Educational History, Employment Characteristics, and Desired Competencies of Doctoral-Educated Athletic Trainers

PubMed Central

West, Thomas F.; Buckley, W. E.; Denegar, Craig R.

2001-01-01

Objective: The study had 3 objectives: (1) to assess the educational history of doctoral-educated certified athletic trainers (ATCs) who work at academic institutions, (2) to determine the current employment characteristics of doctoral-educated ATCs who work at academic institutions, and (3) to identify which competencies doctoral-educated ATCs feel are important for new doctoral graduates to possess upon graduation. Design and Setting: Multiple sources were used to identify doctoral-educated ATCs who work at academic institutions. These individuals were surveyed to assess their educational histories, current employment characteristics, and opinions on desired competencies for new doctoral graduates. Data were analyzed using descriptive and inferential statistics. Subjects: Surveys were sent to 130 individuals, and the response rate was 89.2% (n = 116). Measurements: Subjects answered questions regarding their educational history and employment characteristics. A 5-point Likert scale was used to assess the importance of 22 competencies for new doctoral graduates to possess upon graduation. Comparisons were made between program directors and non–program directors, respondents employed at doctoral-granting institutions and non–doctoral-granting institutions, and doctoral student advisors and non-advisors. Results: Subjects reported several different educational backgrounds, job titles, and job responsibilities. Significant differences in job responsibilities and assessment of desired competencies were found between program directors and non–program directors, employees of doctoral-granting institutions and non–doctoral-granting institutions, and doctoral student advisors and non-advisors. Conclusions: As new doctoral programs are established in athletic training, students should receive training as classroom instructors and program administrators, in addition to learning the skills necessary to perform independent research in athletic training. PMID:12937515

When the Governmental Tail Wags the Disciplinary Dog: Some Consequences of National Funding Policy on Doctoral Research in New Zealand

ERIC Educational Resources Information Center

Sampson, Kaylene A.; Comer, Keith

2010-01-01

This paper explores disciplinary approaches to knowledge production and the supervision of doctoral students in the context of New Zealand's current Performance Based Research Fund (PBRF). In the last decade New Zealand has experienced significant changes to the way doctoral students are funded by central government. Funding has moved away from a…

Educational Leadership and Policy Analysis Support and Encouragement Study

ERIC Educational Resources Information Center

Lee, Jenny; Owens, Megan; Lampley, James

2016-01-01

Among doctoral programs, attrition rates and student feelings of isolation are high. In an attempt to determine the current levels and sources of support and encouragement from students enrolled in a Doctor of Education program, a survey was sent to students. There were 94 respondents to the online survey. Fifty-two (65%) of the respondents were…

Through the eyes of aspiring scientists: Mexican Americans in pursuit of the PhD

NASA Astrophysics Data System (ADS)

Heimlich, Scott Matthew

This qualitative study expands the current knowledge base behind why undergraduates pursue a doctorate in the life and physical sciences, specifically with regard to Mexican Americans. Hispanics make up approximately 11.7% of the United States population, with Mexican Americans comprising almost two-thirds of this total. In 1998, of the 9,683 doctorates awarded to U.S. citizens and permanent residents in the life (biological) and physical sciences, 75 went to Mexican Americans (54 to males, 21 to females). Mexican Americans are severely underrepresented in U.S. doctoral programs in the life and physical sciences, as well as at earlier points in the U.S. educational system. A key aim of this study was to understand the underrepresentation of this population in science, and listen to Mexican Americans currently pursuing their science doctorate discuss their aspirations and experiences. In depth interviews were conducted with twelve Mexican American doctoral students in the life and physical sciences, all currently attending the same competitive research university in California. A comparison of the backgrounds of these twelve students, along with their impetus for pursuing a graduate education, is presented. In depth portraits that chronicle the experiences of five of these students is also included. This study found that a student's personal drive, career aspirations, enjoyment of science and research in addition to the scientist lifestyle were important variables in the decision to pursue a science doctorate. Involvement in research as an undergraduate was highlighted as a crucial factor in introducing and ultimately exciting students about research careers and graduate school, and many of these students participated in organizations at the undergraduate level, often targeted towards groups underrepresented in the sciences, that promoted scientific research and careers. Members of the educational system, peers, and family all played important roles at various times in supporting these students in their educational and career aspirations. No one factor was found to be essential to the pursuit of the doctorate, and each student's perspective on their experiences was truly unique as they discussed both their struggles and supports, and shared their evolving aspirations toward science.

Agency, Socialization, and Support: A Critical Review of Doctoral Student Attrition

ERIC Educational Resources Information Center

Rigler, Kenneth L., Jr.; Bowlin, Linda K.; Sweat, Karen; Watts, Stephen; Throne, Robin

2017-01-01

Almost universally, residential doctoral programs have reported attrition rates of up to 50% for face-to-face programs and 50-70% for online doctoral programs. The purpose of this critical review was to explore current literature for doctoral attrition and persistence to explore reasons and attributes for improved persistence to completion. We…

The master degree: A critical transition in STEM doctoral education

NASA Astrophysics Data System (ADS)

Lange, Sheila Edwards

The need to broaden participation in the nation's science, technology, engineering, and mathematics (STEM) undergraduate and graduate programs is currently a matter of national urgency. The small number of women and underrepresented minorities (URM) earning doctoral degrees in STEM is particularly troubling given significant increases in the number of students earning master's degrees since 1990. In the decade between 1990 and 2000, the total number of master's recipients increased by 42%. During this same time period, the number of women earning master's degrees increased by 56%, African Americans increased by 132%, American Indians by 101%, Hispanics by 146%, and Asian Americans by 117% (Syverson, 2003). Growth in underrepresented group education at the master's level raises questions about the relationship between master's and doctoral education. Secondary data analysis of the Survey of Earned Doctorates (SED) was used to examine institutional pathways to the doctorate in STEM disciplines and transitions from master's to doctoral programs by race and gender. While the study revealed no significant gender differences in pathways, compared to White and Asian American students, URM students take significantly different pathways to the doctorate. URM students are significantly more likely to earn the bachelor's, master's, and doctoral degrees at three different institutions. Their path is significantly more likely to include earning a master's degree en route to the doctorate. Further, URM students are more likely to experience transition between the master's and doctoral degrees, and the transitions are not limited to those who earn master's degrees at master's-only institutions. These findings suggest that earning a master's degree is more often a stepping stone to the doctorate for URM students. Master's degree programs, therefore, have the potential to be a valuable resource for policymakers and graduate programs seeking to increase the diversity of URM students earning doctorates in STEM.

Researching in Schools and Universities: Insiders and Professional Doctorates

ERIC Educational Resources Information Center

Drake, Pat; Heath, Linda

2008-01-01

This article is based on a small study of thirteen professional doctorate students in two universities, comprising nine current students and four who had completed. The sample consisted of lecturer/practitioners, ie those who had made the transition from practice into higher education and other professionals including headteachers and teachers in…

Advising Master's Students Pursuing Doctoral Study: A Survey of Counselor Educators and Supervisors

ERIC Educational Resources Information Center

Sackett, Corrine R.; Hartig, Nadine; Bodenhorn, Nancy; Farmer, Laura B.; Ghoston, Michelle R.; Graham, Jasmine; Lile, Jesse

2015-01-01

This study explored what faculty members are recommending to counselor education master's students regarding post-master's experience when considering doctoral studies and what the current faculty hiring preferences are in reference to the amount of post-master's experience needed. Advisors in counselor education master's programs encounter these…

Resilient Scholars: Reflections from Black Gay Men on the Doctoral Journey

ERIC Educational Resources Information Center

Means, Darris R.; Beatty, Cameron C.; Blockett, Reginald A.; Bumbry, Michael; Canida, Robert L., II; Cawthon, Tony W.

2017-01-01

Using an intersectionality and Black queer studies framework, this article presents reflections from Black gay men who are current doctoral students or recent graduates of higher education, student affairs, and leadership studies programs to provide a deeper understanding of the challenges and successes that they experienced during their doctoral…

Experiential Workshop with Educational Leadership Doctoral Students: Managing Affective Reactions to Organizational Change

ERIC Educational Resources Information Center

Falls, Leigh; Jara, Teresa; Sever, Tim

2009-01-01

Managing change processes, resistance to change, and organizational members' emotional reactions to change are crucial skills for future educational leaders to learn. Our case study is based on a workshop conducted using two experiential exercises to facilitate current educational leadership doctoral students' reflections on their own reactions to…

Swedish Medical Students' Views of the Changing Professional Role of Medical Doctors and the Organisation of Health Care

ERIC Educational Resources Information Center

Holmstrom, Inger; Sanner, Margareta A.

2004-01-01

Medical students will influence future health care considerably. Their professional orientation while at medical school will be related to their future professional development. Therefore, it is important to study this group's view of the role of medical doctors, especially because Swedish health care is currently undergoing major changes and…

Training MSSW Students for Military Social Work Practice and Doctoral Students in Military Resilience Research

ERIC Educational Resources Information Center

DuMars, Tyler; Bolton, Kristin; Maleku, Arati; Smith-Osborne, Alexa

2015-01-01

The demand for social workers with military-related practice and research experience exceeds the current supply. To advance military social work education, we developed an interlevel master's of science in social work (MSSW) field practicum and doctoral research practicum that provides military social work field experiences and contributes to…

ERC Student Info

Science.gov Websites

STUDENTS ** GRADUATING ERC STUDENTS ** ERC AFFILIATED POST DOCTORAL ASSIGNEES When you join a ERC Research to My SRC page/My Tools. 2. All students and Postdocs must post a current resume and verify their

A critical exploration of science doctoral programs: Counterstories from underrepresented women of color

NASA Astrophysics Data System (ADS)

Bancroft, Senetta F.

Most studies exploring the experiences of underrepresented doctoral students of color in science fields focus on their socialization into predominantly white institutions. While the socialization process is fundamental to doctoral success and consequently deserves attention, it is critical to inquire into how the widespread and lasting perception of people of color as socioculturally deficient shapes underrepresented students` socialization into science doctoral programs. Further, the existing research literature and educational policies addressing the persistent underrepresentation of students of color in science doctorates remain fixated on increasing racial diversity for U.S. economic security rather than racial equity. In view of the limitation of existing research literature, in this study, drawing from critical race theories, fictive-kinship, and forms of capital, I use counterstorytelling to recast racial inequities in the education of science doctorates as a problem of social justice, not as an issue of the students' sociocultural deficits or as a matter of economic security. Through interviews I examined the experiences, from elementary school to current careers, of three women of color who were science doctoral students. Participants' counterstories revealed institutionalized racism embedded in doctoral programs exploited their identities and dismissed their lived experiences, thereby, relegating them to outsiders-within academe. This marginalization precluded the inclusive socialization of participants into their doctoral programs and ultimately set up barriers to their pursuit of scientific careers. This study divulges the academic and career consequences of the sustained privilege disparities between underrepresented students of color's experience and the experiences of their white and Asian counterparts. In light of the participants' experiences, I recommend that, in order to change the existing policy of socially integrating students into oppressive cultures, researchers and policymakers must forefront the humanity of underrepresented students of color when forming research questions, determining data collection instruments, and selecting analytical tools, thus changing the sociocultural structure of the science doctoral process.

Self-Efficacy and Vicarious Learning in Doctoral Studies at a Distance

ERIC Educational Resources Information Center

Kozar, Olga; Lum, Juliet F.; Benson, Phil

2015-01-01

Even though there are increasing numbers of PhD students in the distance mode, our current understanding of PhD candidature at a distance is limited and incomplete. On the one end of the spectrum are accounts of unhappy and isolated doctoral students who are separated from communities of practice. At the same time, literature offers accounts of…

Smoot Cosmology Group

Science.gov Websites

Opportunities Employment & Research Positions We currently have positions for: Post-Doctoral Fellows (post-docs) Graduate Student Reseach Assistants (GSRAs) Undergraduate Student Reseach Assistants

An Evaluation of the University of Pennsylvania's Practice Doctorate (DSW) Program

ERIC Educational Resources Information Center

Hartocollis, Lina; Solomon, Phyllis; Doyle, Andrea; Ditty, Matthew

2015-01-01

This article reports on an evaluation of the University of Pennsylvania's doctorate in social work (DSW), the first of the newly emerging practice doctorates. The study sample was current students and program alumni. Data were from program records and from an online survey of DSW alumni with an 81.6% response rate. Overall, the program is…

Just Care: Learning from and with Graduate Students in a Doctor of Nursing Practice Program

ERIC Educational Resources Information Center

Boquet, Elizabeth; Kazer, Meredith; Manister, Nancy; Lucas, Owen; Shaw, Michael; Madaffari, Valerie; Gannett, Cinthia

2015-01-01

In 2010, Fairfield University, a Jesuit Carnegie Masters Level 1 University located in the Northeast, established its first doctoral-level program: the Doctorate of Nursing Practice (DNP). In a developing program such as the DNP, some of the most pressing concerns of current rhetoric and writing in the disciplines align and interact with the…

Work-life balance of nursing faculty in research- and practice-focused doctoral programs.

PubMed

Smeltzer, Suzanne C; Sharts-Hopko, Nancy C; Cantrell, Mary Ann; Heverly, Mary Ann; Jenkinson, Amanda; Nthenge, Serah

2015-01-01

The growing shortage of nursing faculty and the need for faculty to teach doctoral students to address the shortage call for examination of factors that may contribute to the shortage, including those that are potentially modifiable, including work-life balance.This descriptive study examined work-life balance of a national sample of nursing faculty teaching in research-focused and practice-focused doctoral programs. Data were collected through an online survey of 554 doctoral program faculty members to identify their perceptions of work-life balance and predictors of work-life balance. Work-life balance scores indicated better work-life balance than expected. Factors associated with good work-life balance included higher academic rank, having tenure, older age, years in education, current faculty position, and no involvement in clinical practice. Current faculty position was the best predictor of work-life balance. Although work-life balance was viewed positively by study participants, efforts are needed to strengthen factors related to positive work/life in view of the increasing workload of doctoral faculty as the numbers of doctoral students increase and the number of seasoned faculty decrease with anticipated waves of retirements. Copyright © 2015 Elsevier Inc. All rights reserved.

From an Online Cohort towards a Community of Inquiry: International Students' Interaction Patterns in an Online Doctorate Program

ERIC Educational Resources Information Center

Crosta, Lucilla; Manokore, Viola; Gray, Morag

2016-01-01

The current study explored the interaction patterns of a cohort of international students in a Professional Doctorate of Higher Education program (EdD) in order to establish the extent to which (if at all) the cohort evolved into an authentic online learning community. Phase 1 of the study consisted of a retrospective audit of three out of the…

But I Don't Want to Be a Professor! The Innovations of an Online Practitioner Doctorate Focused on Educational Technology Leadership

ERIC Educational Resources Information Center

Miller, Christopher T.; Curry, John H.

2014-01-01

There is growing potential for the development of practitioner-based doctor of education (EdD) programs as potential students in the field recognize that they do not need to leave their current work positions to obtain a doctorate particularly if it enhances their work. This article chronicles 1 university's process in developing an innovative…

Social media and the medical profession.

PubMed

Mansfield, Sarah J; Morrison, Stewart G; Stephens, Hugh O; Bonning, Michael A; Wang, Sheng-Hui; Withers, Aaron H J; Olver, Rob C; Perry, Andrew W

2011-06-20

Use of social media by doctors and medical students is common and growing. Although professional standards and codes of ethics that govern the behaviour of medical practitioners in Australia and New Zealand do not currently encompass social media, these codes need to evolve, because professional standards continue to apply in this setting. Inappropriate use of social media can result in harm to patients and the profession, including breaches of confidentiality, defamation of colleagues or employers, and violation of doctor-patient boundaries. The professional integrity of doctors and medical students can also be damaged through problematic interprofessional online relationships, and unintended exposure of personal information to the public, employers or universities. Doctors need to exercise extreme care in their use of social media to ensure they maintain professional standards.

Response to science education reforms: The case of three science education doctoral programs in the United States

NASA Astrophysics Data System (ADS)

Gwekwerere, Yovita Netsai

Doctoral programs play a significant role in preparing future leaders. Science Education doctoral programs play an even more significant role preparing leaders in a field that is critical to maintaining national viability in the face of global competition. The current science education reforms have the goal of achieving science literacy for all students and for this national goal to be achieved; we need strong leadership in the field of science education. This qualitative study investigated how doctoral programs are preparing their graduates for leadership in supporting teachers to achieve the national goal of science literacy for all. A case study design was used to investigate how science education faculty interpreted the national reform goal of science literacy for all and how they reformed their doctoral courses and research programs to address this goal. Faculty, graduate students and recent graduates of three science education doctoral programs participated in the study. Data collection took place through surveys, interviews and analysis of course documents. Two faculty members, three doctoral candidates and three recent graduates were interviewed from each of the programs. Data analysis involved an interpretive approach. The National Research Council Framework for Investigating Influence of the National Standards on student learning (2002) was used to analyze interview data. Findings show that the current reforms occupy a significant part of the doctoral coursework and research in these three science education doctoral programs. The extent to which the reforms are incorporated in the courses and the way they are addressed depends on how the faculty members interpret the reforms and what they consider to be important in achieving the goal of science literacy for all. Whereas some faculty members take a simplistic critical view of the reform goals as a call to achieve excellence in science teaching; others take a more complex critical view where they question who 'all students' refers to and what science literacy means for learners with diverse cultural, linguistic or economic backgrounds. Faculty members' views significantly influence the nature and content of the courses as well as the program focus. It was also shown that a relationship exists between faculty views and the views of their doctoral students and recent graduates. In general, faculty exhibited narrower and more in-depth views about issues they consider being important in the field of science education, than doctoral students and recent graduates. External funding is critical in doctoral studies as it enables faculty to enact their visions of achieving science literacy for all. The study provides some implications for practice, policy and research. In order to achieve both equity and excellence in science teaching, there is need for dialogue among science educators to enable them to address issues of equity more effectively than at present. If doctoral programs are to continue preparing graduates who can address important issues in the field, there is need for external funding for specific research programs.

Doctoral conceptual thresholds in cellular and molecular biology

NASA Astrophysics Data System (ADS)

Feldon, David F.; Rates, Christopher; Sun, Chongning

2017-12-01

In the biological sciences, very little is known about the mechanisms by which doctoral students acquire the skills they need to become independent scientists. In the postsecondary biology education literature, identification of specific skills and effective methods for helping students to acquire them are limited to undergraduate education. To establish a foundation from which to investigate the developmental trajectory of biologists' research skills, it is necessary to identify those skills which are integral to doctoral study and distinct from skills acquired earlier in students' educational pathways. In this context, the current study engages the framework of threshold concepts to identify candidate skills that are both obstacles and significant opportunities for developing proficiency in conducting research. Such threshold concepts are typically characterised as transformative, integrative, irreversible, and challenging. The results from interviews and focus groups with current and former doctoral students in cellular and molecular biology suggest two such threshold concepts relevant to their subfield: the first is an ability to effectively engage primary research literature from the biological sciences in a way that is critical without dismissing the value of its contributions. The second is the ability to conceptualise appropriate control conditions necessary to design and interpret the results of experiments in an efficient and effective manner for research in the biological sciences as a discipline. Implications for prioritising and sequencing graduate training experiences are discussed on the basis of the identified thresholds.

Doctoral training in Uganda: evaluation of mentoring best practices at Makerere university college of health sciences

PubMed Central

2014-01-01

Background Good mentoring is a key variable for determining success in completing a doctoral program. We identified prevailing mentoring practices among doctoral students and their mentors, identified common challenges facing doctoral training, and proposed some solutions to enhance the quality of the doctoral training experience for both candidates and mentors at Makerere University College of Health Sciences (MakCHS). Methods This cross-sectional qualitative evaluation was part of the monitoring and evaluation program for doctoral training. All doctoral students and their mentors were invited for a half-day workshop through the MakCHS mailing list. Prevailing doctoral supervision and mentoring guidelines were summarised in a one-hour presentation. Participants were split into two homogenous students’ (mentees’) and mentors’ groups to discuss specific issues using a focus group discussion (FGD) guide, that highlighted four main themes in regard to the doctoral training experience; what was going well, what was not going well, proposed solutions to current challenges and perceived high priority areas for improvement. The two groups came together again and the note-takers from each group presented their data and discussions were recorded by a note-taker. Results Twelve out of 36 invited mentors (33%) and 22 out of 40 invited mentees (55%) attended the workshop. Mentors and mentees noted increasing numbers of doctoral students and mentors, which provided opportunities for peer mentorship. Delays in procurement and research regulatory processes subsequently delayed students’ projects. Similarly, mentees mentioned challenges of limited; 1) infrastructure and mentors to support basic science research projects, 2) physical office space for doctoral students and their mentors, 3) skills in budgeting and finance management and 4) communication skills including conflict resolution. As solutions, the team proposed skills’ training, induction courses for doctoral students-mentor teams, and a Frequently Asked Questions’ document, to better inform mentors’, mentees’ expectations and experiences. Conclusion Systemic and infrastructural limitations affect the quality of the doctoral training experience at MaKCHS. Clinical and biomedical research infrastructure, in addition to training in research regulatory processes, procurement and finance management, communication skills and information technology, were highlighted as high priority areas for strategic interventions to improve mentoring within doctoral training of clinician scientists. PMID:24410984

"All Abroad": Malaysians' Reasons for Seeking an Overseas-Based Doctorate

ERIC Educational Resources Information Center

Tagg, Brendon

2014-01-01

This article examines the process by which nine junior Malaysian academics came to complete doctoral degrees in non-Malaysian universities. It expands the scope and refines the focus of an existing study that considered international students' experiences in New Zealand. Part of the motivation for the current study was the researcher's recognition…

Professional Doctorates: A Pathway to Legitimacy for Non-Academic HE Professionals?

ERIC Educational Resources Information Center

Moran, Eamonn; Misra, Debananda

2018-01-01

This article discusses the current challenges faced by the two authors--both participants on a professional doctorate (PD) programme in education at a leading UK university--in gaining legitimacy as higher education (HE) professionals. By: (1) reflecting upon their own professional experiences in HE and as PD students; (2) utilizing…

Team Modes and Power: Supervision of Doctoral Students

ERIC Educational Resources Information Center

Robertson, Margaret J.

2017-01-01

Currently, team supervision in doctoral studies is widely practised across Australian universities. The interpretation of 'team' is broad and there is evidence of experimentation with supervisory models. This paper elaborates upon a taxonomy of team modes and power forms based on a recent qualitative study across universities in a number of states…

A peer-led teaching initiative for foundation doctors.

PubMed

Ramsden, Sophie; Abidogun, Abiola; Stringer, Emma; Mahgoub, Sara; Kastrissianakis, Artemis; Baker, Paul

2015-08-01

Peer teaching has been used informally throughout the history of medical education. Formal studies within the medical student and allied health care professional communities have found it to be a popular, and highly effective, method of teaching. Newly qualified doctors are currently an underused resource in terms of teaching one another. A committee, made up of newly qualified doctors and postgraduate education staff, was established. Using only a few resources, this committee organised regular, peer-led tutorials and used educational needs assessment tools, such as questionnaires, to make improvements to early postgraduate training. A realistic and well-received intervention to improve the teaching of newly qualified doctors, which is feasible in the modern, busy health care setting. Other institutions may find this method and its resources valuable. Newly qualified doctors are currently an underused resource in terms of teaching one another. © 2015 John Wiley & Sons Ltd.

The current status of education and career paths of students after completion of medical physicist programs in Japan: a survey by the Japanese Board for Medical Physicist Qualification.

PubMed

Kadoya, Noriyuki; Karasawa, Kumiko; Sumida, Iori; Arimura, Hidetaka; Yamada, Syogo

2015-07-01

To standardize educational programs and clinical training for medical physics students, the Japanese Board for Medical Physicist Qualification (JBMP) began to accredit master's, doctorate, and residency programs for medical physicists in 2012. At present, 16 universities accredited by the JBMP offer 22 courses. In this study, we aimed to survey the current status of educational programs and career paths of students after completion of the medical physicist program in Japan. A questionnaire was sent in August 2014 to 32 universities offering medical physicist programs. The questionnaire was created and organized by the educational course certification committee of the JBMP and comprised two sections: the first collected information about the university attended, and the second collected information about characteristics and career paths of students after completion of medical physicist programs from 2008 to 2014. Thirty universities (16 accredited and 14 non-accredited) completed the survey (response rate 94 %). A total of 209, 40, and 3 students graduated from the master's, doctorate, and residency programs, respectively. Undergraduates entered the medical physicist program constantly, indicating an interest in medical physics among undergraduates. A large percentage of the students held a bachelor's degree in radiological technology (master's program 94 %; doctorate program 70 %); graduates obtained a national radiological technologist license. Regarding career paths, although the number of the graduates who work as medical physicist remains low, 7 % with a master's degree and 50 % with a doctorate degree worked as medical physicists. Our results could be helpful for improving the medical physicist program in Japan.

Follow the Money

ERIC Educational Resources Information Center

Doyle, William R.

2008-01-01

While most states continue to award large amounts of need-based aid to needy students so that they can go to college, private colleges and universities have not followed suit. The most current National Postsecondary Student Aid Survey shows that in non-doctoral private four-year institutions, those in the highest income brackets (students whose…

Rural Clinician Scarcity and Job Preferences of Doctors and Nurses in India: A Discrete Choice Experiment

PubMed Central

Rao, Krishna D.; Ryan, Mandy; Shroff, Zubin; Vujicic, Marko; Ramani, Sudha; Berman, Peter

2013-01-01

The scarcity of rural doctors has undermined the ability of health systems in low and middle-income countries like India to provide quality services to rural populations. This study examines job preferences of doctors and nurses to inform what works in terms of rural recruitment strategies. Job acceptance of different strategies was compared to identify policy options for increasing the availability of clinical providers in rural areas. In 2010 a Discrete Choice Experiment was conducted in India. The study sample included final year medical and nursing students, and in-service doctors and nurses serving at Primary Health Centers. Eight job attributes were identified and a D-efficient fractional factorial design was used to construct pairs of job choices. Respondent acceptance of job choices was analyzed using multi-level logistic regression. Location mattered; jobs in areas offering urban amenities had a high likelihood of being accepted. Higher salary had small effect on doctor, but large effect on nurse, acceptance of rural jobs. At five times current salary levels, 13% (31%) of medical students (doctors) were willing to accept rural jobs. At half this level, 61% (52%) of nursing students (nurses) accepted a rural job. The strategy of reserving seats for specialist training in exchange for rural service had a large effect on job acceptance among doctors, nurses and nursing students. For doctors and nurses, properly staffed and equipped health facilities, and housing had small effects on job acceptance. Rural upbringing was not associated with rural job acceptance. Incentivizing doctors for rural service is expensive. A broader strategy of substantial salary increases with improved living, working environment, and education incentives is necessary. For both doctors and nurses, the usual strategies of moderate salary increases, good facility infrastructure, and housing will not be effective. Non-physician clinicians like nurse-practitioners offer an affordable alternative for delivering rural health care. PMID:24376621

East Meets West in Japanese Doctoral Education: Form, Dependence, and the Strange

ERIC Educational Resources Information Center

McCarty, Luise Prior; Hirata, Yoshitsugu

2010-01-01

Against the background of current reforms in higher education, we analyze the traditional education of Japanese doctoral students in philosophy of education from Western and Japanese perspectives by focusing on learning as self-education, on being and learning with others, on the socialization into the profession, and on the study of the foreign…

Recommendations to Increase Access at the Doctoral Level in Academia for Traditionally Underrepresented Students

ERIC Educational Resources Information Center

Peterson, Sonia

2017-01-01

This dissertation format includes three articles that each address a unique aspect of the current barriers to access that individuals with disabilities with intersectional identities experience in their academic and career paths to attainment of a doctoral degree. The first article contains an analysis of data drawn from the High School…

The current shortage and future surplus of doctors: a projection of the future growth of the Japanese medical workforce.

