Increasingly hearing about PhD students graduating with 10+ publications. Very happy for them but publication inflation is spiraling out of control. No way a 'trainee' should be publishing at this volume and speed. Recipe for disaster - we need to slow down in science!
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Replying to @micahgallen
I agree. One of the reasons PIs often prefer prolific ECRs (especially 1st authored ones) is not b/c the science is good (on the contrary, over production is often associated w/ salami slicing & shallow investigations) but b/c it signals that the ECR is a capable writer.
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Replying to @chrisdc77 @micahgallen
So a PI will be thinking: "well their science isn't great but they can write (the one thing I really don't want to have to teach them) so if they join my lab & do better quality science I'll get the best out of them" It's not a great reason on its own, but it is understandable>
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Replying to @chrisdc77 @micahgallen
Especially for relatively junior PIs who face enormous publication pressures, and hiring a smart, technically capable post doc at that level but who is incapable of writing quickly and to a high standard can be a real career killer. I've seen it happen to people.
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Replying to @chrisdc77 @micahgallen
I believe you, but it worries me even more if that's a skill weighting being used.
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Replying to @o_guest @micahgallen
Also, I think many (perhaps most) PIs would prefer to train new ECRs to do better science rather than teach them to write, which the PI may have zero ability to do even they are a great writer themselves. Teaching folks to write better is fearsomely hard.
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Isn't that why coauthorship exists? So that more experienced senior authors can check and correct, or improve writing for style suitable to intended journal? In that process ECR is expected to pay attention to changes made and learn to write
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I don't know if that's why it exists, but yes, if used correctly it can be pedagogical.
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I think that should be the norm.
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I wish it was.
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