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      Biosciences Proposal Bootcamp: Structured peer and faculty feedback improves trainees’ proposals and grantsmanship self-efficacy

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          Abstract

          Grant writing is an essential skill to develop for academic and other career success but providing individual feedback to large numbers of trainees is challenging. In 2014, we launched the Stanford Biosciences Grant Writing Academy to support graduate students and postdocs in writing research proposals. Its core program is a multi-week Proposal Bootcamp designed to increase the feedback writers receive as they develop and refine their proposals. The Proposal Bootcamp consisted of two-hour weekly meetings that included mini lectures and peer review. Bootcamp participants also attended faculty review workshops to obtain faculty feedback. Postdoctoral trainees were trained and hired as course teaching assistants and facilitated weekly meetings and review workshops. Over the last six years, the annual Bootcamp has provided 525 doctoral students and postdocs with multi-level feedback (peer and faculty). Proposals from Bootcamp participants were almost twice as likely to be funded than proposals from non-Bootcamp trainees. Overall, this structured program provided opportunities for feedback from multiple peer and faculty reviewers, increased the participants’ confidence in developing and submitting research proposals, while accommodating a large number of participants.

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          Most cited references33

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          Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice

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            Sustainable Assessment: Rethinking assessment for the learning society

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              To give is better than to receive: The benefits of peer review to the reviewer's own writing

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                Author and article information

                Contributors
                Role: ConceptualizationRole: Data curationRole: Formal analysisRole: InvestigationRole: MethodologyRole: Project administrationRole: ResourcesRole: SupervisionRole: ValidationRole: VisualizationRole: Writing – original draftRole: Writing – review & editing
                Role: ConceptualizationRole: MethodologyRole: ResourcesRole: Writing – original draftRole: Writing – review & editing
                Role: ConceptualizationRole: Formal analysisRole: InvestigationRole: MethodologyRole: Writing – review & editing
                Role: Formal analysis
                Role: ConceptualizationRole: ResourcesRole: Writing – review & editing
                Role: ConceptualizationRole: Funding acquisitionRole: Writing – review & editing
                Role: Editor
                Journal
                PLoS One
                PLoS One
                plos
                plosone
                PLoS ONE
                Public Library of Science (San Francisco, CA USA )
                1932-6203
                28 December 2020
                2020
                : 15
                : 12
                : e0243973
                Affiliations
                [1 ] Stanford Biosciences Grant Writing Academy, Stanford University, Stanford, California, United States of America
                [2 ] Program in Writing and Rhetoric, Stanford University, Stanford, California, United States of America
                [3 ] Office of Graduate Education, Stanford University, Stanford, California, United States of America
                [4 ] Office of Postdoctoral Affairs, Stanford University, Stanford, California, United States of America
                [5 ] Department of Biochemistry, ChEM-H Institute, Department of Chemistry, Stanford University, Stanford, California, United States of America
                University of Texas MD Anderson Cancer Center, UNITED STATES
                Author notes

                Competing Interests: The authors have declared that no competing interests exist.

                Author information
                https://orcid.org/0000-0002-7510-6112
                Article
                PONE-D-19-16254
                10.1371/journal.pone.0243973
                7769268
                33370337
                ab34b907-21bf-45c3-9093-aeef0b4d9981
                © 2020 Botham et al

                This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

                History
                : 7 June 2019
                : 25 November 2020
                Page count
                Figures: 8, Tables: 5, Pages: 22
                Funding
                The author(s) received no specific funding for this work.
                Categories
                Research Article
                Research and Analysis Methods
                Research Assessment
                Peer Review
                Social Sciences
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                Learning
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                Biology and Life Sciences
                Neuroscience
                Learning and Memory
                Learning
                Human Learning
                Social Sciences
                Sociology
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                Research Funding
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