PubMed

Takata, Hideaki; Nagata, Hiroshi; Nogawa, Hiroki; Tanaka, Hiroshi

2011-05-27

Starting in the late 1980s, the Japanese government decreased the number of students accepted into medical school each year in order to reduce healthcare spending. The result of this policy is a serious shortage of doctors in Japan today, which has become a social problem in recent years. In an attempt to solve this problem, the Japanese government decided in 2007 to increase the medical student quota from 7625 to 8848. Furthermore, the Democratic Party of Japan (DPJ), Japan's ruling party after the 2009 election, promised in their manifesto to increase the medical student quota to 1.5 times what it was in 2007, in order to raise the number of medical doctors to more than 3.0 per 1000 persons. It should be noted, however, that this rapid increase in the medical student quota may bring about a serious doctor surplus in the future, especially because the population of Japan is decreasing.The purpose of this research is to project the future growth of the Japanese medical doctor workforce from 2008 to 2050 and to forecast whether the proposed additional increase in the student quota will cause a doctor surplus. Simulation modeling of the Japanese medical workforce. Even if the additional increase in the medical student quota promised by the DPJ fails, the number of practitioners is projected to increase from 286 699 (2.25 per 1000 persons) in 2008 to 365 533 (over the national numerical goal of 3.0 per 1000) in 2024. The number of practitioners per 1000 persons is projected to further increase to 3.10 in 2025, to 3.71 in 2035, and to 4.69 in 2050. If the additional increase in the medical student quota promised by the DPJ is realized, the total workforce is projected to rise to 392 331 (3.29 per 1000 persons) in 2025, 464 296 (4.20 per 1,000 persons) in 2035, and 545 230 (5.73 per 1000 persons) in 2050. The plan to increase the medical student quota will bring about a serious doctor surplus in the long run.

The current shortage and future surplus of doctors: a projection of the future growth of the Japanese medical workforce

PubMed Central

2011-01-01

Background Starting in the late 1980s, the Japanese government decreased the number of students accepted into medical school each year in order to reduce healthcare spending. The result of this policy is a serious shortage of doctors in Japan today, which has become a social problem in recent years. In an attempt to solve this problem, the Japanese government decided in 2007 to increase the medical student quota from 7625 to 8848. Furthermore, the Democratic Party of Japan (DPJ), Japan's ruling party after the 2009 election, promised in their manifesto to increase the medical student quota to 1.5 times what it was in 2007, in order to raise the number of medical doctors to more than 3.0 per 1000 persons. It should be noted, however, that this rapid increase in the medical student quota may bring about a serious doctor surplus in the future, especially because the population of Japan is decreasing. The purpose of this research is to project the future growth of the Japanese medical doctor workforce from 2008 to 2050 and to forecast whether the proposed additional increase in the student quota will cause a doctor surplus. Methods Simulation modeling of the Japanese medical workforce. Results Even if the additional increase in the medical student quota promised by the DPJ fails, the number of practitioners is projected to increase from 286 699 (2.25 per 1000 persons) in 2008 to 365 533 (over the national numerical goal of 3.0 per 1000) in 2024. The number of practitioners per 1000 persons is projected to further increase to 3.10 in 2025, to 3.71 in 2035, and to 4.69 in 2050. If the additional increase in the medical student quota promised by the DPJ is realized, the total workforce is projected to rise to 392 331 (3.29 per 1000 persons) in 2025, 464 296 (4.20 per 1,000 persons) in 2035, and 545 230 (5.73 per 1000 persons) in 2050. Conclusions The plan to increase the medical student quota will bring about a serious doctor surplus in the long run. PMID:21619585

Using Game Mechanics to Increase Graduate Student Engagement with Library Resources

ERIC Educational Resources Information Center

Manson, Sharon K.

2017-01-01

The purpose of the current study was to determine whether adding gamification to a doctoral level class would improve 1) students' self-reported feelings of motivation, competency, and engagement, and 2) knowledge of the library resources available to complete research. Twenty-one students agreed to participate and completed the pretest survey.…

Medical specialists' choice of location: the role of geographical attachment in Norway.

PubMed

Kristiansen, I S; Førde, O H

1992-01-01

The relation between current place of work (area of the country) and factors that might possibly represent doctors geographical attachments was studied in a sample of 322 Norwegian medical specialists. Location of hospital residency, age and geographical origin of spouse were associated with current location. Geographical attachment seems to influence doctors' locational choices from start of medical school until the end of their residency. The probability that a doctor shall locate in peripheral areas may increase from less than 10% to more than 50% if the doctor has the residency training in the periphery. Hence, favoring entrance to medical schools of students from the underserved areas, and location of graduate and postgraduate medical training in the underserved areas, as far as it is feasible while still maintaining medical standards, is suggested by the study.

An Empirical Appraisal of Canadian Doctoral Dissertations Using Grounded Theory: Implications for Social Work Research and Teaching

ERIC Educational Resources Information Center

Braganza, Morgan; Akesson, Bree; Rothwell, David

2017-01-01

Grounded theory is a popular methodological approach in social work research, especially by doctoral students conducting qualitative research. The approach, however, is not always used consistently or as originally designed, compromising the quality of the research. The aim of the current study is to assess the quality of recent Canadian social…

Doctoral Supervision in Virtual Spaces: A Review of Research of Web-Based Tools to Develop Collaborative Supervision

ERIC Educational Resources Information Center

Maor, Dorit; Ensor, Jason D.; Fraser, Barry J.

2016-01-01

Supervision of doctoral students needs to be improved to increase completion rates, reduce attrition rates (estimated to be at 25% or more) and improve quality of research. The current literature review aimed to explore the contribution that technology can make to higher degree research supervision. The articles selected included empirical studies…

Doctoral Student Learning Patterns: Learning about Active Knowledge Creation or Passive Production

ERIC Educational Resources Information Center

Vekkaila, Jenna; Pyhältö, Kirsi

2016-01-01

Doctoral studies are about learning to create new knowledge and to become a researcher. Yet surprisingly little is known about the individual learning patterns of doctoral students. The study aims to explore learning patterns among natural science doctoral students. The participants included 19 doctoral students from a top-level natural science…

"They Want More of Everything": What University Middle Managers' Attitudes Reveal about Support for Off-Campus Doctoral Students

ERIC Educational Resources Information Center

Kozar, Olga; Lum, Juliet F.

2017-01-01

Advances in technology and a shifting demographic of post-graduate students have resulted in a larger than ever number of off-campus PhD students. These students tend to be less satisfied than their on-campus counterparts with their candidature experience. Improving the current situation requires effort from multiple university stakeholders,…

How Can the University Library Better Meet the Information Needs of Research Students? Experiences from Ulster University

ERIC Educational Resources Information Center

Delaney, Geraldine; Bates, Jessica

2018-01-01

This article investigates academic library needs of doctoral students. The study identifies PhD students' information literacy training needs and explores current levels of library engagement, barriers to use, and gaps in existing services. First-year PhD students at Ulster University (UU) were surveyed and interviews were undertaken with three…

Career destinations of University of Ghana Medical School graduates of various year groups.

PubMed

Lassey, A T; Lassey, P D; Boamah, M

2013-06-01

To report on the current career destination of the University of Ghana Medical School (UGMS) qualified doctors in the year groups, 1998, 2000, 2003, 2005 and 2008. Interview of doctors from each year group currently working at the Korle-Bu Teaching Hospital corroborated by phone calls to the doctors. All Ghanaian doctors from each graduating year group. 1. Current location of employment in Ghana or abroad, 2. Gender ratios of the doctors retained in Ghana. Three hundred and seventy-two (372) UGMS doctors consisting of 353 Ghanaians and 19 foreign students graduated over the five year groups. Of the 353 Ghanaians, 113 emigrated, while all but one of the 240 living in Ghana, practice medicine. The retention rate improved from 54.2% in 1998 to 86.3% in 2008. The overall retention rate however is 68.0% while the retention rates for the male and female doctors were 69.3% and 64.6% respectively. Of the 177 doctors practicing in Ghana from the first 4 year-groups (i.e. 1998, 2000, 2003 and 2005,) 139 (i.e. 31, 31, 34 and 43 from the respective year groups) have either completed postgraduate training or are in the residency training programme. Thus 78.5% of these doctors working in Ghana have opted for postgraduate training. The establishment of the GCPS and to a lesser extent the introduction of the ADHA before it appear to have slowed down the medical brain drain as more and more doctors avail themselves of the local opportunities. The GCPS therefore needs supporting effectively in order to continue to be a strong incentive for the retention of doctors in Ghana, apart from helping to staff district general hospitals with specialists.

Self-reported comfort treating severe mental illnesses among pre-doctoral graduate students in clinical psychology.

PubMed

Buck, Benjamin; Romeo, Katy Harper; Olbert, Charles M; Penn, David L

2014-12-01

One possible explanation for the dearth of psychologists working in severe mental illness (SMI) areas is a lack of training opportunities. Recent studies have shown that while training opportunities have increased, there remain fewer resources available for SMI training compared to other disorders. Examines whether students express discomfort working with this population and whether they are satisfied with their level of training in SMI. One-hundred sixty-nine students currently enrolled in doctoral programs in clinical psychology in the United States and Canada were surveyed for their comfort treating and satisfaction with training related to a number of disorders. RESULTS indicate that students are significantly less comfortable treating and finding a referral for a patient with schizophrenia as well as dissatisfied with their current training in SMI and desirous of more training. Regression analyses showed that dissatisfaction with training predicted a desire for more training; however, discomfort in treating people with SMI did not predict a desire for more training in this sample. This pattern generally held across disorders. Our results suggest general discomfort among students surveyed in treating SMI compared to other disorders.

Understanding Physical Education Doctoral Students' Perspectives of Socialization

ERIC Educational Resources Information Center

Richards, K. Andrew R.; McLoughlin, Gabriella M.; Ivy, Victoria Nicole; Gaudreault, Karen Lux

2017-01-01

Purpose: Despite an abundance of research on doctoral student socialization in higher education, little attention has been paid to physical education doctoral students. This study sought to understand physical education doctoral students' perceptions of their socialization as preparation for faculty roles. Method: Participants included 32 physical…

Perceptions of Mattering in the Doctoral Student and Advisor Relationship

ERIC Educational Resources Information Center

Schneider, Holly Anne

2015-01-01

The advising relationship has been acknowledged as one of the most important factors in doctoral student persistence and attrition. Less researched are psychosocial factors that contribute to doctoral student persistence and completion. Preliminary research including measures of psychosocial factors on doctoral student success found…

Critical and Creative Thinking Nexus: Learning Experiences of Doctoral Students

ERIC Educational Resources Information Center

Brodin, Eva M.

2016-01-01

Critical and creative thinking constitute important learning outcomes at doctoral level across the world. While the literature on doctoral education illuminates this matter through the lens of experienced senior researchers, the doctoral students' own perspective is missing. Based upon interviews with 14 doctoral students from four disciplines at…

Improving completion rates of students in biomedical PhD programs: an interventional study.

PubMed

Viđak, Marin; Tokalić, Ružica; Marušić, Matko; Puljak, Livia; Sapunar, Damir

2017-08-25

Analysis of graduation success at the University of Split School of Medicine PhD programs conducted in 2011 revealed that only 11% of students who enrolled and completed their graduate coursework between 1999 and 2011 earned a doctoral degree. In this prospective cohort study we evaluated and compared three PhD programs within the same medical school, where the newest program, called Translational Research in Biomedicine (TRIBE), established in the academic year 2010/11, aimed to increase the graduation rate through an innovative approach. The intervention in the new program was related to three domains: redefined recruitment strategy, strict study regulations, and changes to the curriculum. We compared performance of PhD students between the new and existing programs and analyzed their current status, time to obtain a degree (from enrolment to doctorate), age at doctorate, number of publications on which the thesis was based and the impact factor of journals in which these were published. These improvement strategies were associated with higher thesis completion rate and reduced time to degree for students enrolled in the TRIBE program. There was no change in the impact factor or number of publications that were the basis for the doctoral theses. Our study describes good practices which proved useful in the design or reform of the PhD training program.

Advising Doctoral Students in Education Programs

ERIC Educational Resources Information Center

Craft, Christy Moran; Augustine-Shaw, Donna; Fairbanks, Amanda; Adams-Wright, Gayla

2016-01-01

Because almost one half of students enrolled in American doctoral programs do not complete their degrees, the factors that lead to doctoral student attrition need to be identified. Research suggests that the nature of the advisor-advisee relationship contributes to the persistence levels of doctoral students. In this study, we conducted a content…

Communication skills in context: trends and perspectives.

PubMed

van Dalen, Jan

2013-09-01

Doctor-patient communication has been well researched. Less is known about the educational background of communication skills training. Do we aim for optimal performance of skills, or rather attempt to help students become skilled communicators? An overview is given of the current view on optimal doctor-patient communication. Next we focus on recent literature on how people acquire skills. These two topics are integrated in the next chapter, in which we discuss the optimal training conditions. A longitudinal training design has more lasting results than incidental training. Assessment must be in line with the intended learning outcomes. For transfer, doctor-patient communication must be addressed in all stages of health professions training. Elementary insights from medical education are far from realised in many medical schools. Doctor-patient communication would benefit strongly from more continuity in training and imbedding in the daily working contexts of doctors. When an educational continuum is realised and attention for doctor-patient communication is embedded in the working context of doctors in training the benefits will be strong. Training is only a part of the solution. In view of the current dissatisfaction with doctor-patient communication a change in attitude of course directors is strongly called for. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Evaluating Trainees in the Counseling Practicum.

ERIC Educational Resources Information Center

Meyerson, Roberta C.

A study was made to determine the procedures which supervisors and instructors of counseling practica currently use to evaluate the counseling effectiveness of masters and doctoral level practicum students. Inquiry was also made about the solutions adopted when a student is considered ineffective. The survey elicited responses from 89 individuals,…

Students' Perceptions of a "Quality" Advisory Relationship

ERIC Educational Resources Information Center

Halbert, Kelsey

2015-01-01

The current research education context in Australia is one of increased pressures for timely completion with a spotlight on the scope and depth of training and a profound increase in enrolments. These factors inevitably shape the supervision experiences of doctoral candidates. This paper discusses student perceptions of supervision. Supervision is…

The attractiveness of family medicine among Polish medical students.

PubMed

Gowin, Ewelina; Horst-Sikorska, Wanda; Michalak, Michał; Avonts, Dirk; Buczkowski, Krzysztof; Lukas, Witold; Korman, Tomasz; Litwiejko, Alicja; Chlabicz, Sławomir

2014-06-01

In many developed countries tuning supply and demand of medical doctors is a continuous challenge to meet the ever changing needs of community and individual patients. The long study period for medical doctors creates the opportunity to observe the current career preferences of medical students and evolution in time. To investigate the career choices of Polish students in different stages of their medical education. Medical students at five Polish medical universities were questioned about their career aspirations in the first, third and sixth year. A total of 2020 students were recruited for the survey. Among first year students 17% preferred family medicine as final career option, compared to 20% in the third year, and 30% in the sixth year (significant trend, P < 0.0001). In particular, female students prefer family medicine: 71% women versus 62% women in the group with a preference for a non-family medicine orientation (P = 0.008). Medical students rejecting a career as a family doctor stated that the impossibility to work in a hospital environment was the determining factor. The opportunity for professional development seems to be an important determining factor in the choice of a medical specialty in Poland. The proportion of Polish students choosing family medicine increases during their progress in medical education, with one third of students interested in a career in family medicine by year six.

An Initiative to Facilitate Practitioner Doctoral Students to Present at AERA

ERIC Educational Resources Information Center

Fenster, Mark J.

2009-01-01

The education doctorate is the most commonly awarded doctorate in academia. In preparation for developing and executing a piece of original research like a dissertation, doctoral students are required to take coursework in research and statistics. These courses can be considered part of a core set of competencies that doctoral students are…

Challenges to the Doctoral Journey: A Case of Female Doctoral Students from Ethiopia

ERIC Educational Resources Information Center

Bireda, Asamenew Demessie

2015-01-01

This study aimed to investigate some challenges female doctoral students experience in their doctoral journey. The study used a qualitative design and structured interviews. The theoretical framework that guided the study was that of Urie Bronfenbrenner's ecosystemic theory. A purposely selected sample of five female doctoral students from the…

What Disengages Doctoral Students in the Biological and Environmental Sciences from Their Doctoral Studies?

ERIC Educational Resources Information Center

Virtanen, V.; Taina, J.; Pyhältö, K.

2017-01-01

This study explored the causes of student disengagement from their doctoral studies in the biological and environmental sciences. The data came from interviews of 40 doctoral students (male = 15, female = 25) and underwent qualitative analysis for content. Our results showed that doctoral studies provide multiple contexts for disengagement, such…

What does originality in research mean? A student's perspective.

PubMed

Edwards, Mandy

2014-07-01

To provide a student's perspective of what it means to be original when undertaking a PhD. A review of the literature related to the concept of originality in doctoral research highlights the subjective nature of the concept in academia. Although there is much literature that explores the issues concerning examiners' views of originality, there is little on students' perspectives. A snowballing technique was used, where a recent article was read, and the references cited were then explored. Given the time constraints, the author recognises that the literature review was not as extensive as a systematic literature review. It is important for students to be clear about what is required to achieve a PhD. However, the vagaries associated with the formal assessment of the doctoral thesis and subsequent performance at viva can cause considerable uncertainty and anxiety for students. Originality in the PhD is a subjective concept and is not the only consideration for examiners. Of comparable importance is the assessment of the student's ability to demonstrate independence of thought and increasing maturity so they can become independent researchers. This article expresses a different perspective on what is meant when undertaking a PhD in terms of originality in the doctoral thesis. It is intended to help guide and reassure current and potential PhD students.

Doctoral Students as Journal Editors: Non-Formal Learning through Academic Work

ERIC Educational Resources Information Center

Hopwood, Nick

2010-01-01

Much attention has been paid to formal pedagogic elements of the doctorate--supervision and other structured institutional provisions--but we know less about the role played by non-formal practices in doctoral students' learning. This paper explores the experiences of eight doctoral students involved in editing student-run journals. Editorship and…

African International Doctoral Students in New Zealand: Englishes, Doctoral Writing and Intercultural Supervision

ERIC Educational Resources Information Center

Doyle, Stephanie; Manathunga, Catherine; Prinsen, Gerard; Tallon, Rachel; Cornforth, Sue

2018-01-01

While the experiences of international doctoral students, especially those from Asian countries, have been well researched, fewer studies have explored the experiences of African students in Southern countries like Australia and Aotearoa/New Zealand. This article reports on doctoral writing and student and supervisor perspectives on English…

Doctoral Student Learning and Development: A Shared Responsibility

ERIC Educational Resources Information Center

Bair, Carolyn R.; Haworth, Jennifer Grant; Sandfort, Melissa

2004-01-01

Historically, student affairs professionals focused their work almost exclusively on undergraduate students. Doctoral faculty remained focused on the comprehensive needs of doctoral students. However, this situation is changing. Due largely to growth in numbers and diversity of graduate students, student affairs professionals at colleges and…

The medical student as a patient: attitudes towards involvement in the quality and safety of health care.

PubMed

Davis, Rachel E; Joshi, Devavrata; Patel, Krishan; Briggs, M; Vincent, Charles A

2013-10-01

In recent years, factors that affect patients' willingness and ability to participate in safety-relevant behaviours have been investigated. However, how trained healthcare professionals or medical students would feel participating in safety-relevant behaviours as a patient in hospital remains largely unexplored. To investigate medical students' willingness to participate in behaviours related to the quality and safety of their health care. A cross-sectional exploratory study using a survey that addressed willingness to participate in different behaviours recommended by current patient safety initiatives. Three types of interactional behaviours (asking factual or challenging questions, notifying doctors or nurses of errors/problems) and three non-interactional behaviours (choosing a hospital based on the safety record, bringing medicines and a list of allergies into hospital, and reporting an error to a national reporting system) were assessed. One hundred and seventy-nine medical students from an inner city London teaching hospital participated in the study. Students' willingness to participate was affected (P < 0.05) by the action required by the patient and (for interactional behaviours) whether the patient was engaging in the specific action with a doctor or nurse. Students were least willing to ask 'challenging' questions to doctors and nurses and to report errors to a national reporting system. Doctors' and nurses' encouragement appeared to increase self-reported willingness to participate in behaviours where baseline willingness was low. Similar to research on lay patient populations; medical students do not view involvement in safety-related behaviours equally. Interventions should be tailored at encouraging students to participate in behaviours they are less inclined to take on an active role in. Future research is required to examine students' motivations for participation in this important but heavily under-researched area. © 2012 John Wiley & Sons Ltd.

A Qualitative Examination of Challenges Influencing Doctoral Students in an Online Doctoral Program

ERIC Educational Resources Information Center

Deshpande, Anant

2016-01-01

The main purpose of the study was to investigate the challenges faced by students in completion of an online doctoral program at the University of Liverpool, Online Doctoral Business Administration program. We analyse the responses of 91 doctoral students in an online DBA program. Based on the exploratory qualitative study themes were developed…

A Project Perspective on Doctoral Studies--A Student Point of View

ERIC Educational Resources Information Center

Backlund, Fredrik

2017-01-01

Purpose: Many doctoral students never obtain a doctoral degree, and many do not finish their studies in time. To promote aspects of effectiveness and efficiency in doctoral studies, the purpose of this paper is to explore a project perspective, more specifically how doctoral students experience their studies in terms of key dimensions of projects.…

The Experiences of Blacks Who Obtained Doctorates from Predominantly White Institutions

ERIC Educational Resources Information Center

Nickelberry, Tressie A.

2012-01-01

Being in a doctoral program requires a substantial amount of one's time, energy, and commitment. Doctoral students face many challenges while pursuing their degrees. For example, some may be on financial aid, work full-time, and/or have a family. While doctoral students face many hurdles, Black doctoral students face additional barriers. The…

Reasons for Doctoral Non-Completion: One Non-Completing Doctoral Student's Voice on Limitations in the Academic Literature

ERIC Educational Resources Information Center

Philpott, Carey

2015-01-01

Timely completion has recently been an important focus of academic literature on supervising Doctoral students. This paper is a reflection on the academic literature on timely doctoral completion by a former Doctoral student who has been a serial non-completer. This reflection explores whether academics' constructions, reported in the research…

Graduate Socialization in the Responsible Conduct of Research: A National Survey on the Research Ethics Training Experiences of Psychology Doctoral Students

PubMed Central

Fisher, Celia B.; Fried, Adam L.; Feldman, Lindsay G.

2013-01-01

Little is known about the mechanisms by which psychology graduate programs transmit responsible conduct of research (RCR) values. A national sample of 968 current students and recent graduates of mission-diverse doctoral psychology programs, completed a web-based survey on their research ethics challenges, perceptions of RCR mentoring and department climate, their ability to conduct research responsibility, and whether they believed psychology as a discipline promotes scientific integrity. Research experience, mentor RCR instruction and modeling, and department RCR policies predicted student RCR preparedness. Mentor RCR instruction, department RCR policies, and faculty modeling of RCR behaviors predicted confidence in the RCR integrity of the discipline. Implications for training are discussed. PMID:23641128

The Moderating Effect of Personality Traits on Advisor Relationships in Predicting Doctoral Student Burnout

ERIC Educational Resources Information Center

Kosh, Emily P.

2014-01-01

Personality affects relationships. During the doctoral education, the second most important factor in degree completion, after financial support, is the student-advisor relationship. Approximately half of doctoral students do not finish their degrees. While it is known mentors have a profound impact on the success of doctoral students, the effect…

Student and Faculty Attributions of Attrition in High and Low-Completing Doctoral Programs in the United States

ERIC Educational Resources Information Center

Gardner, Susan K.

2009-01-01

Sixty doctoral students and 34 faculty members were interviewed in departments identified as having high and low doctoral student completion rates at one institution in the United States in order to examine the cultural contexts and structures that facilitate or hinder doctoral student completion. This paper outlines the differences in…

The experience of international nursing students studying for a PhD in the U.K: A qualitative study.

PubMed

Evans, Catrin; Stevenson, Keith

2011-06-13

Educating nurses to doctoral level is an important means of developing nursing capacity globally. There is an international shortage of doctoral nursing programmes, hence many nurses seek their doctorates overseas. The UK is a key provider of doctoral education for international nursing students, however, very little is known about international doctoral nursing students' learning experiences during their doctoral study. This paper reports on a national study that sought to investigate the learning expectations and experiences of overseas doctoral nursing students in the UK. Semi-structured qualitative interviews were conducted in 2008/09 with 17 international doctoral nursing students representing 9 different countries from 6 different UK universities. Data were analysed thematically. All 17 interviewees were enrolled on 'traditional' 3 year PhD programmes and the majority (15/17) planned to work in higher education institutions back in their home country upon graduation. Studying for a UK PhD involved a number of significant transitions, including adjusting to a new country/culture, to new pedagogical approaches and, in some cases, to learning in a second language. Many students had expected a more structured programme of study, with a stronger emphasis on professional nursing issues as well as research - akin to the professional doctorate. Students did not always feel well integrated into their department's wider research environment, and wanted more opportunities to network with their UK peers. A good supervision relationship was perceived as the most critical element of support in a doctoral programme, but good relationships were sometimes difficult to attain due to differences in student/supervisor expectations and in approaches to supervision. The PhD was perceived as a difficult and stressful journey, but those nearing the end reflected positively on it as a life changing experience in which they had developed key professional and personal skills. Doctoral programmes need to ensure that structures are in place to support international students at different stages of their doctoral journey, and to support greater local-international student networking. Further research is needed to investigate good supervision practice and the suitability of the PhD vis a vis other doctoral models (e.g. the professional doctorate) for international nursing students.

[The motivation to become a medical doctor - doctoral students in a formal academic study program compared with those pursuing their doctorate independently].

PubMed

Pfeiffer, M; Dimitriadis, K; Holzer, M; Reincke, M; Fischer, M R

2011-04-01

Weight and quality of medical doctoral theses have been discussed in Germany for years. Doctoral study programs in various graduate schools offer opportunities to improve quality of medical doctoral theses. The purpose of this study was to demonstrate distinctions and differences concerning motivation, choice of subject and the dissertation process between doctoral candidates completing the doctoral seminar for doctoral students in the Ludwig-Maximilians-University (LMU) Munich and doctoral candidates doing their doctorate individually. All 4000 medical students of the LMU obtained an online-questionnaire which was completed by 767 students (19 % response rate). The theoretical framework of this study was based upon the Self-Determination-Theory by Deci and Ryan. Doctoral candidates completing the doctoral study program were more intrinsically motivated than doctoral candidates doing their doctorate individually; no difference was found in their extrinsic motivation. In regard to choice of subject and dissertation process the doctoral students in the seminar were distinguished from the individual group by having chosen a more challenging project. They anticipated a demanding dissertation process including conference participation, publishing of papers, etc. Intrinsic motivation correlates positively with choosing a challenging project and a demanding dissertation process. High intrinsic motivation seems to be very important for autonomous scholarly practice. Our results suggest that doctoral study programs have a positive impact on intrinsic motivation and interest in research. © Georg Thieme Verlag KG Stuttgart · New York.

