development of the student through:
- Exposure to Diverse Research Areas:
- Lab rotations provide students with the opportunity to explore various research topics and methodologies within biomedical sciences. This exposure helps students identify their specific interests and passions.
- Skill Development:
- Each laboratory has its own set of techniques and approaches. Rotating through different labs enables students to acquire a diverse set of skills and technical expertise, which are beneficial for their future research endeavors.
- Finding the Right Mentor:
- The relationship between a PhD student and their advisor is critical for success. Lab rotations allow students to work with different faculty members, helping them find a mentor whose working style, expectations, and research interests align with their own.
- Informed Decision-Making:
- By experiencing different lab environments, students can make an informed decision about which lab best fits their research interests and career goals.
- Adaptability and Problem-Solving:
- Working in various labs teaches students to adapt to new environments and solve problems in different contexts, fostering resilience and flexibility.
- Broadening Perspectives:
- Rotations provide a broader perspective on the field of biomedical sciences, encouraging interdisciplinary thinking and innovation.
All students are required to rotate through *three different labs during their first year in the program through the GEMS 506 course. After each 8 week rotation, all students come together for two mornings of Rotation Talks to discuss and receive feedback on the project they worked on with their peers and mentors.
All students are required to rotate through *three different labs during their first year in the program through the GEMS 506 course. After each 8 week rotation, all students come together for two mornings of Rotation Talks to discuss and receive feedback on the project they worked on with their peers and mentors.
For each rotation, the student is sent a personal link to a rotation form that is distribued by the student for signature and final approval by the GEMS office.
For each rotation, the student is sent a personal link to a rotation form that is distribued by the student for signature and final approval by the GEMS office.
Once the student has completed their three rotations and chosen a lab by the conclusion of the spring term of their first year, they complete a Permanent Advisor Form that must be signed and returned to the GEMS office for final approval.
Once the student has completed their three rotations and chosen a lab by the conclusion of the spring term of their first year, they complete a Permanent Advisor Form that must be signed and returned to the GEMS office for final approval.
*Students who do not find a lab by the end of the spring semester are allowed to do four-week 4th and 5th rotations. If the student is not able to secure a lab by the end of their 5th rotation, they will be dismissed from the GEMS Program for failure to progress.
Permanent Advisor / Principal Investigator Duties
Permanent Advisor / Principal Investigator Duties
The student mentor or Principal Investigator (PI) in plays a crucial role in supporting a trainee's academic and professional growth. They are a supervisor, mentor, support network and advocate for the majority of a trainee's time in the GEMS program. As such, the following duties of the mentor are highlighted below:
The student mentor or Principal Investigator (PI) in plays a crucial role in supporting a trainee's academic and professional growth. They are a supervisor, mentor, support network and advocate for the majority of a trainee's time in the GEMS program. As such, the following duties of the mentor are highlighted below:
1. Research Leadership
1. Research Leadership
- Project Guidance: Assist in designing and executing research projects, from developing a hypothesis to analyzing data and interpreting results.
- Funding Insights: Provide advice on securing funding, including tips on writing effective grant proposals.
2. Mentorship
2. Mentorship
- Skills Development: Teach essential research techniques, foster critical thinking, and help improve scientific writing.
- Career Advice: Support in setting career goals, preparing for job applications, and networking within the scientific community.
- Ethical Standards: Ensure a strong understanding of research ethics and data integrity.
3. Team Management
3. Team Management
- Daily Support: Supervise lab work, offering guidance to ensure research progresses smoothly.
- Resource Access: Help navigate lab resources and provide necessary training.
4. Collaboration & Networking
4. Collaboration & Networking
- Facilitate Connections: Develop relationships with potential collaborators to support the presentation of work at conferences and seminars.
5. Lab Guidance
5. Lab Guidance
- Compliance: Ensure awareness and compliance with all necessary regulations and proper maintenance of detailed records.
- Budgeting Skills: Provide insights into effective project budget management.
Student/Mentor Compact
Student/Mentor Compact
In addition to the above duties, it is best practice for the trainee and mentor to develop an individual compact that will assist in appropriately guiding their future in the laboratory and provide a foundation for success. The following template from the AAMC provides a solid base on how to develop a compact that meets the needs of the trainee.
AAMC_Compact_Grad_Asst_Mentor.pdfPage updated
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