Current Issues and Problems in Texas Community Colleges.

ERIC Educational Resources Information Center

Hastings, Chester R., Comp.

In October 1992, doctoral students enrolled in a community college leadership program at Baylor University in Waco, Texas, were assigned six questions to be answered in collaboration with the Chief Executive Officer (CEO), or the CEO's designate, at the 15 community colleges where the students were employed. The questions explored respondents'…

Medical and Psychology Students' Knowledge and Attitudes regarding Aging and Sexuality

ERIC Educational Resources Information Center

Snyder, Rachel J.; Zweig, Richard A.

2010-01-01

The current study surveys medical and doctoral psychology students (N = 100) from an urban northeastern university regarding knowledge and attitudes toward elderly sexuality and aging using the Facts on Aging Quiz, the Aging Sexuality Knowledge and Attitudes Scale, and measures of interest in gerontology, academic/clinical exposure to aging and…

A mixed method, multiperspective evaluation of a near peer teaching programme.

PubMed

Lydon, Sinéad; O'Connor, Paul; Mongan, Orla; Gorecka, Miroslawa; McVicker, Lyle; Stankard, Aiden; Byrne, Dara

2017-09-01

Peer teaching (PT) has become increasingly popular. PT may offer benefits for students, tutors and institutions. Although resistance to PT has been identified among faculty, research has typically focused on students' experiences and perceptions, rather than those of the peer tutors or senior doctors/medical faculty. The current study comprised of a comprehensive, multiperspective evaluation of a near PT programme delivered by interns to final-year medical students in the Republic of Ireland. This study employed a mixed methods design, using both interviews and questionnaires to assess students' (n=130), interns' (n=49) and medical faculty's or senior doctors' (n=29) perceptions of the programme. All three groups were emphatic about the programme's benefits, although senior doctors and faculty reported significantly more positive attitudes than the others. Mean ratings of the programme's value, out of 10, were 8.2 among students, 8.2 among interns and 9.1 among senior doctors and faculty. Challenges identified were largely organisational in nature. Perceived benefits for students included the informality of teaching sessions, increased opportunities in the clinical environment and improvements in exam preparedness. Perceived benefits for the interns included improvements in knowledge and teaching ability and experience as a role model. PT programmes have been posited as an 'easy fix' to growing numbers of students. However, it is apparent that PT has substantial value outside of this. Future research that conducts economic evaluations of such programmes and that collects objective data on teaching quality and student learning would be of much interest. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Doctoral Programs Need Changes to Attract and Retain Underrepresented Groups

NASA Astrophysics Data System (ADS)

Bernard, R. E.; Mayfield, K. K.

2017-12-01

Geoscience is currently recognized as the least diverse of all STEM fields. While attention typically focuses on K-12 and undergraduate populations, the extreme lack of diversity among graduate students, and doctoral students in particular, should be examined and addressed. In 2016, members of underrepresented minority (URM) groups made up only 6% of those graduating with geoscience PhDs. In all STEM fields, only 48% of Hispanic/Latino and 38% of Black/African American doctoral studies had earned doctorates within 7 years, with 36% of members of these groups leaving the program entirely. Recent studies suggest that these high attrition rates can be attributed, in part, to a mismatch between motivations of URM members and PhD-granting institutions while students are pursuing scientific education and careers. Traditional STEM doctoral programs do not offer, facilitate, or incentivize substantial opportunities to integrate social justice issues, community involvement, and altruism—factors which have been found to be of more importance to these populations than to male members of well-represented groups. URM members are also less likely to be interested in purely academic research careers, so doctoral programs may be failing to attract (and failing to prepare) diverse populations by not offering experiences beyond typical research and TA duties. In this presentation, trends in motivation and persistence among URM students in STEM will be discussed, in addition to highlighting education and outreach activities that can be successfully incorporated for a more fulfilling, balanced, attractive, and preparatory education experience. Specific activities undertaken and recommended by the presenter in her PhD experience include the following: a federal research internship, a state government policy internship, a formal partnership with a local K-12 teacher though a former NSF GK-12 program, a two-week education workshop aboard a scientific research drillship, and attending a research conference geared towards URM students (SACNAS). Suggestions and recommendations will be made for meaningful changes at the institutional, funding agency, societal and community levels.

Lone Scholar or Community Member? The Role of Student Networks in Doctoral Education in a UK Management School

ERIC Educational Resources Information Center

Pilbeam, Colin; Denyer, David

2009-01-01

Doctoral education in the UK embraces both independent self-directed study and collective shared learning. The extent to which individual doctoral students remain isolated, or become integrated into a network of doctoral students, is a function of the attributes of the individual and the nature of the doctorate and its mode of delivery. Using the…

Coaching Doctoral Students--A Means to Enhance Progress and Support Self-Organisation in Doctoral Education

ERIC Educational Resources Information Center

Godskesen, Mirjam; Kobayashi, Sofie

2016-01-01

In this paper we focus on individual coaching carried out by an external coach as a new pedagogical element that can impact doctoral students' sense of progress in doctoral education. The study used a mixed-methods approach in that we draw on quantitative and qualitative data from the evaluation of a project on coaching doctoral students. We…

Doctoral Writing for Publication at a Leading African University: Publication Patterns and Pedagogies

ERIC Educational Resources Information Center

van der Merwe, Mathilde

2015-01-01

Writing-for-publication is a practice that doctoral students should acquire for integration into international research culture. Publication rates and forms of pedagogy supporting the development of publication skills for doctoral students, however, remain inadequate worldwide. Limited data of doctoral student publication from African universities…

Peer Mentoring among Doctoral Students of Science and Engineering in Taiwan

ERIC Educational Resources Information Center

Lin, Yii-nii; Hsu, Angela Yi-ping

2012-01-01

This study describes the peer mentoring experience from doctoral student mentors' point of view. Twelve science and engineering doctoral students participated in this phenomenology study. The findings suggest doctoral peer mentors served instrumental, psychosocial, buffering, and liaison roles; they passed on their social, professional, and…

Statistics teaching in medical school: opinions of practising doctors.

PubMed

Miles, Susan; Price, Gill M; Swift, Louise; Shepstone, Lee; Leinster, Sam J

2010-11-04

The General Medical Council expects UK medical graduates to gain some statistical knowledge during their undergraduate education; but provides no specific guidance as to amount, content or teaching method. Published work on statistics teaching for medical undergraduates has been dominated by medical statisticians, with little input from the doctors who will actually be using this knowledge and these skills after graduation. Furthermore, doctor's statistical training needs may have changed due to advances in information technology and the increasing importance of evidence-based medicine. Thus there exists a need to investigate the views of practising medical doctors as to the statistical training required for undergraduate medical students, based on their own use of these skills in daily practice. A questionnaire was designed to investigate doctors' views about undergraduate training in statistics and the need for these skills in daily practice, with a view to informing future teaching. The questionnaire was emailed to all clinicians with a link to the University of East Anglia Medical School. Open ended questions were included to elicit doctors' opinions about both their own undergraduate training in statistics and recommendations for the training of current medical students. Content analysis was performed by two of the authors to systematically categorize and describe all the responses provided by participants. 130 doctors responded, including both hospital consultants and general practitioners. The findings indicated that most had not recognised the value of their undergraduate teaching in statistics and probability at the time, but had subsequently found the skills relevant to their career. Suggestions for improving undergraduate teaching in these areas included referring to actual research and ensuring relevance to, and integration with, clinical practice. Grounding the teaching of statistics in the context of real research studies and including examples of typical clinical work may better prepare medical students for their subsequent career.

Medical students' professional identity development in an early nursing attachment.

PubMed

Helmich, Esther; Derksen, Els; Prevoo, Mathieu; Laan, Roland; Bolhuis, Sanneke; Koopmans, Raymond

2010-07-01

The importance of early clinical experience for medical training is well documented. However, to our knowledge there are no studies that assess the influence of very early nursing attachments on the professional development and identity construction of medical students. Working as an assistant nurse while training to be a doctor may offer valuable learning experiences, but may also present the student with difficulties with respect to identity and identification issues. The aim of the present study was to describe first-year medical students' perceptions of nurses, doctors and their own future roles as doctors before and after a nursing attachment. A questionnaire containing open questions concerning students' perceptions of nurses, doctors and their own future roles as doctors was administered to all Year 1 medical students (n=347) before and directly after a 4-week nursing attachment in hospitals and nursing homes. We carried out two confirmatory focus group interviews. We analysed the data using qualitative and quantitative content analyses. The questionnaire was completed by 316 students (response rate 91%). Before starting the attachment students regarded nurses as empathic, communicative and responsible. After the attachment students reported nurses had more competencies and responsibilities than they had expected. Students' views of doctors were ambivalent. Before and after the attachment, doctors were seen as interested and reliable, but also as arrogant, detached and insensible. However, students maintained positive views of their own future roles as doctors. Students' perceptions were influenced by age, gender and place of attachment. An early nursing attachment engenders more respect for the nursing profession. The ambivalent view of doctors needs to be explored further in relation to students' professional development. It would seem relevant to attune supervision to the age and gender differences revealed in this study.

Patterns of Doctoral Student Degree Completion: A Longitudinal Analysis

ERIC Educational Resources Information Center

Most, David E.

2008-01-01

Despite decades of interest in Ph.D. student outcomes, there have been few comprehensive studies of doctoral student completion. Compared to research on undergraduate students, longitudinal studies of doctoral student completion in multiple disciplines at multiple institutions are exceptionally rare. As a consequence, there is relatively scant…

The Meaning of Money in the Socialization of Science and Engineering Doctoral Students: Nurturing the Next Generation of Academic Capitalists?

ERIC Educational Resources Information Center

Szelenyi, Katalin

2013-01-01

Based on ethnographic interviews with 48 doctoral students and 22 faculty members in science and engineering, this study examines the ways in which doctoral students and faculty make market, symbolic, and social meaning of the presence or absence of money in doctoral student socialization and of funding from governmental and industrial sources.…

Nesting doctoral students in collaborative North-South partnerships for health systems research.

PubMed

Loukanova, Svetla; Prytherch, Helen; Blank, Antje; Duysburgh, Els; Tomson, Göran; Gustafsson, Lars L; Sié, Ali; Williams, John; Leshabari, Melkizedeck; Haefeli, Walter E; Sauerborn, Rainer; Fonn, Sharon

2014-01-01

The European Union (EU) supports North-South Partnerships and collaborative research projects through its Framework Programmes and Horizon 2020. There is limited research on how such projects can be harnessed to provide a structured platform for doctoral level studies as a way of strengthening health system research capacity in sub-Saharan Africa (SSA). The aim of this study was to explore the challenges of, and facilitating factors for, 'nesting' doctoral students in North-South collaborative research projects. The term nesting refers to the embedding of the processes of recruiting, supervising, and coordinating doctoral students in the overall research plan and processes. This cross-sectional qualitative study was undertaken by the EU-funded QUALMAT Project. A questionnaire was implemented with doctoral students, supervisors, and country principal investigators (PIs), and content analysis was undertaken. Completed questionnaires were received from nine doctoral students, six supervisors, and three country PIs (86% responses rate). The doctoral students from SSA described high expectations about the input they would receive (administrative support, equipment, training, supervision). This contrasted with the expectations of the supervisors for proactivity and self-management on the part of the students. The rationale for candidate selection, and understandings of the purpose of the doctoral students in the project were areas of considerable divergence. There were some challenges associated with the use of the country PIs as co-supervisors. Doctoral student progress was at times impeded by delays in the release of funding instalments from the EU. The paper provides a checklist of essential requirements and a set of recommendations for effective nesting of doctoral students in joint North-South projects. There are considerable challenges to the effective nesting of doctoral students within major collaborative research projects. However, ways can be found to overcome them. The nesting process ultimately helped the institutions involved in this example to take better advantage of the opportunities that collaborative projects offer to foster North-South partnerships as a contribution to the strengthening of local research capacity.

The Plight of the Woman Doctoral Student

ERIC Educational Resources Information Center

Holmstrom, Engin Inel; Holmstrom, Robert W.

1974-01-01

This study investigated factors underlying discrimination against woman doctoral students. Analyses revealed that faculty attitudes and behavior toward woman doctoral students contributed significantly to their emotional stresses and self-doubts. (Author/NE)

The experience of international nursing students studying for a PhD in the U.K: A qualitative study

PubMed Central

2011-01-01

Background Educating nurses to doctoral level is an important means of developing nursing capacity globally. There is an international shortage of doctoral nursing programmes, hence many nurses seek their doctorates overseas. The UK is a key provider of doctoral education for international nursing students, however, very little is known about international doctoral nursing students' learning experiences during their doctoral study. This paper reports on a national study that sought to investigate the learning expectations and experiences of overseas doctoral nursing students in the UK. Methods Semi-structured qualitative interviews were conducted in 2008/09 with 17 international doctoral nursing students representing 9 different countries from 6 different UK universities. Data were analysed thematically. All 17 interviewees were enrolled on 'traditional' 3 year PhD programmes and the majority (15/17) planned to work in higher education institutions back in their home country upon graduation. Results Studying for a UK PhD involved a number of significant transitions, including adjusting to a new country/culture, to new pedagogical approaches and, in some cases, to learning in a second language. Many students had expected a more structured programme of study, with a stronger emphasis on professional nursing issues as well as research - akin to the professional doctorate. Students did not always feel well integrated into their department's wider research environment, and wanted more opportunities to network with their UK peers. A good supervision relationship was perceived as the most critical element of support in a doctoral programme, but good relationships were sometimes difficult to attain due to differences in student/supervisor expectations and in approaches to supervision. The PhD was perceived as a difficult and stressful journey, but those nearing the end reflected positively on it as a life changing experience in which they had developed key professional and personal skills. Conclusions Doctoral programmes need to ensure that structures are in place to support international students at different stages of their doctoral journey, and to support greater local-international student networking. Further research is needed to investigate good supervision practice and the suitability of the PhD vis a vis other doctoral models (e.g. the professional doctorate) for international nursing students. PMID:21668951

An Exploration of the Relationship between Optimistic Explanatory Style and Doctoral Study Completion

ERIC Educational Resources Information Center

Richards, Constance V. S.

2012-01-01

Few studies have explored the positive characteristics that motivate doctoral students to pursue and complete their degree; research has historically focused on doctoral student attrition. To fully understand doctoral student success, research must focus on factors that contribute to completion. Based on Seligman's theory of explanatory style,…

Career Implications of Doctoral Social Work Student Debt Load

ERIC Educational Resources Information Center

Begun, Audrey L.; Carter, James R.

2017-01-01

Although research has been conducted in other professional disciplines, social work has yet to explore how doctoral student debt load influences career development. This exploratory study surveyed 281 social work doctoral students and recent graduates, 75 BSW and MSW program leaders, and 24 doctoral program leaders about debt load, career choices,…

Quality of faculty, students, curriculum and resources for nursing doctoral education in Korea: a focus group study.

PubMed

Kim, Mi Ja; Lee, Hyeonkyeong; Kim, Hyun Kyung; Ahn, Yang-Heui; Kim, Euisook; Yun, Soon-Nyoung; Lee, Kwang-Ja

2010-03-01

The rapidly increasing number of nursing doctoral programs has caused concern about the quality of nursing doctoral education, including in Korea. To describe the perceived quality of Korean nursing doctoral education in faculty, student, curriculum and resources. Focus group. Fourteen Korean nursing doctoral programs that are research focused and include coursework. Four groups of deans, faculty, students and graduates; students completed three semesters of doctoral program; and graduates completed doctoral programs within the most recent 3 years. Focus groups examined the strengths and weaknesses of faculty, students, curriculum, and resources. Faculty strengths were universities' recognition of faculty research/scholarship and the ability of faculty to attract extramural funding. Faculty weaknesses were aging faculty; high faculty workload; insufficient number of faculty; and teaching without expertise in nursing theories. Student strengths were diverse student backgrounds; multidisciplinary dissertation committee members, and opportunities to socialize with peers and graduates/faculty. Students' weaknesses were overproduction of PhDs with low academic quality; a lower number and quality of doctoral applicants; and lack of full-time students. Curriculum strengths were focusing on specific research areas; emphasis on research ethics; and multidisciplinary courses. Curriculum weaknesses were insufficient time for curriculum development; inadequate courses for core research competencies; and a lack of linkage between theory and practice. Resources strengths were inter-institutional courses with credit transfer. Weaknesses were diminished university financial support for graduate students and limited access to school facilities. Variations in participant groups (providers [deans and faculty] vs. receivers [students and graduates]) and geographical location (capital city vs. regional) were noted on all the four components. The quality characteristics of faculty, students, curriculum, and resources identified in this first systematic evaluation of the quality of nursing doctoral education can inform nursing schools, universities, and policy-makers about areas for improvement in Korea and possibly in the world. Geographical variations found in these four components of doctoral education warrant attention by policy-makers in Korea. Copyright 2009 Elsevier Ltd. All rights reserved.

Effect of Active Learning on Students' Academic Success in the Medical Classroom

ERIC Educational Resources Information Center

Hightower, Sandra

2014-01-01

Doctors in a Northern California community reported that medical assisting students did not use medical terminology in context, could not think critically, and faltered in decision making and problem solving during their internships in medical offices. The intent of this instrumental case study was to investigate the gap between current methods of…

A Community College in Virginia Attracts Ph.D.'s--as Students.

ERIC Educational Resources Information Center

Gose, Ben

1997-01-01

Over 500 of the 60,000 students at Northern Virginia Community College already have doctorates, but are seeking job-specific training. Some are enhancing current skills and some are changing careers for personal or economic reasons. Proliferation of high-technology companies in the area has influenced this trend. About 15% of the college's…

[Abortion and physicians in training: the opinion of medical students in Mexico City

PubMed

González De León Aguirre D; Salinas Urbina AA

1997-04-01

This research project explores doctors' views regarding induced abortion. Abortion's penalization in Mexico greatly conditions its relevance as a social and public health problem. Physicians constitute a professional sector that can play an important role in reforming current laws on abortion. As a professional group, they have taken a conservative stance towards abortion. Their attitudes are to a great extent influenced by the medical training they receive. In this article we present results from a survey of 96 medical students from the Universidad Autónoma Metropolitana Xochimilco, in Mexico City. Data were processed with the SPSS program. Simple frequencies show that students have limited knowledge concerning the legal status of abortion and that they tolerate it with restrictions and in limited situations. Women students apparently take a more conservative stance, but statistical analysis with the c-square test did not show significant differences by gender. The article poses the need to modify doctors' training in the reproductive health field, allowing future doctors to acquire a broader view of health problems related to sexuality and reproduction. In the long run, this should also promote a kind of comprehensive health care practice in medical services, thus responding more satisfactorily to women's needs.

Mentorship on the Doctoral Level: An Examination of Communication Faculty Mentors' Traits and Functions

ERIC Educational Resources Information Center

Carpenter, Serena; Makhadmeh, Naheda; Thornton, Leslie-Jean

2015-01-01

A mentor can be of great importance to doctoral student success and progress. While many have studied student perceptions of the process, research regarding how doctoral faculty mentors interpret and enact mentoring practices is less evident. To address this empirical gap, a doctoral student mentor functions measure was created. The measure is…

More than Meets the Eye: The Use of Videonarratives to Facilitate Doctoral Students' Reflexivity on Their Doctoral Journeys

ERIC Educational Resources Information Center

Taylor, Carol A.

2011-01-01

This article discusses findings from a UK Higher Education Academy project, which used digital video to promote doctoral students' reflexivity. The project aimed to facilitate doctoral students' research skills through the making of videonarratives; create spaces for reflexivity on the relations between research, narrative and identity; and…

Distinction in Doctoral Education: Using Bourdieu's Tools to Assess the Socialization of Doctoral Students

ERIC Educational Resources Information Center

Gopaul, Bryan

2011-01-01

This conceptual article uses the tools of Pierre Bourdieu (1977, 1986, 1990) to examine the socialization of doctoral students by suggesting that the processes of doctoral study highlight inequities among students. Using Young's (1990) social justice approach as a framework to complement the ideas of Bourdieu, I demonstrate how aspects of academic…

Fit Matters in the Supervisory Relationship: Doctoral Students and Supervisors Perceptions about the Supervisory Activities

ERIC Educational Resources Information Center

Pyhältö, Kirsi; Vekkaila, Jenna; Keskinen, Jenni

2015-01-01

Although supervision has been identified as one of the central determinants of the doctoral experience, there is still an insufficient understanding of the ways in which supervisors and doctoral students perceive supervisory activities. The study focuses on exploring the fit between doctoral students' and supervisors' perceptions of who are…

Teaching ethics in psychiatry: a one-day workshop for clinical students.

PubMed Central

Green, B; Miller, P D; Routh, C P

1995-01-01

In this paper we describe the objectives of teaching medical ethics to undergraduates and the teaching methods used. We describe a workshop used in the University of Liverpool Department of Psychiatry, designed to enhance ethical sensitivity in psychiatry. The workshop reviews significant historical and current errors in the ethical practice of psychiatry and doctors' defence mechanisms against accepting responsibility for deficiencies in ethical practice. The workshop explores the student doctors' own group ethos in response to ethical dilemmas, and demonstrates how the individual contributes to and is responsible for the group ethos through participation and also through nonparticipation. The student feedback about the workshop is reviewed. The Toronto Ethical Sensitivity Instrument was used to assess whether or not the workshop altered sensitivity. Compared to a control group the attenders' sensitivity was significantly increased (on Student's t-test p equals or is less than 0.002). PMID:7473644

Supervising Doctoral Students: Variation in Purpose and Pedagogy

ERIC Educational Resources Information Center

Åkerlind, Gerlese; McAlpine, Lynn

2017-01-01

International policy changes that have prioritised increasing growth in the numbers of doctoral students have led to wide-ranging debate about the changing purpose of the doctorate. However, there has been little research aimed at investigating doctoral supervisors' views of the purpose of the doctorate, despite the significant role supervisors…

When hope and fear collide: Expectations and experiences of first-year doctoral students in the natural sciences

NASA Astrophysics Data System (ADS)

Robinson, C. Sean

Although there is a significant body of research on the process of undergraduate education and retention, much less research exists as it relates to the doctoral experience, which is intended to be transformational in nature. At each stage of the process students are presented with a unique set of challenges and experiences that must be negotiated and mastered. However, we know very little about entering students' expectations, beliefs, goals, and identities, and how these may or may not change over time within a doctoral program. Utilizing a framework built upon socialization theory and cognitive-ecological theory, this dissertation examines the expectations that incoming doctoral students have about their programs as well as the actual experiences that these students have during their first year. Interviews were conducted with twelve students from the departments of Botany, Chemistry, and Physics prior to matriculation into their respective doctoral programs. These initial interviews provided information about students' expectations. Interviews were then conducted approximately every six to eight weeks to assess students' perceptions about their actual experiences throughout their first year. The findings of this study showed that new doctoral students tend to have uninformed and naive expectations about their programs. In addition, many of the specific policies or procedures necessary for navigation through a doctoral program were unknown to the students. While few differences existed in terms of students' expectations based on gender or discipline, there were significant differences in how international students described their expectations compared to American students. The two primary differences between American and international students revolved around the role of faculty members and the language barrier. It is clear that the first year of doctoral study is indeed a year of transition. The nature and clarity of the expectations associated with the role of 'graduate student' can have demonstrable effects on the lives of students. In addition, the behavior of graduate students is related to how they define or interpret their roles as students. There are numerous implications for both policy & practice to assist doctoral students in developing clear and informed expectations, and to help them navigate through their first year.

Mentoring and Professional Identity Development for African American Female Doctoral Students: An Exploratory Study

ERIC Educational Resources Information Center

Curry, Nettavia Doreen

2011-01-01

This dissertation examines the impact mentoring relationships, between African American women doctoral students and faculty members, has on the students' professional identity development. Of particular interest is an examination of whether matched mentoring relationships between African American women doctoral students and African American female…

Student Mobility and Doctoral Education in South Africa

ERIC Educational Resources Information Center

Sehoole, Chika Trevor

2011-01-01

This article analyses doctoral education programmes in South Africa with a particular focus on student mobility. It investigates pull and push factors as a conceptual framework, arguing that the patterns of student mobility in doctoral education programmes in South Africa follow the patterns of international student mobility elsewhere, which are…

Non-Cognitive Factor Relationships to Hybrid Doctoral Student Self-Efficacy

ERIC Educational Resources Information Center

Egbert, Jessica Dalby; Gomez, Frank; Li, Wenling; Pennington, Sandra L.

2015-01-01

Statistical analysis of data gathered from 139 healthcare doctoral students revealed three key findings regarding non-cognitive factor relationships to hybrid doctoral student self-efficacy between online (web-based) and on-campus course components. First, student experiences significantly differed between online and on-campus course components…

Part-Time Doctoral Student Socialization through Peer Mentorship

ERIC Educational Resources Information Center

Bircher, Lisa S.

2012-01-01

The purpose of this phenomenological study was to understand the socialization (Weidman, Twale, & Stein, 2001) experiences of part-time doctoral students as a result of peer mentorship in one college. Part-time doctoral students are identified as students who are maintaining full-time employment or obligations outside of the university. The…

'It gives you an understanding you can't get from any book.' The relationship between medical students' and doctors' personal illness experiences and their performance: a qualitative and quantitative study.

PubMed

Woolf, Katherine; Cave, Judith; McManus, I Chris; Dacre, Jane E

2007-12-05

Anecdotes abound about doctors' personal illness experiences and the effect they have on their empathy and care of patients. We formally investigated the relationship between doctors' and medical students' personal illness experiences, their examination results, preparedness for clinical practice, learning and professional attitudes and behaviour towards patients. Newly-qualified UK doctors in 2005 (n = 2062/4784), and two cohorts of students at one London medical school (n = 640/749) participated in the quantitative arm of the study. 37 Consultants, 1 Specialist Registrar, 2 Clinical Skills Tutors and 25 newly-qualified doctors participated in the qualitative arm. Newly-qualified doctors and medical students reported their personal illness experiences in a questionnaire. Doctors' experiences were correlated with self-reported preparedness for their new clinical jobs. Students' experiences were correlated with their examination results, and self-reported anxiety and depression. Interviews with clinical teachers, newly-qualified doctors and senior doctors qualitatively investigated how personal illness experiences affect learning, professional attitudes, and behaviour. 85.5% of newly-qualified doctors and 54.4% of medical students reported personal illness experiences. Newly-qualified doctors who had been ill felt less prepared for starting work (p < 0.001), but those who had only experienced illness in a relative or friend felt more prepared (p = 0.02). Clinical medical students who had been ill were more anxious (p = 0.01) and had lower examination scores (p = 0.006). Doctors felt their personal illness experiences helped them empathise and communicate with patients. Medical students with more life experience were perceived as more mature, empathetic, and better learners; but illness at medical school was recognised to impede learning. The majority of the medical students and newly qualified doctors we studied reported personal illness experiences, and these experiences were associated with lower undergraduate examination results, higher anxiety, and lower preparedness. However reflection on such experiences may have improved professional attitudes such as empathy and compassion for patients. Future research is warranted in this area.

Publications by doctoral candidates at Charité University Hospital, Berlin, from 1998-2008.

PubMed

Ziemann, Esther; Oestmann, Jörg-Wilhelm

2012-05-01

One quality parameter of medical theses is the number of articles published by the doctoral candidates. Over the course of the past decade the Charité-Universitätsmedizin Berlin has taken steps to improve the quality of the theses completed by its doctoral students in medicine and increase their publication activity. This study was designed to verify the efficacy of these measures and to detect general trends. Medical theses completed in 1998, 2004 and 2008 (sample size >250 for each year) were retrospectively analyzed with regard to associated publications within a 7-year period (from 5 years before completion to 2 years thereafter). Quality and quantity were recorded. Publications found in the PubMed database were evaluated; the impact factor of the publishing journal was used as quality parameter. The sample sizes were 264 for 1998, 316 for 2004, and 316 for 2008. The number of publications per doctoral student increased from 0.78 to 1.39 over the course of the study period, and the average impact factor rose from 2.42 to 3.62. Analysis using the current impact factors of the publishing journals showed an increase from 3.13 to 3.85. The proportion of case reports fell from 12.7% to 8%. The proportion of first authorships remained about the same. The past decade has seen an increase in the number of publications by doctoral students at the Charité and a rise in the average impact factor of the journals concerned.

Smartphone and medical related App use among medical students and junior doctors in the United Kingdom (UK): a regional survey.

PubMed

Payne, Karl Frederick Braekkan; Wharrad, Heather; Watts, Kim

2012-10-30

Smartphone usage has spread to many settings including that of healthcare with numerous potential and realised benefits. The ability to download custom-built software applications (apps) has created a new wealth of clinical resources available to healthcare staff, providing evidence-based decisional tools to reduce medical errors.Previous literature has examined how smartphones can be utilised by both medical student and doctor populations, to enhance educational and workplace activities, with the potential to improve overall patient care. However, this literature has not examined smartphone acceptance and patterns of medical app usage within the student and junior doctor populations. An online survey of medical student and foundation level junior doctor cohorts was undertaken within one United Kingdom healthcare region. Participants were asked whether they owned a Smartphone and if they used apps on their Smartphones to support their education and practice activities. Frequency of use and type of app used was also investigated. Open response questions explored participants' views on apps that were desired or recommended and the characteristics of apps that were useful. 257 medical students and 131 junior doctors responded, equating to a response rate of 15.0% and 21.8% respectively. 79.0% (n=203/257) of medical students and 74.8% (n=98/131) of junior doctors owned a smartphone, with 56.6% (n=115/203) of students and 68.4% (n=67/98) of doctors owning an iPhone.The majority of students and doctors owned 1-5 medical related applications, with very few owning more than 10, and iPhone owners significantly more likely to own apps (Chi sq, p<0.001). Both populations showed similar trends of app usage of several times a day. Over 24 hours apps were used for between 1-30 minutes for students and 1-20 minutes for doctors, students used disease diagnosis/management and drug reference apps, with doctors favouring clinical score/calculator apps. This study found a high level of smartphone ownership and usage among medical students and junior doctors. Both groups endorse the development of more apps to support their education and clinical practice.

Nesting doctoral students in collaborative North–South partnerships for health systems research

PubMed Central

Loukanova, Svetla; Prytherch, Helen; Blank, Antje; Duysburgh, Els; Tomson, Göran; Gustafsson, Lars L.; Sié, Ali; Williams, John; Leshabari, Melkizedeck; Haefeli, Walter E.; Sauerborn, Rainer; Fonn, Sharon

2014-01-01

Background The European Union (EU) supports North–South Partnerships and collaborative research projects through its Framework Programmes and Horizon 2020. There is limited research on how such projects can be harnessed to provide a structured platform for doctoral level studies as a way of strengthening health system research capacity in sub-Saharan Africa (SSA). Objective The aim of this study was to explore the challenges of, and facilitating factors for, ‘nesting’ doctoral students in North–South collaborative research projects. The term nesting refers to the embedding of the processes of recruiting, supervising, and coordinating doctoral students in the overall research plan and processes. Design This cross-sectional qualitative study was undertaken by the EU-funded QUALMAT Project. A questionnaire was implemented with doctoral students, supervisors, and country principal investigators (PIs), and content analysis was undertaken. Results Completed questionnaires were received from nine doctoral students, six supervisors, and three country PIs (86% responses rate). The doctoral students from SSA described high expectations about the input they would receive (administrative support, equipment, training, supervision). This contrasted with the expectations of the supervisors for proactivity and self-management on the part of the students. The rationale for candidate selection, and understandings of the purpose of the doctoral students in the project were areas of considerable divergence. There were some challenges associated with the use of the country PIs as co-supervisors. Doctoral student progress was at times impeded by delays in the release of funding instalments from the EU. The paper provides a checklist of essential requirements and a set of recommendations for effective nesting of doctoral students in joint North–South projects. Conclusion There are considerable challenges to the effective nesting of doctoral students within major collaborative research projects. However, ways can be found to overcome them. The nesting process ultimately helped the institutions involved in this example to take better advantage of the opportunities that collaborative projects offer to foster North–South partnerships as a contribution to the strengthening of local research capacity. PMID:25030216

The Role of Supervisors in Light of the Experience of Doctoral Students

ERIC Educational Resources Information Center

Begin, Christian; Gerard, Laetitia

2013-01-01

Doctoral supervision is one of the primary factors affecting doctoral degree completion and attrition rates. Basing their work on the concept of cognitive apprenticeship, the authors investigated the role that doctoral supervisors should adopt in supporting their students, in light of feedback from the latter. A total of 533 doctoral students…

Students' Research Self-Efficacy during Online Doctoral Research Courses

ERIC Educational Resources Information Center

Baltes, Beate; Hoffman-Kipp, Peter; Lynn, Laura; Weltzer-Ward, Lisa

2010-01-01

This study will explore student skill development and research self-efficacy as related to online doctoral students' first core research course experience. Findings from this study will be used to inform instructors in effective ways to support doctoral students during their early research experiences. This support will ensure that online graduate…

Agency and Social Capital in Chinese International Doctoral Students' Conversion to Christianity

ERIC Educational Resources Information Center

Ding, Qun; Devine, Nesta

2017-01-01

Chinese international students constitute the largest proportion of overseas students in several English-speaking countries such as the UK and New Zealand. Little research has been done concerning those undertaking doctoral study. This qualitative study explores how Chinese overseas doctoral students become involved in church communities and how…

Leveraging Value in Doctoral Student Networks through Social Capital

ERIC Educational Resources Information Center

Pilbeam, Colin; Lloyd-Jones, Gaynor; Denyer, David

2013-01-01

UK higher education policy relating to doctoral-level education assumes that student networks provide the basis for informal learning and the acquisition of necessary skills and information. Through semi-structured interviews with 17 doctoral students from a UK management school, this study investigated the value of these networks to students, the…

Black First-Generation Social Work Doctoral Students

ERIC Educational Resources Information Center

Howard, Stephenie

2017-01-01

Black students are underrepresented in doctoral programs in social work, and the disparity calls for greater attention to the preparation of such students for doctoral programs. Toward this goal, this article examines the sociocultural influences on the matriculation of Black students in social work who are the first in their family to pursue a…

Peer Facilitated Writing Groups: A Programmatic Approach to Doctoral Student Writing

ERIC Educational Resources Information Center

Kumar, Vijay; Aitchison, Claire

2018-01-01

Very few empirical studies have investigated programmes in which doctoral students act as peer facilitators in faculty writing groups. We report on the development of a centrally delivered doctoral student writing programme in which twenty student participants were mentored and provided with the resources to initiate their own faculty-based…

Barriers to becoming a female surgeon and the influence of female surgical role models.

PubMed

Kerr, Hui-Ling; Armstrong, Lesley Ann; Cade, Jennifer Ellen

2016-10-01

We aim to investigate the reasons that medical students and junior doctors who are women are less likely to pursue a career in surgery compared with their male counterparts. An anonymous questionnaire was distributed to female final year medical students and female junior doctors in two UK hospitals between August and September 2012. Topics included career choice, attitudes to surgery, recognition of female surgical role models and perceived sexual discrimination. 50 medical students and 50 junior doctors were given our survey. We received a 96% response rate; 46 medical students and 50 junior doctors. 6/50 (12%) junior doctors planned a career in surgery compared with 14/46 (30%) medical students. 'Work-life balance' was the main reason cited for not wishing to pursue surgery (29/46 (63%) medical students and 25/50 (50%) junior doctors). 28/46 (61%) medical students and 28/50 (56%) junior doctors had encountered a female surgical role model; only five students and two junior doctors felt that these were influential in their career decision. Of those who had not, approximately 40% in each group felt that if they had, they may have considered surgery. Approximately 30% in each group had encountered female surgeons that had dissuaded them from a surgical career. Work-life balance is still cited by female junior doctors as being the main deterrent to a surgical career. The paucity of female role models and some perceived sexual discrimination may cause female doctors to discount surgery as a career. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Exploring the Pursuit of Doctoral Education by Nurses Seeking or Intending to Stay in Faculty Roles.

PubMed

Dreifuerst, Kristina Thomas; McNelis, Angela M; Weaver, Michael T; Broome, Marion E; Draucker, Claire Burke; Fedko, Andrea S

2016-01-01

The purpose of this study was to describe the factors influencing the pursuit and completion of doctoral education by nurses intending to seek or retain faculty roles. Traditionally, doctoral education evolved to focus on the preparation of nurses to conduct scientific research, primarily through the doctor of philosophy programs. Most recently, the doctor of nursing practice degree emerged and was designed for advanced practice nurses to be clinical leaders who translate research into practice and policy. Nurses who pursue doctoral education in order to assume or maintain faculty roles must choose between these degrees if they desire a doctorate within the discipline; however, factors influencing their decisions and the intended outcomes of their choice are not clear. During this study, 548 nurses (current students or recent graduates of doctoral programs) completed a comprehensive survey to generate critical evidence about the factors influencing the choices made. Principal findings are related to the issues of time, money, and program selection. These findings can be used to develop strategies to increase enrollment and, therefore, the number of doctorally prepared faculty who are specifically prepared to excel as nursing faculty. Copyright © 2016 Elsevier Inc. All rights reserved.

Understanding and perceptions of final-year Doctor of Pharmacy students about generic medicines in Karachi, Pakistan: a quantitative insight

PubMed Central

Jamshed, Shazia Qasim; Ibrahim, Mohamad Izham Mohamad; Hassali, Mohamad Azmi; Sharrad, Adheed Khalid; Shafie, Asrul Akmal; Babar, Zaheer-Ud-Din

2015-01-01

General objective To evaluate the understanding and perceptions of generic medicines among final-year Doctor of Pharmacy students in Karachi, Pakistan. Methods A 23-item survey instrument that included a question on the bioequivalence limits and Likert-type scale questions regarding the understanding and perceptions of generic medicines among the students was executed. Cronbach’s alpha was found to be 0.62. Results Responses were obtained from 236 final-year Doctor of Pharmacy students (n=85 from a publicly funded institute; n=151 from a privately funded institute). When comparing a brand-name medicine to a generic medicine, pharmacy students scored poorly on bioequivalence limits. More than 80% of the students incorrectly answered that all the products that are rated as generic equivalents are therapeutically equivalent to each other (P<0.04). Half of the students agreed that a generic medicine is bioequivalent to the brand-name medicine (P<0.001). With regard to quality, effectiveness, and safety, more than 75% of the students disagreed that generic medicines are of inferior quality and are less effective than brand-name medicines (P<0.001). More than 50% of the students disagreed that generic medicines produce more side effects than brand-name medicines (P<0.001). Conclusion The current study identified a positive perception toward generic medicines but also gaps in the understanding of generic medicines. Pharmacy students lacked a thorough understanding of the concepts of bioequivalence. Pharmacy academia should address these issues, which will help build confidence in generic medicines and increase the generic medicine use in Pakistan. PMID:26028981

The evolution of a doctor of nursing practice capstone process: programmatic revisions to improve the quality of student projects.

PubMed

Nelson, Joan M; Cook, Paul F; Raterink, Ginger

2013-01-01

The past several years have seen explosive growth in the number of doctor of nursing practice (DNP) degree programs offered by colleges of nursing in the United States. Through a process of trial and error since 2005, the faculty at the University of Colorado, College of Nursing, have revised the course structure and procedures related to the DNP capstone project to improve the quality and usefulness of these student projects. Efforts have focused on educating and involving all nursing faculty in the DNP capstone process, distinguishing between competencies for our PhD and DNP projects, clearly aligning the DNP capstone project with quality improvement methods rather than with research, working with our campus institutional review board to clarify regulatory review requirements for quality improvement studies, developing a review committee to oversee DNP students' projects, and structuring our sequential course requirements to encourage students' professional presentations and publications. Our current capstone process reflects 7 years of iterative work, which we summarize in this article in hopes that it will help institutions currently in the process of developing a DNP program. Copyright © 2013 Elsevier Inc. All rights reserved.

Significance of gender in the attitude towards doctor-patient communication in medical students and physicians.

PubMed

Löffler-Stastka, Henriette; Seitz, Tamara; Billeth, Sabrina; Pastner, Barbara; Preusche, Ingrid; Seidman, Charles

2016-09-01

Gender-specific differences in the attitudes towards doctor-patient communication among medical students and physicians were assessed. A total of 150 medical students and 51 physicians from different departments took part in the study. The association, attitude and experiences regarding doctor-patient communication were assessed with a series of tools and questionnaires. Female doctors and students tended to describe the doctor-patient communication with positive attributes, such as "helpful", "sentimental", "voluble", "sociable", "gentle", "yielding" and "peaceful". Male students and physicians, on the other hand, described doctor-patient communication as "overbearing", "robust" and "inhibited". The most frequent associations females had with the term doctor-patient communication were "empathy", "confidence", "openess", while the most frequent association of the male colleagues was "medical history". Female doctors reported speaking about the psychosocial situation of the patient significantly more often and believed in higher patient satisfaction by sharing more information. Furthermore, they reported having longer conversations with a more equal partnership than their male colleagues. Compared to male students, female students were willing to take part in training their communication skills more often and had more interest in research about doctor-patient communication. Male medical students reported self-doubt during conversations with female patients, while one third of the male physicians talked about "the power over the patient". This study indicates a gender-dependent communication style influenced by stereotypes. At the establishment of communication training these differences should be taken into account, especially to strengthen male communication skills and improve their attitudes.

Understanding the scholarly writing development of nurses enrolled in U.S. clinical doctoral programs.

PubMed

Shellenbarger, Teresa; Hunker, Diane F; Gazza, Elizabeth A

2015-01-01

Faculty teaching nurses enrolled in clinical doctoral programs need to understand the process of student scholarly writing development so that students can be prepared to share knowledge and communicate effectively in scholarly formats. A hermeneutic phenomenological study that sought to understand the scholarly writing development of nurses enrolled in a clinical doctoral program was conducted. Findings from interviews with six Doctor of Nursing Practice students revealed three themes: learning throughout life, influence of emotions, and getting through the gate. Based upon these findings, recommendations for further development of doctoral student writing are suggested so that students can disseminate their knowledge in a scholarly manner, improve practice, and contribute to the profession. © 2014 Wiley Periodicals, Inc.

Learning (Not) to Talk about Race: Investigating What Doctoral Students Learn about Race Variables and Statistical Modeling

ERIC Educational Resources Information Center

Armijo, Michael; Lundy-Wagner, Valerie; Merrill, Elizabeth

2012-01-01

This paper asks how doctoral students understand the use of race variables in statistical modeling. More specifically, it examines how doctoral students at two universities are trained to define, operationalize, and analyze race variables. The authors interviewed students and instructors in addition to conducting a document analysis of their texts…

Doctoral Students' Experiences Leading to Completion or Attrition: A Matter of Sense, Progress and Distress

ERIC Educational Resources Information Center

Devos, Christelle; Boudrenghien, Gentiane; Van der Linden, Nicolas; Azzi, Assaad; Frenay, Mariane; Galand, Benoit; Klein, Olivier

2017-01-01

A central trend in qualitative studies investigating doctoral students' dropout is to stress the importance of students' integration and socialisation in their working environment. Yet, few of these studies actually compared the experiences of doctoral students who completed or quit their PhD. In order to overcome this limitation and identify the…

The desirable qualities of future doctors--a study of medical student perceptions.

PubMed

Hurwitz, Steven; Kelly, Brian; Powis, David; Smyth, Robyn; Lewin, Terry

2013-07-01

There is a lack of consensus regarding the qualities possessed by the ideal doctor, and very limited research regarding the views of medical students on these qualities. To investigate the views of commencing medical students regarding the desirable qualities of doctors. A survey containing a set of proposed desirable qualities of doctors identified from the existing literature was completed by 158 first-year medical students. The survey had a 75% response rate. Students rated the individual qualities of empathy, motivation to be a doctor, good verbal communication, ethically sound, integrity and honesty as the most important. A factor analysis identified six categories of qualities: methodical processing, cognitive capacity, people skills, generic work ethic, role certainty and warmth. Significant differences in factor scores were found across subgroups of students (international and domestic students, with and without prior tertiary studies) on the following factors: methodical processing, which was scored highest by domestic students with prior tertiary studies, cognitive capacity, which was scored highest by domestic students without prior tertiary studies and generic work ethic, which was scored highest by international students. Medical students identified a range of desirable personal qualities of a doctor which varied according to student characteristics, including their prior educational experience. Future research aiming to define such desirable qualities should include a broader range of stakeholders, including students at different training levels and institutions.

Gender differences in responses towards anti-smoking messages and policy implementation among future doctors in Malaysia.

PubMed

Yasin, Siti Munira; Ismail, Nurhuda; Noor, Norizal Mohd; Mohd Azman, Mohd Shafiq; Taib, Hanisah; Jusop, Junainah Mat; Salaudin, Nur Atirah

2013-01-01

Medical students' views may provide some direction for future policy considerations. The aim of this study was to assess gender differences in future doctors' receptiveness to currently implemented anti-smoking messages and the effectiveness of those messages. We administered a questionnaire to all students at a medical university in Malaysia, asking how frequently they noted anti- smoking policies, anti-smoking campaigns, and anti-smoking messages in schools. In addition, the questionnaire investigated most effective methods to convey these messages. A total of 522 (59.7%) students responded. Students were least likely to approve of total bans on cigarettes and increasing the price of cigarettes, and most likely to approve of bans on use of cigarettes in public places and sales to individuals less than 16 years old. Approval of total bans on cigarettes was more common in female students than in males OR=0.39 (95%CI: 0.18- 0.86). Furthermore, compared to the female students, the male students thought that printed media; OR=2.32 (95%CI: 1.31-4.10), radio; OR=1.93 (95%CI: 1.15-3.22) and the internet; OR=1.96 (95%CI: 1.15-3.33) were very effective at delivering anti-smoking messages. Gender differences existed in the future doctors' perception of the effectiveness of anti-smoking initiatives. Taking this gender difference into account may increase the receipt of anti-smoking messages in adolescents.

Doctoral Education in a Successful Ecological Niche: A Qualitative Exploratory Case Study of the Relationship between the Microclimate and Doctoral Students' Learning to Become a Researcher

ERIC Educational Resources Information Center

Christensen, Mette K.; Lund, Ole

2014-01-01

Scholarly communities are dependent on and often measured by their ability to attract and develop doctoral students. Recent literature suggests that most scholarly communities entail ecological niches in which the doctoral students learn the codes and practices of research. In this article, we explore the microclimate in an ecological niche of…

Explaining Doctoral Students' Relational Maintenance with Their Advisor: A Psychosocial Development Perspective

ERIC Educational Resources Information Center

Goldman, Zachary W.; Goodboy, Alan K.

2017-01-01

This study explored how psychosocial development affects doctoral students' relationship and communication with their advisor. Chickering and Reisser's vectors of psychosocial development were examined in the doctoral context to understand how students preserve communicatively satisfying relationships with their advisor through the use of…

Unequal Socialization: Interrogating the Chicano/Latino(a) Doctoral Education Experience

ERIC Educational Resources Information Center

Ramirez, Elvia

2017-01-01

This article examines the experiences of Chicano/Latino(a) doctoral students at a research-intensive doctorate-granting institution. Based on in-depth qualitative interviews with 24 Chicano/Latino(a) doctoral students across social science, humanities, education, and science disciplines, this qualitative investigation analyzed how disciplinary…

More or Less Engaged in Doctoral Studies? Domestic and International Students' Satisfaction and Motivation for Doctoral Studies in Finland

ERIC Educational Resources Information Center

Sakurai, Yusuke; Vekkaila, Jenna; Pyhältö, Kirsi

2017-01-01

This study examines whether students who started their doctoral degree with different motivation profiles differ in their emotional engagement in their studies, and how this pattern differs between domestic and international students in Finland. This study used survey data collected from 1064 domestic and 120 international students. The results…

Pushing Too Little, Praising Too Much? Intercultural Misunderstandings between a Chinese Doctoral Student and a Dutch Supervisor

ERIC Educational Resources Information Center

Hu, Yanjuan; van Veen, Klaas; Corda, Alessandra

2016-01-01

To understand the challenges and their causes in interactions between Western supervisors and international doctoral students, we conducted a self-study of our experiences as a Chinese international student and her Dutch supervisor during her doctoral research project. We found the supervisor and the student to differ in their expectations of the…

The Effect of Doctoral Students' Background, Involvement, and Perception of Growth on Their Intention To Persist. ASHE Annual Meeting Paper.

ERIC Educational Resources Information Center

Faghihi, Foroozandeh; Ethington, Corinna A.

This study examined the extent to which an individual doctoral student's characteristics and involvement in the academic and social life of the department influences the student's perception of growth and development during graduate school, and thus the student's persistence in pursuing a graduate degree. The study surveyed doctoral students…

University strategy for doctoral training: the Ghent University Doctoral Schools.

PubMed

Bracke, N; Moens, L

2010-01-01

The Doctoral Schools at Ghent University have a three-fold mission: (1) to provide support to doctoral students during their doctoral research, (2) to foster a quality culture in (doctoral) research, (3) to promote the international and social stature and prestige of the doctorate vis-a-vis potential researchers and the potential labour market. The Doctoral Schools offer top-level specialized courses and transferable skills training to doctoral students as part of their doctoral training programme. They establish mechanisms of quality assurance in doctoral research. The Doctoral Schools initialize and support initiatives of internationalization. They also organize information sessions, promotional events and interaction with the labour market, and as such keep a finger on the pulse of external stakeholders.

Working Environment and the Research Productivity of Doctoral Students in Management

ERIC Educational Resources Information Center

Kim, Kiwan; Karau, Steven J.

2010-01-01

The authors examined the influence of creative personality and creative working environment on the research productivity of doctoral students in business. Students in management doctoral programs (N = 200) participated in an online survey. The results show that faculty support was positively associated with research productivity. Among demographic…

Understanding the Researcher Identity Development of Counselor Education and Supervision Doctoral Students

ERIC Educational Resources Information Center

Lamar, Margaret R.; Helm, Heather M.

2017-01-01

Counselor education and supervision (CES) doctoral students play an important role in contributing to knowledge in the counseling profession. CES doctoral students were interviewed to explore their researcher identity, a unique self-concept that possibly includes research self-efficacy and interest. Issues critical to facilitating researcher…

Learning through Experience: The Transition from Doctoral Student to Social Work Educator

ERIC Educational Resources Information Center

Oktay, Julianne S.; Jacobson, Jodi M.; Fisher, Elizabeth

2013-01-01

The researchers conducted an exploratory study using grounded theory qualitative research methods to examine experiences of social work doctoral students as they learned to teach ("N"?=?14). A core category, "learning through experience," representing a basic social process, was identified. The doctoral students experienced…

How Do Interaction Experiences Influence Doctoral Students' Academic Pursuits in Biomedical Research?

ERIC Educational Resources Information Center

Kong, Xiaoqing; Chakraverty, Devasmita; Jeffe, Donna B.; Andriole, Dorothy A.; Wathington, Heather D.; Tai, Robert H.

2013-01-01

This exploratory qualitative study investigated how doctoral students reported their personal and professional interaction experiences that they believed might facilitate or impede their academic pursuits in biomedical research. We collected 19 in-depth interviews with doctoral students in biomedical research from eight universities, and we based…

Organizational Change in Academic Programs: A Case Study of Doctoral Students' Experiences

ERIC Educational Resources Information Center

Frazier, Christina Coffee

2011-01-01

This qualitative case study explored the experiences of doctoral students at the University of Minnesota-Twin Cities as they transitioned from a fairly stable academic department experiencing significant changes. To achieve the purpose of the study, I investigated the experiences of doctoral students through an organizational development…

Exploring Clinical Psychology Doctoral Students' Attitudes towards Adults with Substance Use Disorders

ERIC Educational Resources Information Center

Mundon, Chandra R.

2013-01-01

This study sought to determine whether clinical psychology doctoral students hold uniquely stigmatizing views of adults with substance use disorders (SUDs) compared to adults with other clinical disorders. Through the use of clinical vignettes and attitudinal measures, three hypotheses investigated clinical psychology doctoral students' attitudes…

Smartphone and medical related App use among medical students and junior doctors in the United Kingdom (UK): a regional survey

PubMed Central

2012-01-01

Background Smartphone usage has spread to many settings including that of healthcare with numerous potential and realised benefits. The ability to download custom-built software applications (apps) has created a new wealth of clinical resources available to healthcare staff, providing evidence-based decisional tools to reduce medical errors. Previous literature has examined how smartphones can be utilised by both medical student and doctor populations, to enhance educational and workplace activities, with the potential to improve overall patient care. However, this literature has not examined smartphone acceptance and patterns of medical app usage within the student and junior doctor populations. Methods An online survey of medical student and foundation level junior doctor cohorts was undertaken within one United Kingdom healthcare region. Participants were asked whether they owned a Smartphone and if they used apps on their Smartphones to support their education and practice activities. Frequency of use and type of app used was also investigated. Open response questions explored participants’ views on apps that were desired or recommended and the characteristics of apps that were useful. Results 257 medical students and 131 junior doctors responded, equating to a response rate of 15.0% and 21.8% respectively. 79.0% (n=203/257) of medical students and 74.8% (n=98/131) of junior doctors owned a smartphone, with 56.6% (n=115/203) of students and 68.4% (n=67/98) of doctors owning an iPhone. The majority of students and doctors owned 1–5 medical related applications, with very few owning more than 10, and iPhone owners significantly more likely to own apps (Chi sq, p<0.001). Both populations showed similar trends of app usage of several times a day. Over 24hours apps were used for between 1–30 minutes for students and 1–20 minutes for doctors, students used disease diagnosis/management and drug reference apps, with doctors favouring clinical score/calculator apps. Conclusions This study found a high level of smartphone ownership and usage among medical students and junior doctors. Both groups endorse the development of more apps to support their education and clinical practice. PMID:23110712

Shaping Graduate Education's Future: Improving the Doctoral Experience.

ERIC Educational Resources Information Center

Beeler, Karl J.

A discussion of graduate higher education suggests that shifts in demography of graduate school students and changes in traditional doctoral programs will lead to increased participation in doctoral study by the nation's best and brightest students. Declines in doctoral program participation due to demographic shifts, decreasing financial support,…

#Hermandad: Twitter as a Counter-Space for Latina Doctoral Students

ERIC Educational Resources Information Center

Hernández, Estee

2015-01-01

Latinas are significantly underrepresented in doctoral programs in U.S. higher education institutions. While pursuing doctoral studies is a challenging experience for anyone, Latina doctoral students are particularly burdened with additional stressors in an academic environment that does not support Latina/o cultural values, such as…

Doctoral Women: Managing Emotions, Managing Doctoral Studies

ERIC Educational Resources Information Center

Aitchison, Claire; Mowbray, Susan

2013-01-01

This paper explores the experiences of women doctoral students and the role of emotion during doctoral candidature. The paper draws on the concept of emotional labour to examine the two sites of emotional investment students experienced and managed during their studies: writing and family relationships. Emotion is perceived by many dominant…

Partnership for development: A peer mentorship model for PhD students.

PubMed

Lewinski, Allison A; Mann, Tara; Flores, Dalmacio; Vance, Ashlee; Bettger, Janet Prvu; Hirschey, Rachel

Formal mentoring relationships socialize Doctor of Philosophy (PhD) students to their current and future roles as nursing scholars. Despite formal mentoring, some students may desire or benefit from additional mentoring in an informal setting. Informal mentoring complements the one-to-one relationship students develop with a primary faculty mentor or dissertation chair. This manuscript describes the development, implementation, and evaluation of a student-driven, peer mentorship model, titled Partnership for Development. This small group, peer mentorship model was implemented in a PhD program at a School of Nursing during an academic year. Five student peer facilitators organized a total of 32 PhD students, 2 post-doctoral associates, and invited 5 faculty to participate. Data includes pre- and post-implementation surveys completed by the students and peer facilitator field notes. Student reported post-participation benefits included: getting to know faculty in an informal setting (n=6), socializing with students from other cohorts (n=6), and obtaining a sense of camaraderie with other PhD students (n=5). We recommend peer mentorship for other PhD programs as a way to socialize PhD students into the role of nurse scientist and assist students during their tenure as a PhD student. Copyright © 2017 Elsevier Inc. All rights reserved.

Student assistantships: bridging the gap between student and doctor

PubMed Central

Crossley, James GM; Vivekananda-Schmidt, Pirashanthie

2015-01-01

In 2009, the General Medical Council UK (GMC) published its updated guidance on medical education for the UK medical schools – Tomorrow’s Doctors 2009. The Council recommended that the UK medical schools introduce, for the first time, a clinical placement in which a senior medical student, “assisting a junior doctor and under supervision, undertakes most of the duties of an F1 doctor”. In the UK, an F1 doctor is a postgraduation year 1 (PGY1) doctor. This new kind of placement was called a student assistantship. The recommendation was considered necessary because conventional UK clinical placements rarely provided medical students with opportunities to take responsibility for patients – even under supervision. This is in spite of good evidence that higher levels of learning, and the acquisition of essential clinical and nontechnical skills, depend on students participating in health care delivery and gradually assuming responsibility under supervision. This review discusses the gap between student and doctor, and the impact of the student assistantship policy. Early evaluation indicates substantial variation in the clarity of purpose, setting, length, and scope of existing assistantships. In particular, few models are explicit on the most critical issue: exactly how the student participates in care and how supervision is deployed to optimize learning and patient safety. Surveys indicate that these issues are central to students’ perceptions of the assistantship. They know when they have experienced real responsibility and when they have not. This lack of clarity and variation has limited the impact of student assistantships. We also consider other important approaches to bridging the gap between student and doctor. These include supporting the development of the student as a whole person, commissioning and developing the right supervision, student-aligned curricula, and challenging the risk assumptions of health care providers. PMID:26109879

Stress, burnout and doctors' attitudes to work are determined by personality and learning style: a twelve year longitudinal study of UK medical graduates.

PubMed

McManus, I C; Keeling, A; Paice, E

2004-08-18

The study investigated the extent to which approaches to work, workplace climate, stress, burnout and satisfaction with medicine as a career in doctors aged about thirty are predicted by measures of learning style and personality measured five to twelve years earlier when the doctors were applicants to medical school or were medical students. Prospective study of a large cohort of doctors. The participants were first studied when they applied to any of five UK medical schools in 1990. Postal questionnaires were sent to all doctors with a traceable address on the current or a previous Medical Register. The current questionnaire included measures of Approaches to Work, Workplace Climate, stress (General Health Questionnaire), burnout (Maslach Burnout Inventory), and satisfaction with medicine as a career and personality (Big Five). Previous questionnaires had included measures of learning style (Study Process Questionnaire) and personality. Doctors' approaches to work were predicted by study habits and learning styles, both at application to medical school and in the final year. How doctors perceive their workplace climate and workload is predicted both by approaches to work and by measures of stress, burnout and satisfaction with medicine. These characteristics are partially predicted by trait measures of personality taken five years earlier. Stress, burnout and satisfaction also correlate with trait measures of personality taken five years earlier. Differences in approach to work and perceived workplace climate seem mainly to reflect stable, long-term individual differences in doctors themselves, reflected in measures of personality and learning style.

Stress, burnout and doctors' attitudes to work are determined by personality and learning style: A twelve year longitudinal study of UK medical graduates

PubMed Central

McManus, IC; Keeling, A; Paice, E

2004-01-01

Background The study investigated the extent to which approaches to work, workplace climate, stress, burnout and satisfaction with medicine as a career in doctors aged about thirty are predicted by measures of learning style and personality measured five to twelve years earlier when the doctors were applicants to medical school or were medical students. Methods Prospective study of a large cohort of doctors. The participants were first studied when they applied to any of five UK medical schools in 1990. Postal questionnaires were sent to all doctors with a traceable address on the current or a previous Medical Register. The current questionnaire included measures of Approaches to Work, Workplace Climate, stress (General Health Questionnaire), burnout (Maslach Burnout Inventory), and satisfaction with medicine as a career and personality (Big Five). Previous questionnaires had included measures of learning style (Study Process Questionnaire) and personality. Results Doctors' approaches to work were predicted by study habits and learning styles, both at application to medical school and in the final year. How doctors perceive their workplace climate and workload is predicted both by approaches to work and by measures of stress, burnout and satisfaction with medicine. These characteristics are partially predicted by trait measures of personality taken five years earlier. Stress, burnout and satisfaction also correlate with trait measures of personality taken five years earlier. Conclusions Differences in approach to work and perceived workplace climate seem mainly to reflect stable, long-term individual differences in doctors themselves, reflected in measures of personality and learning style. PMID:15317650

From Microscope to Mirror: Doctoral Students' Evolving Positionalities through Engagement with Culturally Sensitive Research

ERIC Educational Resources Information Center

Roegman, Rachel; Knight, Michelle G.; Taylor, Ashley M.; Watson, Vaughn W. M.

2016-01-01

This study examines the experiences of doctoral students in a qualitative research course that centers culture throughout the research process. Data sources include one-on-one interviews, written documentation of course assignments, research team meetings, and doctoral students' conference proposals and publications examining civic learning and…

Debunking the Myth of the Nintendo Generation: How Doctoral Students Introduce New Electronic Communication Practices into University Research.

ERIC Educational Resources Information Center

Covi, Lisa M.

2000-01-01

Provides empirical evidence of how doctoral students and their faculty advisors use electronic communication technologies. Examines work patterns of doctoral students and data on recent introduction of new electronic communication practices, offering an alternative explanation to the Nintendo Generation Myth that claims electronic communication…

The Doctoral Student Leadership Institute: Learning to Lead for the Future

ERIC Educational Resources Information Center

Terry, Helen; Liller, Karen D.

2014-01-01

The purpose of this article is to describe the Doctoral Student Leadership Institute, an initiative developed to hone the leadership skills of doctoral students from a wide range of disciplines. The components of the Institute and preliminary assessment measures with findings are discussed. We particularly were pleased with the outcomes of the…

Peer Support in Negotiating Multiple Relationships within Supervision among Counselor Education Doctoral Students

ERIC Educational Resources Information Center

Minor, Amanda J.; Pimpleton, Asher; Stinchfield, Tracy; Stevens, Heath; Othman, Nor Asma

2013-01-01

Counselor education doctoral students (CEDSs), like other doctoral students, need assistance and support to ensure their self-care. One area markedly affecting self-care is one's relationships with others. The purpose of this article is to examine the multiple relationships involved within CEDSs supervision, the potential areas to utilize peer…

Towards a Theory of Doctoral Student Professional Identity Development: A Developmental Networks Approach

ERIC Educational Resources Information Center

Sweitzer, Vicki Baker

2009-01-01

This article proposes preliminary models for doctoral student professional identity development. It explores the question, What role do relationships play in doctoral students' professional identity development? In the first section, the author provides an overview of the prior research that informed this study with an emphasis on two previously…

The Effect of Labor Market Conditions and Financial Aid on Doctoral Student Retention

ERIC Educational Resources Information Center

Ampaw, Frimpomaa D.

2010-01-01

Forty-three percent of doctoral students never complete their degree. This dropout is the highest among graduate and professional degree programs. Previous cross sectional studies of doctoral students' retention show the importance of financial aid in predicting degree completion. The studies however, do not estimate the labor market's effect on…

Pedagogical Implications of Working with Doctoral Students at a Distance

ERIC Educational Resources Information Center

Wikeley, Felicity; Muschamp, Yolande

2004-01-01

This paper discusses the issues raised when delivering professional doctorate programmes to students at a distance. It explores the importance in doctoral study of engagement with a research community, what a "community of practice" might mean within the academic context and the problematic nature of working with students already operating within…

Student Satisfaction with Graduate Supervision in Doctoral Programs Primarily Delivered in Distance Education Settings

ERIC Educational Resources Information Center

Erichsen, Elizabeth Anne; Bolliger, Doris U.; Halupa, Colleen

2014-01-01

There are no universal, precise, or explicit criteria for completing a doctoral degree successfully. Researchers and practitioners have pointed out how difficult and time consuming the supervision of graduate student research can be. When students in doctoral programs complete their degrees via distance delivery, supervision of graduate students…

International Doctoral Science and Engineering Students: Impact on Cohorts' Career Prospects

ERIC Educational Resources Information Center

Su, Xuhong

2013-01-01

As more international doctoral students flow into science and engineering departments in American research universities, a marked shift on the demographic composition of doctoral student bodies has been witnessed. Using a dataset combining a survey of science and engineering department chairs with the latest department evaluation information, this…

Doctoral "Orphans": Nurturing and Supporting the Success of Postgraduates Who Have Lost Their Supervisors

ERIC Educational Resources Information Center

Wisker, Gina; Robinson, Gillian

2013-01-01

Much research into doctoral student-supervisor relations focuses on developing positive interactions. For many students, however, the research experience can be troubled by breakdowns in communication and even the loss of the supervisor(s), turning the student into a doctoral "orphan" and impacting on their academic identity and ability…

Doctoral Sojourn Experiences of Adapted Physical Education Students from Asian Countries

ERIC Educational Resources Information Center

Sato, Takahiro

2016-01-01

The purpose of this study was to describe and explain Asian international doctoral students' sojourn experiences into Adapted Physical Education (APE) programs at two universities. The participants were six doctoral students from Japan, Taiwan, and South Korea. This case study was conceptualized within sojourner theory (Siu, 1952). The data…

Trust: The Power That Binds in Team Supervision of Doctoral Students

ERIC Educational Resources Information Center

Robertson, Margaret J.

2017-01-01

Team supervision of doctoral students adds new dimensions and complexities to relationships within the teams that impact functionality of the team. Trust emerged as a significant theme in recent qualitative research into the quality of team supervision of doctoral students. Trust was cited as a key component in successful team collaborations, and…

Supervisor as Supervisee: Factors that Influence Doctoral Students' Self-Efficacy as Supervisors

ERIC Educational Resources Information Center

Frick, Melodie Henson

2009-01-01

There have been many studies on supervising counselors-in-training; few researchers, however, have empirically examined the experiences of doctoral students as they train to become supervisors. More specifically, little is known about what factors influence the self-efficacy of doctoral students as supervisors-in-training while they work in the…

Berkeley Doctoral Students Appraise Their Academic Programs.

ERIC Educational Resources Information Center

Heiss, Ann M.

1967-01-01

This study was designed to obtain the judgment of doctoral students about the quality and character of their experiences in graduate study, and to identify stress stages in the degree process. An analysis was made of over 2,300 responses to a survey questionnaire and 100 interviews with doctoral students at the University of California at…

Content and Process in a Teaching Workshop for Faculty and Doctoral Students

ERIC Educational Resources Information Center

Rinfrette, Elaine S.; Maccio, Elaine M.; Coyle, James P.; Jackson, Kelly F.; Hartinger-Saunders, Robin M.; Rine, Christine M.; Shulman, Lawrence

2015-01-01

Teaching in higher education is often not addressed in doctoral education, even though many doctoral graduates will eventually teach. This article describes a biweekly teaching workshop, presents pitfalls and challenges that beginning instructors face, and advocates pedagogical training for doctoral students. Led by a well-known social work…

An Appreciative Inquiry into Educational Administration Doctoral Programs: Stories from Doctoral Students at Three Universities

ERIC Educational Resources Information Center

Calabrese, Raymond L.; Zepeda, Sally J.; Peters, April L.; Hummel, Crystal; Kruskamp, William H.; San Martin, Teresa; Wynne, Stefanie C.

2007-01-01

A case study using appreciate inquiry identified and described the experiences of five educational administration doctoral students representing three universities regarding their doctoral program studies and dissertation process. Data were collected using reflective narratives and the Left Hand Right Hand Column Case Method. Data revealed (a) the…

The Trouble with Doctoral Aspiration Now

ERIC Educational Resources Information Center

Burford, James

2018-01-01

This article attends to the affective-political dimensions of doctoral aspiration. It considers why doctoral students continue to hope for an 'academic good life' in spite of the depressed and precarious features of the academic present. The article emerges from 2013 research with ten doctoral students in the Arts and Social Sciences, at a…

Obstacles to Success--Doctoral Student Attrition in South Africa

ERIC Educational Resources Information Center

Herman, Chaya

2011-01-01

The article explores doctoral attrition in South Africa, investigating and comparing the attributions of attrition of doctoral students and PhD programme leaders. The article is based on secondary data analysis of two large studies on doctoral education in South Africa. The main point of the article is that the different understandings of the…

Sharing the Stories of Racism in Doctoral Education: The Anti-Racism Project

ERIC Educational Resources Information Center

Davis, Ashley; Livingstone, Allyson

2016-01-01

Across-racial group of social work doctoral students engaged in an Anti-Racism Project. Through shared journaling and group discussions, participants explored and interrogated experiences of racism related to doctoral education. A thematic analysis of qualitative data surfaced several themes: experiences with racism as a doctoral student, noticing…

Doctoral Advising: A Grounded Theory Exploration of Female Mainland Chinese International Students

ERIC Educational Resources Information Center

Kuttig, Miao Yan

2012-01-01

The quality of the doctoral advising relationship is paramount in the success of doctoral education. This study explores female Mainland Chinese student's advising experience in their respective doctoral programs, including the factors that influence their experience, the challenges they encounter, and concerns they have in their programs.…

Completing the Three Stages of Doctoral Education: An Event History Analysis

ERIC Educational Resources Information Center

Ampaw, Frim D.; Jaeger, Audrey J.

2012-01-01

Doctoral programs have high dropout rates of 43% representing the highest among all post-baccalaureate programs. Cross sectional studies of doctoral students' retention have showed the importance of financial aid in predicting degree completion. These studies however, do not estimate the labor market's effect on doctoral student retention and…

Student debt amongst junior doctors in New Zealand; part 2: effects on intentions and workforce.

PubMed

Moore, James; Gale, Jesse; Dew, Kevin; Simmers, Don

2006-02-17

To assess the effects of student debt on the intentions of first-year house officers in relation to location of practice and vocation, and to evaluate the relative importance of incentives to remain practising in New Zealand (NZ). A questionnaire sent to all 296 New Zealand-graduate first-year house officers practicing in New Zealand. The response rate was 53%. Eighty percent of respondents intended to practice in New Zealand for the bulk of their careers; however, 65% of respondents intended to leave New Zealand within 3 years of graduating. The most important factors influencing the decision to leave NZ were overseas travel, financial opportunities, and job/training opportunities. Fifty-five percent of respondents had considered leaving the country, specifically because of the student loan debt. The most important factors influencing vocational intentions were interest, lifestyle, and intellectual challenge. Forty-three percent of respondents stated that their student debt had influenced their intended specialty, and only 9% of respondents indicated their intention to pursue a career in general practice. The highest rated incentives for staying in New Zealand were increased salaries, employer contributions towards student loans, and training opportunities within New Zealand. Student debt influences both emigration and specialty choice intentions of junior doctors in New Zealand. This effect is an unintended but important consequence of our current tertiary education system in New Zealand. These results paint a worrying picture for the junior doctor and general practitioner workforce in New Zealand's future.

Do Medical Students' Narrative Representations of "The Good Doctor" Change Over Time? Comparing Humanism Essays From a National Contest in 1999 and 2013.

PubMed

Rutberg, Pooja C; King, Brandy; Gaufberg, Elizabeth; Brett-MacLean, Pamela; Dinardo, Perry; Frankel, Richard M

2017-04-01

To explore medical students' conceptions of "the good doctor" at two points in time separated by 14 years. The authors conducted qualitative analysis of narrative-based essays. Following a constant comparative method, an emergent relational coding scheme was developed which the authors used to characterize 110 essays submitted to the Arnold P. Gold Foundation Humanism in Medicine Essay Contest in 1999 (n = 50) and 2013 (n = 60) in response to the prompt, "Who is the good doctor?" The authors identified five relational themes as guiding the day-to-day work and lives of physicians: doctor-patient, doctor-self, doctor-learner, doctor-colleague, and doctor-system/society/profession. The authors noted a highly similar distribution of primary and secondary relational themes for essays from 1999 and 2013. The majority of the essays emphasized the centrality of the doctor-patient relationship. Student essays focused little on teamwork, systems innovation, or technology use-all important developments in contemporary medicine. Medical students' narrative reflections are increasingly used as rich sources of information about the lived experience of medical education. The findings reported here suggest that medical students understand the "good doctor" as a relational being, with an enduring emphasis on the doctor-patient relationship. Medical education would benefit from including an emphasis on the relational aspects of medicine. Future research should focus on relational learning as a pedagogical approach that may support the formation of caring, effective physicians embedded in a complex array of relationships within clinical, community, and larger societal contexts.

What supervisors and universities can do to enhance doctoral student experience (and how they can help themselves).

PubMed

Duke, Dawn C; Denicolo, Pam M

2017-05-01

Over the past two decades, there has been a flurry of government papers and policy reports worldwide calling for increased number and diversity of doctoral researchers and a broadening of the curriculum to meet the developing needs of respective national 'knowledge-driven' economies. This has been followed by position papers and best practice examples of employability skills development in boundary-crossing doctoral programmes, especially in response to these initiatives. However, there is a disassociation between this ample literature expounding the new doctorate with its broader remit, inclusivity and production of 'industry-ready' graduates and the comparatively sparse literature on the doctoral candidates' experiences of their programmes and career readiness. Within this review, we briefly outline international government initiatives and examples of the responses by Life Science and Biomedical doctoral programmes to address these various challenges. Furthermore, we explore the recent literature on the lived experience of doctoral researchers by examining their perception of the recent changes to the research context to make recommendations for universities and supervisors on how to better support an ever more diverse doctoral population for a wide range of career opportunities. Examples of how doctoral researchers themselves can make the best of currently available opportunities are also provided. © FEMS 2017.

What supervisors and universities can do to enhance doctoral student experience (and how they can help themselves)

PubMed Central

Denicolo, Pam M.

2017-01-01

Abstract Over the past two decades, there has been a flurry of government papers and policy reports worldwide calling for increased number and diversity of doctoral researchers and a broadening of the curriculum to meet the developing needs of respective national ‘knowledge-driven’ economies. This has been followed by position papers and best practice examples of employability skills development in boundary-crossing doctoral programmes, especially in response to these initiatives. However, there is a disassociation between this ample literature expounding the new doctorate with its broader remit, inclusivity and production of ‘industry-ready’ graduates and the comparatively sparse literature on the doctoral candidates’ experiences of their programmes and career readiness. Within this review, we briefly outline international government initiatives and examples of the responses by Life Science and Biomedical doctoral programmes to address these various challenges. Furthermore, we explore the recent literature on the lived experience of doctoral researchers by examining their perception of the recent changes to the research context to make recommendations for universities and supervisors on how to better support an ever more diverse doctoral population for a wide range of career opportunities. Examples of how doctoral researchers themselves can make the best of currently available opportunities are also provided. PMID:28472431

Use of information and communication technology among dental students and registrars at the faculty of dental sciences, University of Lagos.

PubMed

Butali, A; Adeyemo, W L; Akinshipo, A O; Fashina, A; Savage, K O

2011-01-01

The aim of this study was to investigate the use of information technology amongst dental students, dental nursing students and resident doctors in training at the faculty of dental Surgery University of Lagos. A structured questionnaire was distributed to 58 clinical dental students in 4 th and 5 th years of training in the 2010/2011 academic year, 36 dental nursing students and 63 resident doctors undergoing specialist training. All participants have access to the computers, 2.5% within the University and 31% at home and internet cafes and about 50% have the basic skills required. A significant difference was observed between the resident doctors and clinical dental students (P = 0.003), between resident doctors and dental nursing students (P = 0.0001) when the use of computer for study was compared. Over 95% of participants have access to internet and about 50% of them use the internet for their studies. A significant difference (P = 0.005) was observed between clinical dental students and dental nursing students that use the internet and word processing. The resident doctors used the computers for multimedia and MedLine search tools more than clinical dental students (P = 0.004) and dental nursing students (0.0006). The findings of the study show that dental students and resident doctors in training have the requisite knowledge to operate the computer for use in their study and personal activities.

The cultural construction of interdisciplinarity: Doctoral student socialization in an interdisciplinary neuroscience program

NASA Astrophysics Data System (ADS)

Holley, Karri A.

Using the methodologies of individual and group interviews, observation, and document analysis, this dissertation examines the experiences of doctoral students enrolled in an interdisciplinary neuroscience program. A framework drawn from theories of organizational socialization is employed to understand the influence of an interdisciplinary program on doctoral student socialization. While abundant previous literature exists in regards to the socialization of doctoral students, such literature largely concentrates the disciplinary experience. The escalating import of globalization and shifting fiscal realities place new demands on Ph.D. programs and doctoral students to work as part of collaborative research teams, produce interdisciplinary knowledge, and integrate theory and practice. The increasing influence of such factors requires a new focus on interdisciplinarity and the changing Ph.D. The goal of this dissertation is to expand the existing framework of socialization by documenting the influence of such obstacles on knowledge acquisition, identity development, and professional investment. This study focuses on how interdisciplinary identities are constructed by doctoral students through individual interaction with the social environment and cultural context. Particular attention is given to the structural and cultural obstacles that doctoral students must negotiate as they navigate an interdisciplinary program. The study expands on the previous literature regarding doctoral student socialization by focusing on identity development, specifically a student's symbolic identity as a neuroscientist, a student's disciplinary identity (related to her professional background and undergraduate experiences), and a multi-disciplinary identity that allows for connections across disciplinary boundaries. In contrast to the traditional concepts of identity which focus on boundaries and differences as an inherent part of self-definition, the structure of identity advanced here instead explores what factors connect individuals who are working in different areas of study. Faculty and peers perform important roles in this process, by modeling the relevance of collaborative research and engaging students in multi-disciplinary conversation.

The whole is more than the sum of its parts: Added value from a Graduate School as a structuring element within the wider field of early and pre-career support

NASA Astrophysics Data System (ADS)

Hanfland, Claudia; Sprengel, Claudia

2015-04-01

Structured postgraduate programs are a relatively new feature at German Higher Educational Institutions, mainly fostered in the 90ies by the funding programs of the German Science Foundation (Research Training Groups) and the Max-Planck-Association (International Max Planck Research Schools). Since then, funding opportunities for postgraduate programs have equally been set up by the Helmholtz and Leibniz Associations as well as the Excellence Initiative. Today, doctoral candidates can chose from a wide range of training programs to earn a doctoral degree within a structured framework under excellent research conditions. In consequence, the percentage of PhD students in natural sciences that follow a PhD within a structured program has been continuously increasing. Graduate Schools provide a roof under which different curricula can be accommodated. They offer a comprehensive training program, foster interdisciplinary thinking and are a key instrument for quality assurance by providing rules relevant and equal to all doctoral candidates regardless of funding or affiliation. With more and more Graduate Schools becoming a permanent feature in the training of doctoral candidates, universities and research institutions are provided with a tool to create added value for the whole range of early career scientists and beyond. The Alfred Wegener Institute for Polar and Marine Research (AWI) is currently developing a comprehensive strategy for early and pre-career support with the aim to provide a continuous support chain from high school students to Postdocs. Included are also the apprentices that get a vocational training at AWI as laboratory assistants, office clerks or qualified IT specialists. AWI aims at establishing a solid training network between these groups (apprentices, high school students, Bc and Ms students, internships, doctoral candidates, and Postdocs) across biographic borders. This network serves more than the classical transition phases from high school to university student, from Master to PhD students or from PhD student to Postdoc. Apprentices are integrated in research projects and supervised by PhD students. The former get a hands-on training in sample processing under realistic conditions, while the latter get support in mastering large sample sets. AWI's high school cooperation HIGHSEA offers a playground to gain teaching and supervising experience for PhD students and Postdocs (see talk by S. Gatti, same session). Within this career development network, AWI's Graduate School POLMAR acts as a nodal point to serve the interconnections, be it alongside the biographical chain or cross-sectoral in nature. POLMAR facilitates the networking and provides a structure in which partnerships with doctoral candidates can be carried out. To conclude, Graduate Schools can do more than improving the situation of doctoral candidates. In the best case, they become an integral part of an institute's career strategy and represent a point where new connections between biographical status groups get established for the benefit of all.

Perspectives of Nurses Pursuing Doctoral Degrees in Georgia: Implications for Recruitment.

PubMed

Wheeler, Rebecca McCombs; Eichelberger, Lisa Wright

2017-08-01

Increasing the number of nurses with doctorates is a goal of the nursing profession. The Georgia Nursing Leadership Coalition developed a survey to understand the perspectives of nurses pursuing doctoral degrees in Georgia to improve recruitment and retention strategies. A 26-item online survey was distributed to all students enrolled in Georgia-based doctoral programs in nursing in spring 2014. One hundred fifty responses were received (54% response rate). Most students first seriously considered doctoral education during their master's programs or more than 5 years into practice. For most, obtaining a doctoral degree was a personal life goal. Work-life balance was the most significant barrier. Recruitment of nurses to doctoral programs should focus on messaging, timing, and highlighting the unique aspects of programs. Schools should work to reduce barriers. Understanding students' perspectives of doctoral education in nursing can improve recruitment strategies and increase the number of nurses graduating with doctorates in Georgia. [J Nurs Educ. 2017;56(8):466-470.]. Copyright 2017, SLACK Incorporated.

Young doctors' preferences for payment systems: the influence of gender and personality traits.

PubMed

Abelsen, Birgit; Olsen, Jan Abel

2015-08-19

Activity-based payment contracts are common among doctors, but to what extent are they preferred? The aim of this paper is to elicit young doctors' preferences for alternative payment systems before they have adapted to an existing system. We examine the existence of gender differences and the extent to which personality traits determine preferences. A cross-sectional survey of all final-year medical students and all interns in Norway examined the extent to which preferences for different payment systems depend on gender and personality traits. Data analysis relied on one-way ANOVA and multinomial logistic regression. The current activity-based payment systems were the least preferred, both in hospitals (16.6%) and in general practice (19.7%). The contrasting alternative "fixed salary" achieved similar relative support. Approximately half preferred the hybrid alternative. When certainty associated with a payment system increased, its appeal rose for women and individuals who are less prestige-oriented, risk-tolerant or effort-tolerant. Activity-based systems were preferred among status- and income-oriented respondents. The vast majority of young doctors prefer payment systems that are less activity-based than the current contracts offered in the Norwegian health service. Recruitment and retention in less prestigious medical specialities might improve if young doctors could choose payment systems corresponding with their diverse preferences.

Doctors of tomorrow: An innovative curriculum connecting underrepresented minority high school students to medical school.

PubMed

Derck, Jordan; Zahn, Kate; Finks, Jonathan F; Mand, Simanjit; Sandhu, Gurjit

2016-01-01

Racial minorities continue to be underrepresented in medicine (URiM). Increasing provider diversity is an essential component of addressing disparity in health delivery and outcomes. The pool of students URiM that are competitive applicants to medical school is often limited early on by educational inequalities in primary and secondary schooling. A growing body of evidence recognizing the importance of diversifying health professions advances the need for medical schools to develop outreach collaborations with primary and secondary schools to attract URiMs. The goal of this paper is to describe and evaluate a program that seeks to create a pipeline for URiMs early in secondary schooling by connecting these students with support and resources in the medical community that may be transformative in empowering these students to be stronger university and medical school applicants. The authors described a medical student-led, action-oriented pipeline program, Doctors of Tomorrow, which connects faculty and medical students at the University of Michigan Medical School with 9th grade students at Cass Technical High School (Cass Tech) in Detroit, Michigan. The program includes a core curriculum of hands-on experiential learning, development, and presentation of a capstone project, and mentoring of 9th grade students by medical students. Cass Tech student feedback was collected using focus groups, critical incident written narratives, and individual interviews. Medical student feedback was collected reviewing monthly meeting minutes from the Doctors of Tomorrow medical student leadership. Data were analyzed using thematic analysis. Two strong themes emerged from the Cass Tech student feedback: (i) Personal identity and its perceived effect on goal achievement and (ii) positive affect of direct mentorship and engagement with current healthcare providers through Doctors of Tomorrow. A challenge noted by the medical students was the lack of structured curriculum beyond the 1st year of the program; however, this was complemented by their commitment to the program for continued longitudinal development. The authors propose that development of outreach pipeline programs that are context specific, culturally relevant, and established in collaboration with community partners have the potential to provide underrepresented students with opportunities and skills early in their formative education to be competitive applicants to college and ultimately to medical school.

Career Aspirations and Perceived Level of Preparedness among Marriage and Family Therapy Doctoral Students

ERIC Educational Resources Information Center

Miller, John K.; Lambert-Shute, Jennifer

2009-01-01

The authors conducted a survey of marriage and family therapy (MFT) doctoral students in programs accredited by the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE). MFT doctoral students (N = 82) from across the United States responded to a web-based survey that focused on career aspirations, training opportunities,…

A Different Kind of Animal: Liminal Experiences of Social Work Doctoral Students

ERIC Educational Resources Information Center

Adorno, Gail; Cronley, Courtney; Smith, Kenneth Scott

2015-01-01

Evidence suggests that social and academic integration is a vital factor in doctoral student retention. This paper describes findings from a qualitative study which explored the experiences of a cohort of social work doctoral students during the first year in their programme of study. We used the anthropological concept of liminality which…

The Lived Experience of Counselor Education Doctoral Students in the Cohort Model at Duquesne University

ERIC Educational Resources Information Center

Devine, Shirley

2012-01-01

This was a phenomenologically-oriented inquiry of the lived experiences of counselor education doctoral students in a cohort model. This inquiry sought to explore, describe, and understand students' "everyday" lived experiences in a cohort model in the Executive Doctoral Program in Counselor Education and Supervision (ExCES) at Duquesne…

Challenges Faced by Second Language Doctoral Student Writers in Hong Kong and Their Writing Strategies

ERIC Educational Resources Information Center

Hyland, Fiona

2016-01-01

Writing at the doctoral level presents many challenges for second language writers. This paper reports on a longitudinal study investigating English as a second language (ESL) doctoral students' writing problems and the strategies they developed to meet these challenges. Eight students were interviewed four times over a two-year period during…

Academic Socialization of Chinese Doctoral Students in Germany: Identification, Interaction and Motivation

ERIC Educational Resources Information Center

Wu, Rui

2017-01-01

Socialization has become a common discourse to view doctoral students' development in long-term academic training. Using this concept and the four-stage model by Stein and Weidman, the research examines the academic socialization of 53 Chinese doctoral students in Germany selected from 8 universities across 7 federal states. A combination of…

Shaping Our Literate Lives: Examining the Role of Literacy Experiences in Shaping Positive Literacy Identities of Doctoral Students

ERIC Educational Resources Information Center

Howard, Christy M.; Adams-Budde, Melissa; Myers, Joy; Jollif, Grant

2017-01-01

The purpose of this study was to examine the ways in which literacy histories and present literacy experiences of doctoral students shaped their literacy identities. Data were collected through surveys, interviews, and visual identity representations. This paper focuses on the literacy stories of two doctoral students with positive literacy…

An Approach to Supervision for Doctoral and Entry-Level Group Counseling Students

ERIC Educational Resources Information Center

Walsh, Robyn; Bambacus, Elizabeth; Gibson, Donna

2017-01-01

The purpose of this article is to provide a supervision approach to experiential groups that replaces professors with doctoral students in the chain of supervision, enlists a faculty member to provide supervision of supervision to the doctoral students, and translates supervision theory to meet the unique needs of group counseling supervision.…

Supporting Professional Doctorate Women Students through Identity Change and Turbulent Times: Who Cares?

ERIC Educational Resources Information Center

Webber, Louise

2017-01-01

Professional doctorates are designed to enable students to blend their doctorate level study with their working lives. During the course of their studies women undergo identity change and transformation as their perspectives change, this has knock on effects at home and at work. Women students, who are mothers, also have to balance and juggle…

Voices of Family Therapy Doctoral Students of Color: Aspirations and Factors Influencing Careers in Academia

ERIC Educational Resources Information Center

Miller, John K.; Stone, Dana J.

2011-01-01

The authors examined factors influencing career aspirations of doctoral students of color in family therapy doctoral programs across the country, with a special focus on careers in the professoriate. Qualitative interviews were conducted with students at varying levels of degree completion. Respondents discussed barriers to careers in academia as…

The Internationalisation of Doctoral and Master's Studies. Education Indicators in Focus. No. 39

ERIC Educational Resources Information Center

OECD Publishing, 2016

2016-01-01

One in ten students at the master's or equivalent level is an international student within the OECD, and one in four at the doctoral or equivalent level. International doctoral students tend to choose countries investing substantial resources on research and development (R&D) in tertiary educational institutions. This offers these countries a…

African American Online Doctor of Management Students' Perceptions of Dissertation Writing and Support: Narrative Inquiry

ERIC Educational Resources Information Center

Diggs, Betty Jean

2017-01-01

The purpose of this qualitative narrative inquiry was to explore how African American Online doctor of management students perceived engaging support to maintain motivation throughout the dissertation writing process. The study involved collecting and analyzing data from 10 African American online doctoral students who matriculated into an online…

Push and Pull: The Influence of Race/Ethnicity on Agency in Doctoral Student Career Advancement

ERIC Educational Resources Information Center

Jaeger, Audrey J.; Mitchall, Allison; O'Meara, KerryAnn; Grantham, Ashley; Zhang, Jingjing; Eliason, Jennifer; Cowdery, Kelly

2017-01-01

This study examined and enriched our understanding of the career choice process for doctoral students of color in science, technology, engineering, and math (STEM) fields. In addition, it explored the challenges facing all doctoral students in STEM in understanding and making meaning of diversity as it relates to individual perspectives and…

Education Doctoral Student Attitudes toward and Understanding of Economics

ERIC Educational Resources Information Center

Rogers, Kevin L.

2009-01-01

The purpose of this study was to examine the attitudes toward and understanding of economics possessed by Doctor of Education students in Adult and Higher Education that were enrolled at The University of South Dakota. The study further sought to find areas or topics of interest in the field of economics that Doctor of Education students possess,…

Reflections on Doctoral Supervision: Drawing from the Experiences of Students with Additional Learning Needs in Two Universities

ERIC Educational Resources Information Center

Collins, Bethan

2015-01-01

Supervision is an essential part of doctoral study, consisting of relationship and process aspects, underpinned by a range of values. To date there has been limited research specifically about disabled doctoral students' experiences of supervision. This paper draws on qualitative, narrative interviews about doctoral supervision with disabled…

On Personal and Collective Dimensions of Agency in Doctoral Training: Medicine and Natural Science Programs

ERIC Educational Resources Information Center

Hakkarainen, Kai Pekka; Wires, Susanna; Keskinen, Jenni; Paavola, Sami; Pohjola, Pasi; Lonka, Kirsti; Pyhältö, Kirsi

2014-01-01

The purpose of the present study was to investigate knowledge-creating agency by examining doctoral students' accounts of their pursuits, using structured interviews. We examined all of the talk apparently related to agency of 13 doctoral students taking part in collective doctoral training in two, highly regarded Finnish research communities…

Succeeding with Your Doctorate

ERIC Educational Resources Information Center

Wellington, Jerry; Bathmaker, Ann Marie; Hunt, Cheryl; McCulloch, Gary; Sikes, Pat

2005-01-01

The aim of this book is to support, inform and guide students (and by implication their supervisors) through a doctoral programme. The book is intended for students working towards either a "taught" doctorate (such as an EdD) or a course of study leading to a PhD. The authors recognize that doctoral programmes have changed and these changes are…

"Tough Love and Tears": Learning Doctoral Writing in the Sciences

ERIC Educational Resources Information Center

Aitchison, Claire; Catterall, Janice; Ross, Pauline; Burgin, Shelley

2012-01-01

Contemporary changes to the doctorate mean student researchers are likely to be expected to write differently, write more and more often, and yet, despite a growing interest in doctoral education, we still know relatively little about the teaching and learning practices of students and supervisors vis-a-vis doctoral writing. This paper draws from…

Provision of undergraduate otorhinolaryngology teaching within General Medical Council approved UK medical schools: what is current practice?

PubMed

Khan, M M; Saeed, S R

2012-04-01

Despite longstanding concern, provision of undergraduate ENT teaching has not improved in response to the aims of the UK General Medical Council's initiative Tomorrow's Doctors. Previous studies have demonstrated poor representation of ENT within the undergraduate curriculum. We aimed to identify current practice in order to establish undergraduate ENT experience across UK medical schools, a timely endeavour in light of the General Medical Council's new 2011-2013 education strategy. Questionnaires were sent to ENT consultants, medical school deans and students. All schools with a clinical curriculum were anonymously represented. Our outcome measures were the provision of mandatory or optional ENT placements, and their duration and content. A compulsory ENT placement was available to over half (53 per cent) of the students. Ten of the 26 participating schools did not offer an ENT attachment. The mean mandatory placement was 8 days. Overall, 38 per cent of students reported a satisfactory compulsory ENT placement. Most ENT consultants questioned considered that newly qualified doctors were not proficient in managing common ENT problems that did not require specialist referral. Little improvement in the provision of undergraduate ENT teaching was demonstrated. An increase in the proportion of students undertaking ENT training is necessary. Time and curriculum constraints on medical schools mean that optimisation of available resources is required.

Prevalence and Predictors of Anxiety in Doctor of Physical Therapy Students.

PubMed

Macauley, Kelly; Plummer, Laura

2017-01-01

Anxiety is a condition with multiple physical manifestations and sequelae, including negatively impacting learning. The prevalence of anxiety and the factors that predict it in health professions students are unknown. The current study assessed the prevalence of anxiety in DPT students and examined the predictors of anxiety. The findings showed high student anxiety levels that were analogous to military recruits. Female gender and low GPA were predictors of anxiety in the sample. Further research is necessary to determine other factors that contribute to anxiety so that interventions to reduce anxiety in health professions students can be initiated.

That's not what you expect to do as a doctor, you know, you don't expect your patients to die." Death as a learning experience for undergraduate medical students.

PubMed

Smith-Han, Kelby; Martyn, Helen; Barrett, Anthony; Nicholson, Helen

2016-04-14

Experiencing the death of a patient can be one of the most challenging aspects of clinical medicine for medical students. Exploring what students' learn from this difficult experience may contribute to our understanding of how medical students become doctors, and provide insights into the role a medical school may play in this development. This research examined medical students' responses of being involved personally in the death of a patient. Ten undergraduate medical students were followed through their three years of clinical medical education. A total of 53 individual semi-structured interviews were conducted. Grounded theory analysis was used to analyze the data. Students illustrated a variety of experiences from the death of a patient. Three main themes from the analysis were derived: (i) Students' reactions to death and their means of coping. Experiencing the death of a patient led to students feeling emotionally diminished, a decrease in empathy to cope with the emotional pain and seeking encouragement through the comfort of colleagues; (ii) Changing perceptions about the role of the doctor, the practice of medicine, and personal identity. This involved a change in students' perceptions from an heroic curing view of the doctor's role to a role of caring, shaped their view of death as a part of life rather than something traumatic, and resulted in them perceiving a change in identity including dampening their emotions; (iii) Professional environment, roles and responsibilities. Students began to experience the professional environment of the hospital by witnessing the ordinariness of death, understanding their role in formalizing the death of a patient, and beginning to feel responsible for patients. Along with an integrative approach to facilitate students learning about death, we propose staff development targeting a working knowledge of the hidden curriculum. Knowledge of the hidden curriculum, along with the role staff play in exercising this influence, is vital in order to facilitate translating the distressing experiences students face into worthwhile learning experiences. Finally, we argue that student learning about death needs to include learning about the social organization and working life of clinical settings, an area currently omitted from many medical education curricula.

'A world of difference': a qualitative study of medical students' views on professionalism and the 'good doctor'.

PubMed

Cuesta-Briand, Beatriz; Auret, Kirsten; Johnson, Paula; Playford, Denese

2014-04-12

The importance of professional behaviour has been emphasized in medical school curricula. However, the lack of consensus on what constitutes professionalism poses a challenge to medical educators, who often resort to a negative model of assessment based on the identification of unacceptable behaviour. This paper presents results from a study exploring medical students' views on professionalism, and reports on students' constructs of the 'good' and the 'professional' doctor. Data for this qualitative study were collected through focus groups conducted with medical students from one Western Australian university over a period of four years. Students were recruited through unit coordinators and invited to participate in a focus group. De-identified socio-demographic data were obtained through a brief questionnaire. Focus groups were audio-recorded, transcribed and subjected to inductive thematic analysis. A total of 49 medical students took part in 13 focus groups. Differences between students' understandings of the 'good' and 'professional' doctor were observed. Being competent, a good communicator and a good teacher were the main characteristics of the 'good' doctor. Professionalism was strongly associated with the adoption of a professional persona; following a code of practice and professional guidelines, and treating others with respect were also associated with the 'professional' doctor. Students felt more connected to the notion of the 'good' doctor, and perceived professionalism as an external and imposed construct. When both constructs were seen as acting in opposition, students tended to forgo professionalism in favour of becoming a 'good' doctor.Results suggest that the teaching of professionalism should incorporate more formal reflection on the complexities of medical practice, allowing students and educators to openly explore and articulate any perceived tensions between what is formally taught and what is being observed in clinical practice.

What is like to be a devoted doctor? An analysis of book reports on The Painted Veil.

PubMed

Hwang, Kun; Kim, Hun; Kim, Ae Yang; Hwang, Se Won; Hwang, Se Ho

2016-03-01

The aim of this study is to see what medical students think about the role of spouse of a devoted medical doctor through the book reports of The Painted Veil (1925). The 53 medical students were asked to read Maugham's The Painted Veil and to have a discussion. In their book reports, following questions were asked to be included: What it is like to be married a devoted medical doctor? Do you think that patients realize, value, and respect the importance of doctor's work? In the outbreak of highly infectious and fatal disease, can you carry out a heroic fight to control it? Among the 53 respondents, seven students (13%) answered that they would be happy if they marry a devoted doctor and scientist and 34 (64%) unhappy. The remaining 12 (23%) could not make a decision. The six students (11%) answered that doctor is valued and respected by patients while 46 (87%) answered doctor is neither valued nor respected. The remaining one (2%) could not decide. The 20 students (38%) answered that they would fight for the infectious disease and the remaining 30 (57%) answered that they would not. The remaining three (5%) could not determine their mind. The Painted Veil induced a virtue of "life of balance and harmony" and "attitude of doctor who give superiority to responsibility and duty over prestige and wealth" from the medical students. It could be a good teaching material for medical humanity.

Enhancing Ocean Literacy and Expertise of Diverse Populations via Graduate School Fellowship Opportunities

NASA Astrophysics Data System (ADS)

Mayo, M.; Ithier-Guzman, W.; Pyrtle, A. J.; Betzer, P.; Batson, B.; Bhansali, S.; Greene, B.; Turner, R.

2007-05-01

In 2004, the University of South Florida (USF) was granted by the National Science Foundation a Louis Stokes Alliance for Minority Participation (LSAMP) Bridge to the Doctorate (BD) site award (HRD# 0217675). As part of the Florida-Georgia Louis Stokes Alliance for Minority Participation (FGLSAMP), USF is one of thirteen institutions in an alliance that is dedicated to significantly increasing the number of underrepresented minority students who obtain undergraduate and graduate STEM degrees. The BD program at USF incorporates the goals of FGLSAMP and facilitates the recruitment of underrepresented minorities pursuing careers in the STEM fields at the graduate level. The thematic focus of the FGLSAMP USF BD program is focused on the development and application of biogeochemical sensors for marine, aquatic, environmental, remote sensing and biomedical applications. After recruitment, BD graduate fellowship recipients are provided with NSF-funded financial support for two years, and opportunities to participate in professional development workshops, seminars and short courses, as well as additional financial support to pursue and complete their doctoral studies (beyond the initial two years of NSF BD funding), in a variety of forms, including, but not limited to, Alfred P. Sloan Minority Scholarships, Florida Education Fund's McKnight Doctoral Fellowships, USF College of Graduate Studies Fellowships, USF CMS endowed fellowships, USF CMS research assistantships, and USF CMS teaching assistantships. Collectively, 3 LSAMP BD grants have been awarded at USF to support 56 underrepresented minority fellowship recipients, of which 14 are currently graduate students at the USF College of Marine Science (CMS). Since the arrival of the BD Fellowship program, the graduate community has diversified, showing an increase of over 40% in underrepresented minorities at CMS. The BD program has enhanced the research and learning environment for all CMS students, as well as fostered a nurturing community of underrepresented minority CMS graduate students committed to obtaining their doctoral degrees. As of spring 2007, a total of 4 BD fellowship recipients have obtained marine science master's degrees and are currently pursuing their doctoral degrees in the CMS. In addition, in less than two years, a BD endowment fund of more than $900,000 was established. This fund will provide financial support for at least two minority CMS graduate students in perpetuity! Lastly, in response to an identified need for increased ocean literacy among underrepresented groups, several BD fellowship recipients have engaged in activities designed to "give back" via informal and formal education and outreach opportunities within their native communities.

Waiting for the Expert to Arrive: Using a Community of Practice to Develop the Scholarly Identity of Doctoral Students

ERIC Educational Resources Information Center

Coffman, Karie; Putman, Paul; Adkisson, Anthony; Kriner, Bridget; Monaghan, Catherine

2016-01-01

This qualitative study examined the identity of doctoral students in their quest to become scholars. The research question asked: What impact did a Community of Practice have on the doctoral students? The findings illustrated that on the journey the participants struggled to integrate multiple identities and roles. They also refined their…

Scholarly Capacities, Habits of Mind, and Dispositions: Case Studies of Education Doctoral Students in a Dissertation Proposal Seminar

ERIC Educational Resources Information Center

McArthur, Dana Lynn

2011-01-01

The completion of a formal proposal for a dissertation research project is a standard requirement as a prelude to the process of conducting research and writing a doctoral dissertation for students who complete a doctoral degree in most academic fields including all the branches of the field of education. Many students satisfactorily complete…

Comparison of the Completion Pathways of Four Categories of Doctoral Students from a Midwestern University

ERIC Educational Resources Information Center

Garbarini, Laticia

2017-01-01

The purpose of this study was to determine doctoral students' reasoning for completing the required course work for their degree, but not completing their dissertation and thus the degree. There had not been formal research conducted on the students at Lindenwood that had not completed the doctoral program and the variables behind their not…

Institutional Expectations, Opportunities, and Interest in the Professoriate: A Mixed-Methods Examination of Satisfaction among Doctoral Students in Social Work

ERIC Educational Resources Information Center

Shapiro, Valerie B.; Hudson, Kimberly D.; Downey, Margaret Mary

2017-01-01

This article explores doctoral student satisfaction as related to interest in the professoriate and as influenced by issues of social justice, according to a national student survey. Results indicate that 85% of respondents were satisfied or very satisfied with their doctoral education. Most satisfying aspects were individualization or…

Distance Education for Doctoral Students: An Overview of the National Cluster Format for Students in the Doctoral Program for Child and Youth Studies.

ERIC Educational Resources Information Center

Hesser, Lois Ann

This paper offers an overview of the telecommunications and delivery techniques involved in providing distance education to graduate students in doctoral programs. Good distance education should ensure variety of format and successful communication; it can come via audiobridge, videotapes, audiotapes, the telephone, electronic mail, electronic…

Doctoral Students in Music Education: Occupational Identity, Career Intent and Commitment, and Confidence for Teaching in Higher Education

ERIC Educational Resources Information Center

Martin, Lisa D.

2016-01-01

The purpose of this study was to examine music education doctoral students' shifting occupational identity beliefs, career intent and commitment, and overall confidence for teaching in higher education. A total of 124 music education doctoral students, enrolled at 29 institutions of higher education in the United States, completed a onetime,…

"Publish SCI Papers or No Degree": Practices of Chinese Doctoral Supervisors in Response to the Publication Pressure on Science Students

ERIC Educational Resources Information Center

Li, Yongyan

2016-01-01

Publishing English papers in journals listed in Science Citation Index (SCI) has become a requirement for degree conferment for doctoral science students at many universities in China. The publication requirement engenders high pressure for doctoral students and their supervisors and shapes the politics of the relationship between the two parties.…

Contrasting the Socialization Experiences of Doctoral Students in High- and Low-Completing Departments: A Qualitative Analysis of Disciplinary Contexts at One Institution

ERIC Educational Resources Information Center

Gardner, Susan K.

2010-01-01

Socialization has become the common theoretical framework used to better understand the complexity of the doctoral student experience. In particular, theories of socialization have been connected to the issue of attrition in doctoral education, with researchers often attributing poor or inappropriate socialization to a student's decision to depart…

Ethics in the Supervisory Relationship: Supervisors' and Doctoral Students' Dilemmas in the Natural and Behavioural Sciences

ERIC Educational Resources Information Center

Löfström, Erika; Pyhältö, Kirsi

2017-01-01

This study explored the perceptions of ethical issues in supervision among doctoral students and supervisors. The nature of ethical issues identified by doctoral students (n = 28) and their supervisors (n = 14) is explored and the degree of fit and misfit between their perceptions in two cases representing the natural and behavioural sciences is…

Urban Culturally and Ethnically Diverse Doctoral Students and Their Perceptions of Doctoral Program Design Features and Procedures: An Evaluation Report

ERIC Educational Resources Information Center

Nevin, Ann I.; Barbetta, Patricia; Cramer, Elizabeth

2009-01-01

The mission for Urban SEALS (Special Education Academic Leaders), a federally funded doctoral preparation program, is to prepare doctoral-level special educators, including those who are culturally and/or linguistically diverse (CLD) to assume leadership roles in the education of urban students with disabilities who are CLD. This report provides…

Quality of nursing doctoral education in Korea: towards policy development.

PubMed

Ja Kim, Mi; Gi Park, Chang; Kim, Minju; Lee, Hyeonkyeong; Ahn, Yang-Heui; Kim, Euisook; Yun, Soon-Nyoung; Lee, Kwang-Ja

2012-07-01

This article is a report on an international study of the quality of nursing doctoral education; herein, we report findings for Korea. Specific aims were to: examine the validity and reliability of the quality of nursing doctoral education questionnaire; and identify contributing factors and domain(s) for improvement. The quality of nursing doctoral education has been a worldwide concern with the recent rapid increase in number of nursing doctoral programmes around the world, and comprehensive evaluation is needed for policy recommendations. A cross-sectional descriptive study, conducted from October 2006 to January 2007, used an online questionnaire evaluating four domains: programme, faculty, resources and evaluation. Seven deans, 48 faculty, 52 graduates and 87 students from 14 nursing schools participated. Content and construct validity, and construct reliability of the questionnaire were established. Overall, participants reported that the perceived quality of private universities/schools was significantly higher than that of public/national universities. A higher ratio of doctoral to non-doctoral students was significantly associated with higher quality. The domains of programme, faculty and resources were highly correlated. The programme was the most important domain; availability of sufficient materials and information for students most needed improvement. Overall, faculty perceived the quality of the programme, faculty and resources as more positively than did the graduates and students. This study provides useful policy guidance for nurse educators worldwide for improving doctoral programmes and faculty's role in educating students. Further study is recommended that examines contributing factors to quality doctoral education. © 2011 Blackwell Publishing Ltd.

[Effect of doctor-patient communication education on oral clinical practice].

PubMed

Wang, Yi; Tang, Yu; He, Yan; Zhu, Ya-qin

2012-08-01

To evaluate the effect of doctor-patient communication education on dental clinical practice. The process of 61 dental interns' clinical practice was divided into two stages. The dental interns were taught with traditional teaching method in the first stage. Doctor-patient communication and communication skill training were added to the second stage. Scale of medical student's doctor-patient communication behavior was used to evaluate the dental interns' behavior by themselves after two stages. The SEGUE frame work was used to evaluate the dental interns' behavior by teachers after two stages. All statistical analysis was performed using SPSS 13.0 software package. The result of scale of medical student's doctor-patient communication behavior was analyzed using Fisher exact test or Chi-square test. The score of the SEGUE frame work was analyzed using Student's t test. The result of Scale of medical student's doctor-patient communication behavior showed only 37.71% of dental interns could establish good doctor-patient relationship in the first stage. After doctor-patient communication and communication skill training, the percentage became 75.4%. The result of the SEGUE frame work showed the score was raised from 16.066±3.308 to 21.867±2.456, and a significant difference was found between the two stages. Doctor-Patient communication education can improve dental interns' communication skills and help to establish a good doctor-patient relationship.

Foreign science and engineering doctoral attainment at American universities

NASA Astrophysics Data System (ADS)

Hamilton, Robert V.

This dissertation analyzes the nearly 100,000 foreign students who attained science and engineering (S&E) doctorates in the five fields of physical sciences, life sciences, engineering, mathematics and computer sciences, and social and behavioral sciences at American universities from 1994 to 2005. Two models are presented. In the first model controlling for population, multivariate regression results testing for whether foreign students from higher or lower income nations (181 nations) tended to attain S&E doctorates showed that certain S&E fields tended to be represented by students from higher income nations early in the time period (e.g. 1994 to 1999) but the national income variable explaining foreign S&E doctoral attainment was not statistically significant in four of the fields after the year 2000. Four nations, China, India, South Korea and Taiwan stand out due to their large S&E doctoral student presence at American universities, but virtually all growth in foreign doctoral attainment in four of the S&E fields from 1994 to 2005 came from Chinese students, and this growth was most pronounced after the year 2001. In short, whereas the foreign student populations from South Korea and Taiwan were the outliers in 1994 and as such skewed testing results, they had largely been displaced in 2005 by the increased presence of Chinese students. From the US public policy perspective, to the extent that growth in foreign S&E doctoral attainment is an issue to include its related costs and benefits, the appropriate policy focus should shift more specifically towards the growth in Chinese S&E doctoral attainment. Further, with the exception of China and India, foreign doctoral students from the lowest income nations of the world in all five S&E fields were greatly under represented on American campuses from 1994 to 2005. Testing results from the second model complement the findings in the first model. Whereas the first model tested for the effects of national income on foreign S&E doctoral attainment, the second model tested for changes in foreign S&E doctoral attainment over the time period 1994 to 2005. Specifically, testing results for the second model indicated that changes in S&E doctoral attainment by students from the lower income nations tended to more closely track changes in education-related R&D funding compared to students from higher income nations. These results suggest that to the extent the US government desires to increase foreign doctoral attainment in specific S&E fields, students from lower income nations might have a greater tendency to "chase" education-related R&D dollars in the targeted S&E fields. Finally, testing results for both models indicate that there was variation between the five S&E fields, and that highly-skilled migration patterns in certain S&E fields changed relatively quickly during the time period 1994 to 2005. These results suggest that foreign S&E doctoral attainment should be disaggregated both temporally and by S&E population in order to adequately measure and understand this phenomenon.

Postgraduate career intentions of medical students and recent graduates in Malawi: a qualitative interview study.

PubMed

Bailey, Nicola; Mandeville, Kate L; Rhodes, Tim; Mipando, Mwapatsa; Muula, Adamson S

2012-09-14

In 2004, the Malawian Ministry of Health declared a human resource crisis and launched a six year Emergency Human Resources Programme. This included salary supplements for key health workers and a tripling of doctors in training. By 2010, the number of medical graduates had doubled and significantly more doctors were working in rural district hospitals. Yet there has been little research into the views of this next generation of doctors in Malawi, who are crucial to the continuing success of the programme. The aim of this study was to explore the factors influencing the career plans of medical students and recent graduates with regard to four policy-relevant aspects: emigration outside Malawi; working at district level; private sector employment and postgraduate specialisation. Twelve semi-structured interviews were conducted with fourth year medical students and first year graduates, recruited through purposive and snowball sampling. Key informant interviews were also carried out with medical school faculty. Recordings were transcribed and analysed using a framework approach. Opportunities for postgraduate training emerged as the most important factor in participants' career choices, with specialisation seen as vital to career progression. All participants intended to work in Malawi in the long term, after a period of time outside the country. For nearly all participants, this was in the pursuit of postgraduate study rather than higher salaries. In general, medical students and young doctors were enthusiastic about working at district level, although this is curtailed by their desire for specialist training and frustration with resource shortages. There is currently little intention to move into the private sector. Future resourcing of postgraduate training opportunities is crucial to preventing emigration as graduate numbers increase. The lesser importance put on salary by younger doctors may be an indicator of the success of salary supplements. In order to retain doctors at district levels for longer, consideration should be given to the introduction of general practice/family medicine as a specialty. Returning specialists should be encouraged to engage with younger colleagues as role models and mentors.

Ethnicity and academic performance in UK trained doctors and medical students: systematic review and meta-analysis

PubMed Central

Potts, Henry W W; McManus, I C

2011-01-01

Objective To determine whether the ethnicity of UK trained doctors and medical students is related to their academic performance. Design Systematic review and meta-analysis. Data sources Online databases PubMed, Scopus, and ERIC; Google and Google Scholar; personal knowledge; backwards and forwards citations; specific searches of medical education journals and medical education conference abstracts. Study selection The included quantitative reports measured the performance of medical students or UK trained doctors from different ethnic groups in undergraduate or postgraduate assessments. Exclusions were non-UK assessments, only non-UK trained candidates, only self reported assessment data, only dropouts or another non-academic variable, obvious sampling bias, or insufficient details of ethnicity or outcomes. Results 23 reports comparing the academic performance of medical students and doctors from different ethnic groups were included. Meta-analyses of effects from 22 reports (n=23 742) indicated candidates of “non-white” ethnicity underperformed compared with white candidates (Cohen’s d=−0.42, 95% confidence interval −0.50 to −0.34; P<0.001). Effects in the same direction and of similar magnitude were found in meta-analyses of undergraduate assessments only, postgraduate assessments only, machine marked written assessments only, practical clinical assessments only, assessments with pass/fail outcomes only, assessments with continuous outcomes only, and in a meta-analysis of white v Asian candidates only. Heterogeneity was present in all meta-analyses. Conclusion Ethnic differences in academic performance are widespread across different medical schools, different types of exam, and in undergraduates and postgraduates. They have persisted for many years and cannot be dismissed as atypical or local problems. We need to recognise this as an issue that probably affects all of UK medical and higher education. More detailed information to track the problem as well as further research into its causes is required. Such actions are necessary to ensure a fair and just method of training and of assessing current and future doctors. PMID:21385802

Ethnicity and academic performance in UK trained doctors and medical students: systematic review and meta-analysis.

PubMed

Woolf, Katherine; Potts, Henry W W; McManus, I C

2011-03-08

To determine whether the ethnicity of UK trained doctors and medical students is related to their academic performance. Systematic review and meta-analysis. Online databases PubMed, Scopus, and ERIC; Google and Google Scholar; personal knowledge; backwards and forwards citations; specific searches of medical education journals and medical education conference abstracts. The included quantitative reports measured the performance of medical students or UK trained doctors from different ethnic groups in undergraduate or postgraduate assessments. Exclusions were non-UK assessments, only non-UK trained candidates, only self reported assessment data, only dropouts or another non-academic variable, obvious sampling bias, or insufficient details of ethnicity or outcomes. Results 23 reports comparing the academic performance of medical students and doctors from different ethnic groups were included. Meta-analyses of effects from 22 reports (n = 23,742) indicated candidates of "non-white" ethnicity underperformed compared with white candidates (Cohen's d = -0.42, 95% confidence interval -0.50 to -0.34; P<0.001). Effects in the same direction and of similar magnitude were found in meta-analyses of undergraduate assessments only, postgraduate assessments only, machine marked written assessments only, practical clinical assessments only, assessments with pass/fail outcomes only, assessments with continuous outcomes only, and in a meta-analysis of white v Asian candidates only. Heterogeneity was present in all meta-analyses. Ethnic differences in academic performance are widespread across different medical schools, different types of exam, and in undergraduates and postgraduates. They have persisted for many years and cannot be dismissed as atypical or local problems. We need to recognise this as an issue that probably affects all of UK medical and higher education. More detailed information to track the problem as well as further research into its causes is required. Such actions are necessary to ensure a fair and just method of training and of assessing current and future doctors.

General population and medical student perceptions of good and bad doctors in Mozambique.

PubMed

Pfeiffer, Annett; Noden, Bruce H; Walker, Zoë A; Aarts, Rembrant; Ferro, Josefo

2011-04-01

A key element of the doctor-patient relationship is to understand the patient's and doctor's perceptions of quality care. To assess the perceptions of good and bad doctors among first-year medical students and local community members in a semi-urban, African settings. Using open-ended and closed dichotomous questions, 115 first-year medical students in Beira, Mozambique were surveyed regarding their perceptions of a 'good' and 'bad' doctor. Students then surveyed 611 community members in a predominately poor, semi-urban neighbourhood. Answers to open-ended questions provided by both groups produced the same four most important positive characteristics, with good diagnostic and therapeutic skills and dedication ranked highest. Closed-ended questions revealed that local community members felt that being concerned/considerate and diagnosing well were equally important (19.5% and 17.5%, respectively) compared to students (17.5% and 41.2%, respectively). The most important negative characteristics to the open-ended question for both groups were discrimination and contemptuous behaviour: 29.3% for community members and 27.4% for medical students. The biggest difference between groups was poor attending skills: 17.3% by community members and 3.9% by medical students. This study highlights differences and similarities between the perceptions of medical students and community members concerning a 'good' and a 'bad' doctor. Our data suggest that perceptions are guided by the experiences and values of those interviewed. Results indicate that medical education in developing countries should focus on patient-centered care, including communication skills and attitudes, besides training knowledgeable doctors.

CPR and the RCP (2). Training of students and doctors in UK medical schools.

PubMed

Gillard, J H; Dent, T H; Jolly, B C; Wallis, D A; Hicks, B H

1993-10-01

We asked British medical schools and teaching hospitals about the training they offer to medical students and hospital doctors in cardiopulmonary resuscitation. The response rate was 96%. Training that is practical and consistent with guidelines is offered to nearly all students and house officers, often by consultants. Training for other junior doctors and consultants is much less common. The organisation of training is haphazard, and many hospitals have no resuscitation training officers. As a result, few doctors receive the frequent retraining needed to maintain competence in managing cardiopulmonary arrest.

Flaws in Fellowships: Institutional Support Essential to Boosting Number of African American Doctoral Students.

ERIC Educational Resources Information Center

Manzo, Kathleen Kennedy

1994-01-01

An analysis of student financial aid for African American doctoral students combines discussion of problems in student recruitment and persistence, particularly for financial reasons, with data on patterns of minority group graduate student enrollment, financial aid, debt, and degree awards. (MSE)

What do beginning students, in a rurally focused medical course, think about rural practice?

PubMed

Young, Louise; Lindsay, Daniel B; Ray, Robin A

2016-12-07

Medical schools may select students for their attitudes towards rural medical practice, yet the rural-urban disparity in availability of medical practitioners and services has not diminished in recent times despite government initiatives and increasing numbers being trained for a career in medicine. One medical school, with a focus on rural and remote medicine, aims to select students with positive perceptions for rural medical practice. A research project collected data on the perceptions of these medical students in the first week of their medical studies. Students completed a low stakes essay on the life and work of a rural doctor. Initially, this formed part of a literacy assessment to determine any students requiring remediation. All students were asked if they would consent to their essay being reviewed for a research project. Data was obtained from those students who consented and handed their essays in for review. The 103 student essays underwent thematic analysis and sentences were coded into three main themes of rural lifestyle, doctor role and rural practice. Second level themes were further elicited and results were quantified according to whether they were positive or negative. Positive themes included rural lifestyle, doctor role, views of doctor, impact on community, broader work and skills knowledge, and better relationships with community and patients. Negative themes included doctor's health, pressure on doctor, family problems, greater workload, privacy and confidentiality issues, cultural issues, isolation, limited resources and financial impacts. Quantitisation of this data was used to transform essay sentences into a numerical form which allowed statistical analysis and comparison of perceptions using Z tests. No significant differences on the number of positive and negative responses for rural lifestyle and rural practice were found. The rural doctor role had a significantly more positive than negative views. Significant differences were found for positive views of the rural doctor role and negative views of rural practice. Participants from a capital city background reported a significantly higher percentage of responses related to negative views of rural practice than their regional and rural counterparts. Students from capital city areas had significantly more negative views about the rural doctor role, especially related to workload, limited resources and isolation than students from rural and regional areas. Students entering medical school already have both positive and negative views about the life and work of a rural doctor. Those students from capital city areas have significantly more negative views despite being selected to enter a medical course with a rural focus based on their expressed rural perceptions. Further work is required to refine selection criteria and the year level experiences and learning opportunities which may positively influence student perceptions about rural medical practice to overcome early negative perceptions at the beginning of medical school.

[Are medical students being properly cared for? A question for the current student advisory program].

PubMed

Hur, Yera; Lee, Keumho

2013-09-01

Medical students need close care and systematic management of their mental and emotional health during their academic tenure. This study examined the status of the current student advisory program and counseling office, the satisfaction of the current student advisory program, the core content of an advisory program, and the quality of a good advisor. We asked 64 faculties that were in charge of the student advisory program and medical education and 774 medical students from 41 medical schools in Korea to answer a survey. Statistical analysis, chi-square test, and ordered multiple response analysis were performed. A significant number of faculty members (63.5%) and students (53.4%) indicated the existence of problems with the current advisory program. 'Deviations from the content (27.3%)' was the faculty's predominant complaint versus 'too formal (31.3%)' for students. A total of 55.5% of faculty members replied that the counseling program was helpful, but students were somewhat skeptical (13.9%). The core content of the advisory program was 'school life & academic counseling (28.3%)' by the faculty versus 'life as a medical doctor (22.3%)' for students. Both faculty and students replied that the quality of a good advisor is having 'concerns about students.' Current student advisory and counseling programs are not much help to students. A differentiated program for specific academic years should be considered to provide a tailored and valuable service.

Junior doctor-led ‘near-peer’ prescribing education for medical students

PubMed Central

Gibson, Kyle R; Qureshi, Zeshan U; Ross, Michael T; Maxwell, Simon R

2014-01-01

Aims Prescribing errors are common and inadequate preparation of prescribers appears to contribute. A junior doctor-led prescribing tutorial programme has been developed for Edinburgh final year medical students to increase exposure to common prescribing tasks. The aim of this study was to assess the impact of these tutorials on students and tutors. Methods One hundred and ninety-six tutorials were delivered to 183 students during 2010–2011. Each student completed a questionnaire after tutorial attendance which explored their previous prescribing experiences and the perceived benefits of tutorial attendance. Tutors completed a questionnaire which evaluated their teaching experiences and the impact on their prescribing practice. Student tutorial attendance was compared with end-of-year examination performance using linear regression analysis. Results The students reported increased confidence in their prescribing knowledge and skills after attending tutorials. Students who attended more tutorials also tended to perform better in end-of-year examinations (Drug prescribing: r = 0.16, P = 0.015; Fluid prescribing: r = 0.18, P = 0.007). Tutors considered that participation enhanced their own prescribing knowledge and skills. Although they were occasionally unable to address student uncertainties, 80% of tutors reported frequently correcting misconceptions and deficits in student knowledge. Ninety-five percent of students expressed a preference for prescribing training delivered by junior doctors over more senior doctors. Conclusions A ‘near-peer’ junior doctor-led approach to delivering prescribing training to medical students was highly valued by both students and tutors. Although junior doctors have relatively less clinical experience of prescribing, we believe that this can be addressed by training and academic supervision and is outweighed by the benefits of these tutorials. PMID:23617320

[The importance of master's degree and doctorate degree in general surgery].

PubMed

Montalvo-Javé, Eduardo Esteban; Mendoza-Barrera, Germán Eduardo; Valderrama-Treviño, Alan Isaac; Alcántara-Medina, Stefany; Macías-Huerta, Nain Abraham; Tapia-Jurado, Jesús

2016-01-01

The Doctor of Philosophy is the highest academic degree that can be obtained in universities. Graduate Education Program in Medicine in Mexico is divided into 2 major categories: Medical Specialty and Master studies/Doctor of Philosophy. The objective of this study was to demonstrate the importance of master's degrees and Doctor of Philosophy in general surgery. A literature search in PubMed and Medline among others, from 1970 to 2015 with subsequent analysis of the literature reviews found. The physicians who conducted doctoral studies stand out as leaders in research, teaching and academic activities. Dual training with a doctorate medical specialty is a significant predictor for active participation in research projects within the best educational institutions. It is important to study a PhD in the education of doctors specialising in surgery, who show more training in teaching, research and development of academic activities. Currently, although there is a little proportion of students who do not finish the doctoral program, the ones who do are expected to play an important role in the future of medical scientific staff. It has been shown that most doctors with Doctor of Philosophy have wide range of career options. The importance of doctoral studies in the formation of general surgery is due to various reasons; the main one being comprehensively training physician scientists who can develop in clinical, teaching and research. Copyright © 2015 Academia Mexicana de Cirugía A.C. Published by Masson Doyma México S.A. All rights reserved.

What Are the Lived Challenges Experienced by Black Females in a STEM Doctoral Program at a Majority White Institution?

NASA Astrophysics Data System (ADS)

Cleare, Sharlane S.

The purpose of this study is to explore the challenges experienced by Black female STEM doctoral students at a Majority White Institution. This study examined how, and to what extent did the Majority White Institution's STEM environment influenced such challenges. The qualitative phenomenological approach to this investigation utilized the lenses of Black Feminist Thought and Critical Race Feminism Theoretical Frameworks as interconnected lenses by which to conceptualize this phenomenon. This study answered the following question: What are the lived challenges experienced by Black female in a STEM doctoral program at a Majority White Institution? Purposeful and snowball sampling were employed to recruit participants for this investigation. Both sampling methods were selected because of their wide use in qualitative investigations, as well as their proven ability to precisely source quality participants (Biernacki, & Waldorf,1981; Palinkas, Horwitz, Green, Wisdom, Duan, & Hoagwood, (2015). Observations, in-depth semi-structured interviews, and focus groups were conducted with eleven (11) Black females STEM doctoral students currently studying at a large Majority White Institution in the Midwest. The findings from this study suggest that this is a phenomenon worthy of considerable attention. Research in the area of Black females in STEM doctoral programs at Majority White Institutions can be further expanded and updated. Therefore, this study will contribute and supplement existing literature on Black females in STEM doctoral programs at Majority White Institutions. Most importantly, the results obtained from this study can assist Majority White Institutions in the development and enhancement of programs and policies specifically geared towards addressing the needs of this underrepresented minority population segment.

Emotional Learning and Identity Development in Medicine: A Cross-Cultural Qualitative Study Comparing Taiwanese and Dutch Medical Undergraduates.

PubMed

Helmich, Esther; Yeh, Huei-Ming; Yeh, Chi-Chuan; de Vries, Joy; Fu-Chang Tsai, Daniel; Dornan, Tim

2017-06-01

Current knowledge about the interplay between emotions and professional identity formation is limited and largely based on research in Western settings. This study aimed to broaden understandings of professional identity formation cross-culturally. In fall 2014, the authors purposively sampled 22 clinical students from Taiwan and the Netherlands and asked them to keep audio diaries, narrating emotional experiences during clerkships using three prompts: What happened? What did you feel/think/do? How does this interplay with your development as a doctor? Dutch audio diaries were supplemented with follow-up interviews. The authors analyzed participants' narratives using a critical discourse analysis informed by Figured Worlds theory and Bakhtin's concept of dialogism, according to which people's spoken words create identities in imagined future worlds. Participants talked vividly, but differently, about their experiences. Dutch participants' emotions related to individual achievement and competence. Taiwanese participants' rich, emotional language reflected on becoming both a good person and a good doctor. These discourses constructed doctors' and patients' autonomy in culturally specific ways. The Dutch construct centered on "hands-on" participation, which developed the identity of a technically skilled doctor, but did not address patients' self-determination. The Taiwanese construct located physicians' autonomy within moral values more than practical proficiency, and gave patients agency to influence doctor-patient relationships. Participants' cultural constructs of physician and patient autonomy led them to construct different professional identities within different imagined worlds. The contrasting discourses show how medical students learn about different meanings of becoming doctors in culturally specific contexts.

Virtual Communities of Practice: A Netnographic Study of Peer-to-Peer Networking Support among Doctoral Students

ERIC Educational Resources Information Center

Allen, Ila R.

2014-01-01

Obtaining a PhD can be one of the most fulfilling achievements in academia, but for the doctoral student, the journey can lead to attrition prior to the completion of a degree. Research indicated that institutional policies and practices can directly affect doctoral students in completing the dissertation due to lack of structure and support.…

"Physics and the Girly Girl--There Is a Contradiction Somewhere": Doctoral Students' Positioning around Discourses of Gender and Competence in Physics

ERIC Educational Resources Information Center

Gonsalves, Allison J.

2014-01-01

Doctoral physics students have stories about what kinds of actions, behaviours and ways of doing physics allow individuals to be recognized as physicists. Viewing a physics department as a case study, and individual participants as embedded cases, this study used a sociocultural approach to examine the ways doctoral students construct these…

Peer teaching in paediatrics - medical students as learners and teachers on a paediatric course.

PubMed

Schauseil-Zipf, Ulrike; Karay, Yassin; Ehrlich, Roland; Knoop, Kai; Michalk, Dietrich

2010-01-01

Peer assisted learning is known as an effective educational strategy in medical teaching. We established a peer assisted teaching program by student tutors with a focus on clinical competencies for students during their practical training on paediatric wards. It was the purpose of this study to investigate the effects of a clinical skills training by tutors, residents and consultants on students evaluations of the teaching quality and the effects of a peer teaching program on self assessed clinical competencies by the students. Medical student peers in their 6(th) year were trained by an intensive instruction program for teaching clinical skills by paediatric consultants, doctors and psychologists. 109 students in their 5(th) year (study group) participated in a peer assisted teaching program for training clinical skills in paediatrics. The skills training by student peer teachers were supervised by paediatric doctors. 45 students (control group) participated in a conventional paediatric skills training by paediatric doctors and consultants. Students from both groups, which were consecutively investigated, completed a questionnaire with an evaluation of the satisfaction with their practical training and a self assessment of their practical competencies. The paediatric skills training with student peer teachers received significantly better ratings than the conventional skills training by paediatric doctors concerning both the quality of the practical training and the support by the teaching medical staff. Self assessed learning success in practical skills was higher rated in the peer teaching program than in the conventional training. The peer assisted teaching program of paediatric skills training was rated higher by the students regarding their satisfaction with the teaching quality and their self assessment of the acquired skills. Clinical skills training by student peer teachers have to be supervised by paediatric doctors. Paediatric doctors seem to be more motivated for their own teaching tasks if they are assisted by student peer teachers. More research is needed to investigate the influence of peer teaching on the motivation of paediatric doctors to teach medical students und the academic performance of the student peers.

Bridges to the Doctorate: mentored transition to successful completion of doctoral study for underrepresented minorities in nursing science.

PubMed

Kim, Mi Ja; Holm, Karyn; Gerard, Peggy; McElmurry, Beverly; Foreman, Mark; Poslusny, Susan; Dallas, Constance

2009-01-01

Nursing has a shortage of doctorally-prepared underrepresented minority (URM) scientists/faculty. We describe a five-year University of Illinois at Chicago (UIC) Bridges program for URM master's students' transition to doctoral study and factors in retention/graduation from the PhD program. Four master' students from two partner schools were recruited/appointed per year and assigned UIC faculty advisors. They completed 10 UIC credits during master's study and were mentored by Bridges faculty. Administrative and financial support was provided during transition and doctoral study. Partner schools' faculty formed research dyads with UIC faculty. Seventeen Bridges students were appointed to the Bridges program: 12 were admitted to the UIC PhD program since 2004 and one graduated in 2007. Eight Bridges faculty research dyads published 5 articles and submitted 1 NIH R03 application. Mentored transition from master's through doctoral program completion and administrative/financial support for students were key factors in program success. Faculty research dyads enhanced the research climate in partner schools.

Becoming a Doctoral Researcher in a Digital World: Reflections on the Role of Twitter for Reflexivity and the Internal Conversation

ERIC Educational Resources Information Center

Rainford, Jon

2016-01-01

Twitter and other social networking sites have much to offer doctoral students, especially given that models for doctoral education are increasingly becoming more diverse with more students studying part-time for traditional PhDs, or on programmes such as professional doctorates. Prior research has highlighted the benefits of Twitter but, as other…

Understanding the Factors Affecting Degree Completion of Doctoral Women in the Science and Engineering Fields

ERIC Educational Resources Information Center

Ampaw, Frim D.; Jaeger, Audrey J.

2011-01-01

The rate of doctoral degree completion, compared to all other degrees, is the lowest in the academy, with only 57 percent of doctoral students completing their degree within a ten-year period. In the science, engineering, and mathematics (SEM) fields, 62 percent of the male students complete their doctoral degree in ten years, which is better than…

Perceptions of Graduate Supervision: Relationships with Time of Reflection and Post-Secondary Climate

ERIC Educational Resources Information Center

Graham, Elizabeth; Gadbois, Shannon A.

2013-01-01

This paper discusses the similarities and differences between Canadian doctoral students and new faculty members regarding their experiences with and perceptions of their graduate supervisors and mentoring. Participants' responses were considered in light of the current post-secondary culture that emphasizes increased productivity and…

The effects of networks on U.S. institution selection by foreign doctoral students in science and engineering

NASA Astrophysics Data System (ADS)

Tanyildiz, Zeynep Esra

The United States has been a very attractive destination for foreign Science and Engineering (S&E) graduate students and postdoctoral scholars for a considerable period of time. Several studies have documented significant contributions of foreign students and foreign scientists in S&E. These contributions in turn foster economic development. Recent studies suggest, however, that the U.S. is losing its dominance in attracting foreign talent. Increased competition outside the U.S. contributes to the change as do changes in visa regulations. Despite the important role of foreign doctoral students in the U.S., relatively little is known about factors influencing their decision to attend an institution. One factor that is rarely explored is the effect of networks on institution selection. Through their networks, students learn about application procedures, studying at an institution, housing opportunities, general culture and people. In doing this, they draw both on the experience of the alumni as well as the support of current students and faculty at their target institution. Thus, networks can play an important role in where foreign doctoral students actually end up studying. This study aims to provide both qualitative and quantitative information about the role networks play in foreign doctoral students' institution selection. This three-part study utilizes different methodologies: (1) focus group interviews conducted with Turkish doctoral students at the Georgia Institute of Technology; (2) a web study of research laboratories in science and engineering; and (3) the estimation of Random Utility Model (RUM) of institution selection. These three components build on each other, in addition to the individual contributions that they make. Together they provide an in-depth and comprehensive analysis of the role of networks. The results from guided focus group interviews indicate that students, alumni, faculty and local community of the same nationality influence institution choice in various ways. Such as, students provide information about the programs, and alumni introduce applicants to their former professors. Further, in the web study of research laboratories, we find strong evidence that labs that are directed by foreign-born faculty are more likely to be populated by students from the same country of origin than are labs that are directed by native faculty. These results point to the critical role foreign-born lab directors play and support the result from the focus group interviews that the presence of compatriots in their labs creates a comfortable lab environment that makes communication and information exchange easier. The last analysis tests the effects of networks on foreign students' institution selection, using a Random Utility Model (RUM). We find a strong and significant relationship between the number of existing students from a country of origin at an institution and the probability of attending that institution for potential applicants from the same country of origin. The relationship is non linear, increasing at a decreasing rate. Also, in some of the models there is evidence that alumni and faculty from the same origin also play a role in student choice. The results of this study have several policy implications. First, the strong network effect found raises the issue of the degree of integration of foreign doctoral students at an institution. Clearly, foreign students cluster in certain institutions. Second, this study provides insight about the possible "mismatch" between the students and institutions. Specifically, foreign doctoral students could choose to attend institutions, not because these institutions are the best match given their qualifications, but because they provide them with the highest level of psychosocial support. Third, the findings suggest that foreign born faculty play a role in generating new enrollments from their home country as well as in staffing labs, as the web study suggests. Finally, this study draws attention to issues related to staying in the country after graduation.

Intentionality of Preparation: Systematic Mentorship in Doctoral Education

ERIC Educational Resources Information Center

Parker, Audra K.; Schneider, Jenifer Jasinski; Berson, Ilene R.

2015-01-01

We describe a systematic mentorship framework comprised of professional development courses, residency experiences, and an annual review to support the acculturation of doctoral students into higher education. By making the culture of academia explicit, our doctoral students scholarly activity increased, and improved their readiness for positions…

Practical Strategies for Enhancing Doctoral Students' Preparedness to Teach

ERIC Educational Resources Information Center

Richards, K. Andrew R.; Sinelnikov, Oleg A.; Starck, Jenna R.

2018-01-01

Doctoral education programs in physical education teacher education have a responsibility to train aspiring faculty members to be effective researchers and good teachers. Using occupational socialization theory as a framework, this article proposes a progressive approach to helping physical education teacher education doctoral students gain…

Professional Identity Development of Counselor Education Doctoral Students: A Qualitative Investigation

ERIC Educational Resources Information Center

Limberg, Dodie; Bell, Hope; Super, John T.; Jacobson, Lamerial; Fox, Jesse; DePue, M. Kristina; Christmas, Chris; Young, Mark E.; Lambie, Glenn W.

2013-01-01

The professional identity of a counselor educator develops primarily during the individual's doctoral preparation program. This study employed consensual qualitative research methodology to examine the phenomenon of professional identity development in counselor education doctoral students (CEDS) in a cohort model. Cross-sectional focus groups…

Bodies in Narratives of Doctoral Students' Learning and Experience

ERIC Educational Resources Information Center

Hopwood, Nick; Paulson, Julia

2012-01-01

Existing research on doctoral education documents levels of satisfaction, the difficulties students face and variations according to demographic variables. Cognitive dimensions of learning are emphasised, and calls to attend to bodies in doctoral education remain largely unheeded. This article draws on theoretical work that rejects Cartesian…

Skill set development of doctoral and post-doctoral graduates in life sciences.

PubMed

Kanwar, R S

2010-01-01

Doctoral and post-doctoral training programs at leading research universities in the USA are highly important in generating the much needed knowledge in science, technology, engineering, and mathematics for keeping rural and urban economies strong and societies healthy and prosperous. In addition, innovative graduate and post doctoral research programs are the driving engines of the success of U.S. economy and have made the U.S. the most successful model of generating new knowledge in the broader areas of life sciences (and agricultural education, research, and extension). We need to do everything in our power to make these training programs innovative, collaborative, independent, and resourceful so that students are trained in different disciplines making them more flexible within a range of challenges and opportunities. The training programs must empower students to solve complex and interdisciplinary problems of the society in 21st century and make our students competitive within a global economic system, to improve the health of the nation's economy. If our land grant schools and institutions of higher learning are not preparing doctoral students to be globally competitive scientists to create new knowledge and technologies to solve complex and interdisciplinary problems of the 21st century, then either we need to redefine the mission of our land grant system or we risk losing our role to serve the public and industry effectively. Doctoral and post doctoral students should be given the needed skills and experiences to prepare them for tenure track faculty jobs at leading US Universities in the 21st century as well as prepare them for the world outside of academia. I would say minimum competency skills are needed as "bare survival skills" for all doctoral students to become successful after obtaining PhD degrees. Today's PhD students will be working in a global but highly competitive, rapidly changing, and complex world. It is no longer enough to be a good researcher and a good teacher; researchers and teachers must be good team players and leaders to lead interdisciplinary research programs, and exceptional managers to effectively manage their research staff, MS and PhD students, and post doctoral researchers. Doctoral students have exceptional opportunities during their PhD degree programs to acquire these skills from their world class supervisors and participate in available workshops on how to develop successful and winning grant proposals, improving communication skills, and participate in "future faculty programs" on their campuses.

Adolescent health--a descriptive study of a school doctor clinic.

PubMed

Chavasse, M; North, D; McAvoy, B

1995-07-14

To describe a school doctor clinic at a New Zealand secondary school. A three phase study was designed and conducted at a coeducational secondary school in Auckland. Firstly, a health questionnaire was developed to assess adolescents' perceptions of their health status and use of primary health care services. The second phase was descriptive study of a newly established school doctor clinic. The doctor clinic was run twice weekly over a 3 month period in 1993. The third phase of the study was a clinic-based satisfaction survey. A 75% response rate was achieved, with a total of 221 health questionnaires completed from 292. Although the majority of students (n = 184, 84%) considered themselves healthy, 16% (n = 36) described their health as only 'fair' or 'poor'. Seventy one percent (n = 157) of students had seen their general practitioner in the preceeding twelve months. Thirteen percent (n = 142) of the school population consulted the school doctor clinic. Significantly more female, Maori and European students attended the school doctor clinic compared with the school demography. The commonest diagnoses for the doctor clinic were respiratory, skin and musculoskeletal problems. Thirty one percent of the diagnoses related to recognised adolescent health needs such as contraception, sexual health, nutrition, and psychosocial problems. Over two thirds of students at the first consultation had not seen another health provider. Students perceived that the doctor clinic overcame barriers such as access, cost and confidentiality. The school doctor clinic was well utilised, overcame some barriers to access and addressed many recognised adolescent health needs.

Chinese Doctoral Students' Perceptions of Academic Achievement, Identity Investment and Use of English in an American University

ERIC Educational Resources Information Center

Lin, Liang-Yin

2013-01-01

For Chinese doctoral students, English is the most essential subject when studying in U.S. universities and living life in the U.S. Using English not only promotes academic success, but also helps them to pursue better job opportunities and a better life in the U.S. The purpose of this study was to explore Chinese doctoral students' English use,…

Doctoral Student Persistence in Non-Traditional Cohort Programs: Examining Educationally-Related Peer Relationships, Students' Understanding of Faculty Expectations, and Student Characteristics

ERIC Educational Resources Information Center

Fitzpatrick, Julie A.

2013-01-01

The purpose of this study is to examine the influence of educationally-related peer relationships, students' understanding of faculty expectations, and student characteristics on the persistence of doctoral students in non-traditional, residential, cohort programs in educational leadership. Drawing on the concepts of academic and social…

International Doctoral Graduates from China and South Korea: A Trend Analysis of the Association between the Selectivity of Undergraduate and That of US Doctoral Institutions

ERIC Educational Resources Information Center

Kim, Dongbin; Roh, Jin-young

2017-01-01

This study explores whether patterns of doctorate attainment among Chinese and Korean international students in the USA have changed over time, both in terms of quantity (i.e., number of international students) and quality (i.e., the selectivity of the undergraduate and doctoral institutions), and whether these changes reflect the improvements in…

How Do You Define an Internship?

NASA Astrophysics Data System (ADS)

Wilson, C. E.; Keane, C.

2017-12-01

According to the American Geosciences Institute's Geoscience Student Exit Survey, internship participation rates over the past four years have been low, particularly among bachelor's and doctoral graduates. In 2016, 65% of bachelor's graduates, 44% of master's graduates, and 57% of doctoral graduates did not participate in an internship while working on their degree. When asked if they submitted applications for internship opportunities, 42% of bachelor's graduates, 23% of master's graduates, and 46% of doctoral graduates claimed to not submit any applications. These statistics have raised concern at AGI because internships provide experiences that help develop critical professional skills and industry connections that can lead to jobs after graduation. However, when internships are discussed among various representatives in geoscience industries, there are disagreements in how an internship experience is defined. For example, opinions differ on whether REUs or other research experiences count as an internship. Clear definitions of internship opportunities may help academic faculty and advisors direct students towards these opportunities and help develop a collection of resources for finding future internships. This presentation will present some of the recent statistics on internship participation among geoscience graduates and present a series of questions to ascertain defining features of internships among AGU attendees and where help is needed to increase participation in internships among current geoscience students.

Doctoral Student Socialization: Educating Stewards of the Physical Education Profession

ERIC Educational Resources Information Center

Russell, Jared; Gaudreault, Karen Lux; Richards, K. Andrew

2016-01-01

In preparing the future stewards of the physical education profession, the occupational socialization and professional development of physical education doctoral students is important to consider. To date, there has been scant scholarly inquiry into doctoral education in physical education. However, there is an abundance of research related to…

Faculty Perceptions of Common Challenges Encountered by Novice Doctoral Writers

ERIC Educational Resources Information Center

Maher, Michelle A.; Feldon, David F.; Timmerman, Briana E.; Chao, Jie

2014-01-01

Although learning to write for publication is an important outcome of doctoral education, it has received surprisingly little scholarly attention. Within a socialization and supervisor pedagogy framework, this study uses narratives of faculty who regularly write with their doctoral students for publication to expose challenges students commonly…

The McNair Program as a Socializing Influence on Doctoral Degree Attainment

ERIC Educational Resources Information Center

Gittens, Cheryl Bailey

2014-01-01

The quality of doctoral students' academic and social experiences is a key element of their success in graduate school programs. These experiences support the completion of doctoral programs, especially for first-generation college students from low-income backgrounds. Framed by Weidman's (1989) undergraduate socialization model, the author…

Making Social Scientists, or Not?: Glimpses of the Unmentionable in Doctoral Education

ERIC Educational Resources Information Center

Mills, David; Paulson, Julia

2014-01-01

Recent research on doctoral education in the U.K. has revealed the increasing number and diversity of academic relationships that shape the lives of research students, and students' own role in activating, mobilising and maintaining these relationships. Higher education policy reforms promoting doctoral "skills training",…

Personal Commitment, Support and Progress in Doctoral Studies

ERIC Educational Resources Information Center

Martinsuo, Miia; Turkulainen, Virpi

2011-01-01

Earlier research on doctoral education has associated study progress with the student's own capabilities and faculty support. The purpose of this study is to investigate how students' personal commitment and various forms of support, as well as their complementary effects, explain progress in doctoral studies. Data were collected by a…

Personal Study Planning in Doctoral Education in Industrial Engineering

ERIC Educational Resources Information Center

Lahenius, K.; Martinsuo, M.

2010-01-01

The duration of doctoral studies has increased in Europe. Personal study planning has been considered as one possible solution to help students in achieving shorter study times. This study investigates how doctoral students experience and use personal study plans in one university department of industrial engineering. The research material…

Best Practices in Doctoral Retention: Mentoring

ERIC Educational Resources Information Center

Brill, Judie L.; Balcanoff, Karen K.; Land, Denise; Gogarty, Maurice; Turner, Freda

2014-01-01

The aim of this critical literature review is to outline best practices in doctoral retention and the successful approach of one university to improve graduation success by providing effective mentorship for faculty and students alike. The focus of this literature review is on distance learning relationships between faculty and doctoral students,…

Reframing Doctoral Examination as Teaching

ERIC Educational Resources Information Center

Kumar, Vijay; Stracke, Elke

2018-01-01

Doctoral examiners judge the quality of a thesis and give the student assessment feedback if the student fails to reach certain goals. This paper investigates if and how examiners take on the evaluator or teaching role. We analysed doctoral examination reports from three disciplines. Most examiners provided assessment and feedback, but this often…

The Agile Approach with Doctoral Dissertation Supervision

ERIC Educational Resources Information Center

Tengberg, Lars Göran Wallgren

2015-01-01

Several research findings conclude that many doctoral students fail to complete their studies within the allowable time frame, in part because of problems related to the research and supervision process. Surveys show that most doctoral students are generally satisfied with their dissertation supervision. However, these surveys also reveal some…

Creating better doctors: exploring the value of learning medicine in primary care.

PubMed

Newbronner, Elizabeth; Borthwick, Rachel; Finn, Gabrielle; Scales, Michael; Pearson, David

2017-07-01

Across the UK, 13% of undergraduate medical education is undertaken in primary care (PC). Students value their experiences in this setting but uncertainty remains about the extent to which these placements influence their future practice. To explore the impact of PC based undergraduate medical education on the development of medical students and new doctors as clinicians, and on students' preparedness for practice. Mixed method study across two UK medical schools. Focus groups and individual interviews with Year 5 medical students, Foundation Year 2 doctors and GP Specialty Trainees; online surveys of Year 5 medical students and Foundation Year 2 doctors. PC placements play an important part in the development of all 'apprentice' doctors, not just those wanting to become GPs. They provide a high quality learning environment, where students can: gradually take on responsibility; build confidence; develop empathy in their approach to patient care; and gain understanding of the social context of health and illness. The study suggests that for these results to be achieved, PC placements have to be high quality, with strong links between practice-based learning and teaching/assessment in medical school. GP tutors need to be enthusiastic and students actively involved in consultations.

The working relationship between midwives and junior doctors: a questionnaire survey of Yorkshire trainees.

PubMed

Pinki, P; Sayasneh, A; Lindow, S W

2007-05-01

Recruitment to obstetrics and gynaecology has fallen dramatically over the last decade. Surveys of medical students and junior doctors have suggested that apart from work/life imbalance, other factors such as poor job satisfaction and an unfriendly environment can significantly affect the choice of career. We conducted a questionnaire survey for Yorkshire trainees to evaluate current working and professional relationships between junior doctors and midwives. A total of 68 trainees participated in the study. Some 22% of trainees found midwives to be disrespectful to and argumentative with junior doctors. A total of 69% did not get a chance to examine patients on the labour wards because of the midwives. Midwives when compared with consultants were less courteous towards trainees and 53% of trainees felt that there is a communication problem that needs to be addressed. Our study results suggest a high level of dissatisfaction among trainees of the Yorkshire region and point at an area that needs further work to bring about a change to a better work environment for future junior doctors.

Leveraging Sociocultural Theory to Create a Mentorship Program for Doctoral Students

ERIC Educational Resources Information Center

Crosslin, Matt; Wakefield, Jenny S.; Bennette, Phyllis; Black, James William, III

2013-01-01

This paper details a proposed doctoral student connections program that is based on sociocultural theory. It is designed to assist new students with starting their educational journey. This program is designed to leverage social interactions, peer mentorship, personal reflection, purposeful planning, and existing resources to assist students in…

Teaching of clinical pharmacology and therapeutics in UK medical schools: current status in 2009.

PubMed

O'Shaughnessy, Lelia; Haq, Inam; Maxwell, Simon; Llewelyn, Martin

2010-07-01

Junior doctors feel poorly prepared by their training in Clinical Pharmacology and Therapeutics and commonly make prescribing errors. Since 1993 the General Medical Council's guidance on undergraduate medical education 'Tomorrow's Doctors' has emphasized the integration of Clinical Pharmacology and Therapeutics teaching within the medical curriculum. With the publication of a new version of Tomorrow's Doctors in 2009, medical schools will be further revising their Clinical Pharmacology and Therapeutics teaching. Although we know what the recommendations for undergraduate teaching of Clinical Pharmacology and Therapeutics teaching are, there are no published data describing what is currently happening in UK medical schools. This paper describes the course structures, volume and range of teaching and assessment of Clinical Pharmacology and Therapeutics in the UK in 2009. Our data provide a foundation for schools looking to revise the Clinical Pharmacology and Therapeutics Teaching in the light of Tomorrow's Doctors 2009. To describe the current structure, delivery and assessment of Clinical Pharmacology and Therapeutics (CPT) teaching in UK medical schools. An online questionnaire was distributed to the person with overall responsibility for CPT teaching at all UK medical schools in June 2009. Thirty of the 32 UK medical schools responded. 60% of schools have a CPT course although in 72% this was an integrated vertical theme. At 70% of schools pharmacologists have overall responsibility for CPT teaching (clinical 67%, non-clinical 33%); at 20% teaching is run by a non-specialist clinician and at 7% by a pharmacist. Teaching is commonly delivered by NHS clinicians (87%) and clinical pharmacists (80%) using lectures (90%) but additionally 50% of schools use e-Learning and 63% have a student formulary. CPT is assessed throughout the curriculum at many schools through written, practical examinations and course work. 90% of schools have specific CPT content in their written examinations. 90% of respondents believed that their students were 'fairly' to 'well' prepared for the foundation year but only 37% of schools gather data on the competence of their graduates. CPT teaching in UK medical schools is very diverse. Most schools do not assess the performance of their graduates as prescribers and there is a lack of evidence that many of the teaching approaches employed are suitable for the development of prescribing skills. It is vital that developments in CPT teaching are driven by validated, real-world assessments of the prescribing skills of medical students and newly qualified doctors.

The Experience of Doctoral Studies in the UK and France: Differences in Epistemology, Research Objects and Training

ERIC Educational Resources Information Center

Chiang, Kuang-Hsu

2011-01-01

This article investigates how doctoral students perceive their research education in different disciplines in two higher education systems, the UK and France. It explores what underlies the diversity of doctoral students' experiences. Three theoretical positions are identified: the epistemological position, conceptualisation of research objects…

Innovations in Doctoral Education: Distance Education Methodology Applied

ERIC Educational Resources Information Center

Bettmann, Joanna; Thompson, Kimberly; Padykula, Nora; Berzoff, Joan

2009-01-01

This study evaluated the impact of a distance education program to meet the practice learning needs of first-year doctoral students. The program, a six-session case-based telephonic seminar, was taught to 19 first-year doctoral students. Evaluation of the program included self-report quantitative and qualitative data gathered pre- and postseminar,…

Psychology Doctoral Program Admissions: What Master's and Undergraduate-Level Students Need to Know

ERIC Educational Resources Information Center

Littleford, Linh Nguyen; Buxton, Kim; Bucher, Meredith A.; Simon-Dack, Stephanie L.; Yang, Kao Lee

2018-01-01

What do psychology doctorate programs require and prefer in their master's level applicants? Do the programs value students' graduate experiences during and postadmission? Doctoral programs' (n = 221) responses to an online survey showed that most required letters of recommendation, personal statements, Graduate Records Examination scores, and…

Knowledge Construction in Online Learning Communities: A Case Study of a Doctoral Course

ERIC Educational Resources Information Center

Lai, Kwok-Wing

2015-01-01

This paper documents a study investigating co-construction of knowledge by doctoral students in an online learning community. In this study 12 students participated in the coursework and thesis proposal development stages of a doctoral program offered by a research-intensive university in New Zealand. Socio-cultural and social constructivist…

Peer-Learning Networks in Social Work Doctoral Education: An Interdisciplinary Model

ERIC Educational Resources Information Center

Miller, J. Jay; Duron, Jacquelynn F.; Bosk, Emily Adlin; Finno-Velasquez, Megan; Abner, Kristin S.

2016-01-01

Peer-learning networks (PLN) can be valuable tools for doctoral students. Participation in these networks can aid in the completion of the dissertation, lead to increased scholarship productivity, and assist in student retention. Yet, despite the promise of PLNs, few studies have documented their effect on social work doctoral education. This…

Research Degrees in Information and Communication Technology (ICT): Why so Few Doctoral Students?

ERIC Educational Resources Information Center

Guerin, Cally; Jayatilaka, Asangi; Ranasinghe, Damith; McCulloch, Alistair; Calder, Paul

2017-01-01

A "knowledge society" relies on a workforce with high-level skills in Information and Communication Technology (ICT). Continuing development of ICT will arise partly from research undertaken by doctoral graduates. However, compared to other cognate disciplines, ICT has relatively few students taking up doctoral studies. This article…

The Rich Get Richer: International Doctoral Candidates and Scholarly Identity

ERIC Educational Resources Information Center

Cotterall, Sara

2015-01-01

Identity lies at the heart of doctoral study--a mysterious learning process which culminates in Ph.D. students' metamorphosis into doctors. This paper explores the identity-related experiences of six international Ph.D. students enrolled at an Australian university by examining how different individuals, events and interactions contributed to (or…

Vicarious Racism: A Qualitative Analysis of Experiences with Secondhand Racism in Graduate Education

ERIC Educational Resources Information Center

Truong, Kimberly A.; Museus, Samuel D.; McGuire, Keon M.

2016-01-01

In this article, the authors examine the role of vicarious racism in the experiences of doctoral students of color. The researchers conducted semi-structured individual interviews with 26 doctoral students who self-reported experiencing racism and racial trauma during their doctoral studies. The analysis generated four themes that detail the…

Hidden Rules, Secret Agendas: Challenges Facing Contemporary Women Doctoral Students.

ERIC Educational Resources Information Center

Smith, Bobbi

Studies indicate that, although enrollment and degree production by women doctoral students have increased, fewer women than men complete doctorates and women generally take longer than men to finish, in spite of the fact that women demonstrate equal if not superior performance levels on virtually every objective measure. Women who complete the…

Becoming Academics: Experiencing Legitimate Peripheral Participation in Part-Time Doctoral Studies

ERIC Educational Resources Information Center

Teeuwsen, Phil; Ratkovic, Snežana; Tilley, Susan A.

2014-01-01

An important element of doctoral studies is identification with the academic community. Such identification is often complicated by part-time student status. In this paper, two part-time doctoral students and their supervisor employ Lave and Wenger's concept of legitimate peripheral participation to explore, through a critical socio-cultural lens,…

Challenges in Postgraduate Studies: Assessments by Doctoral Students in a Swedish University

ERIC Educational Resources Information Center

Ezebilo, Eugene E.

2012-01-01

The success of research students largely depends on their relationship with supervisors. If the students encounter lot of problems it may impinge on their academic potentials. This study examines the challenges facing doctoral students and how they have coped over time. How supervisor-student relationship could be improved is discussed. The data…

The mentoring of male and female scientists during their doctoral studies

NASA Astrophysics Data System (ADS)

Filippelli, Laura Ann

The mentoring relationships of male and female scientists during their doctoral studies were examined. Male and female biologists, chemists, engineers and physicists were compared regarding the importance of doctoral students receiving career enhancing and psychosocial mentoring from their doctoral chairperson and student colleagues. Scientists' satisfaction with their chairperson and colleagues as providers of these mentoring functions was also investigated. In addition, scientists identified individuals other than their chairperson and colleagues who were positive influencers on their professional development as scientists and those who hindered their development. A reliable instrument, "The Survey of Accomplished Scientists' Doctoral Experiences," was developed to assess career enhancing and psychosocial mentoring of doctoral chairpersons and student colleagues based on the review of literature, interviews with scientists and two pilot studies. Surveys were mailed to a total of 400 men and women scientists with earned doctorates, of which 209 were completed and returned. The findings reveal that female scientists considered the doctoral chairperson furnishing career enhancing mentoring more important than did the men, while both were in accordance with the importance of them providing psychosocial mentoring. In addition, female scientists were not as satisfied as men with their chairperson providing most of the career enhancing and psychosocial mentoring functions. For doctoral student colleagues, female scientists, when compared to men, indicated that they considered student colleagues more important in providing career enhancing and psychosocial mentoring. However, male and female scientists were equally satisfied with their colleagues as providers of these mentoring functions. Lastly, the majority of male scientists indicated that professors served as a positive influencer, while women revealed that spouses and friends positively influenced their professional development as scientists. Several recommended changes in science departments are provided.

Carnegie Units and High School Attendance Policies: An Absence of Thought?!?

ERIC Educational Resources Information Center

Outhouse, Craig Michael

2012-01-01

This case was developed as part of a doctoral course for educational administration students who were specializing in K-12 educational administration. It could be used in a leadership, special education, or policy course for future school leaders or teachers. Currently, most educational institutions use Carnegie Units to structure how students…

Mentoring and Work Engagement for Female Accounting, Faculty Members in Higher Education

ERIC Educational Resources Information Center

Whitten, Donna L.

2016-01-01

Women have comprised the majority of accounting graduates with bachelor and master degrees since the 1980s and 1990s, respectively, but currently only account for about 30% of doctoral students. Their representation in the accounting professoriate is essentially the same. Supportive strategies, such as mentoring, assist disciplines in which women…

A Whole Language Program in the Intermediate Grades: Questions and Answers.

ERIC Educational Resources Information Center

Mickelson, Norma; Davies, Anne

Focusing on a whole language program for the middle grades in Canada's Northwest Territories, this interview transcript consists of responses by Anne Davies, a teacher from Yellow Knife, in the Northwest Territories, and currently a doctoral student, to questions posed by Norma Mickelson, a professor at the University of Victoria in British…

Teaching Students About Stereotypes, Prejudice, and Discrimination: An Interview with Susan Fiske

ERIC Educational Resources Information Center

Hackney, Amy

2005-01-01

Susan T. Fiske is professor of psychology, Princeton University (PhD, Harvard University; honorary doctorate, Universite Catholique de Louvain-la-Neuve, Belgium). She wrote Social Cognition (with Taylor) on how people make sense of each other. Currently, she investigates emotional prejudices (pity, contempt, envy, and pride) at cultural,…

Quality of doctoral nursing education in the United Kingdom: exploring the views of doctoral students and staff based on a cross-sectional questionnaire survey.

PubMed

McKenna, Hugh; Keeney, Sinead; Kim, Mi Ja; Park, Chang Gi

2014-07-01

To evaluate the quality of doctoral education in nursing in the United Kingdom. In recent decades, doctoral education programmes in nursing are increasing worldwide. There are many reasons for this and concerns have been raised regarding the quality of provision in and across countries. To date, the quality of doctoral education on a global level has not been reported in the literature. This United Kingdom study is part of a seven country investigation into the quality of doctoral education in nursing (Australia, Japan, Korea, South Africa, Thailand, United Kingdom and United States of America). A quantitative study using a cross-sectional comparative survey design. An online survey was administered to collect the views of doctoral students and staff members on four domains: programme, faculty/staff, resource and evaluation. The study was carried out between 2010-2012. In most cases, staff perceived these more positively than students and the differences in perception were often statistically significant. Interestingly, many students rated the quality of supervision as excellent, whereas no staff member rated supervision this highly. The crucial importance of resources was confirmed in the path analysis of the four Quality of Doctoral Nursing Education domains. This demonstrates that investment in resources is much more cost-effective than investment in the other domains in relation to improving the overall quality of doctoral education in nursing. This study has wide-ranging implications for how the quality of doctoral education is monitored and enhanced. © 2013 John Wiley & Sons Ltd.

Quality of nursing doctoral education in seven countries: survey of faculty and students/graduates.

PubMed

Kim, Mi Ja; Park, Chang Gi; McKenna, Hugh; Ketefian, Shake; Park, So Hyun; Klopper, Hester; Lee, Hyeonkyeong; Kunaviktikul, Wipada; Gregg, Misuzu F; Daly, John; Coetzee, Siedine; Juntasopeepun, Phanida; Murashima, Sachiyo; Keeney, Sinead; Khan, Shaheen

2015-05-01

This study aimed to compare the findings of the quality of nursing doctoral education survey across seven countries and discuss the strategic directions for improving quality. No comparative evaluation of global quality of nursing doctoral education has been reported to date despite the rapid increase in the number of nursing doctoral programmes. A descriptive, cross-country, comparative design was employed. Data were collected from 2007-2010 from nursing schools in seven countries: Australia, Japan, Korea, South Africa, Thailand, UK and USA. An online questionnaire was used to evaluate quality of nursing doctoral education except for Japan, where a paper version was used. Korea and South Africa used e-mails quality of nursing doctoral education was evaluated using four domains: Programme, Faculty (referring to academic staff), Resource and Evaluation. Descriptive statistics, correlational and ordinal logistic regression were employed. A total of 105 deans/schools, 414 faculty and 1149 students/graduates participated. The perceptions of faculty and students/graduates about the quality of nursing doctoral education across the seven countries were mostly favourable on all four domains. The faculty domain score had the largest estimated coefficient for relative importance. As the overall quality level of doctoral education rose from fair to good, the resource domain showed an increased effect. Both faculty and students/graduates groups rated the overall quality of nursing doctoral education favourably. The faculty domain had the greatest importance for quality, followed by the programme domain. However, the importance of the resource domain gained significance as the overall quality of nursing doctoral education increased, indicating the needs for more attention to resources if the quality of nursing doctoral education is to improve. © 2015 John Wiley & Sons Ltd.

Comparison of StrengthsQuest Signature Themes in Student Pharmacists and Other Health Care Profession Students.

PubMed

Bloom, Timothy J

2018-02-01

Objective. To determine whether there is a distinctive pattern of StrengthsQuest Signature Themes or leadership domains for Doctor of Pharmacy students compared to students in other health care professional programs. Methods. Students in Doctor of Pharmacy (PharmD), Master of Physician Assistant (PA), Doctor of Physical Therapy (DPT), and Doctor of Osteopathic Medicine (DO) programs at Campbell University completed the online Clifton StrengthsQuest assessment and received their Signature Themes. The frequency of individual themes and the leadership domains into which they are sorted by Gallup was analyzed for each program. Results were compared between programs and with national frequencies among undergraduate students. Results. The most common themes in the total population were Learner, Relator, Responsibility, Harmony, and Achiever. Learner and Relator were among the five most frequent themes for all four individual programs while Responsibility and Harmony were among the top five for three programs. The most frequently reported themes in PharmD and PA students (39% and 38% of all themes, respectively) are grouped by Gallup into the executing domain, and into the relationship-building domain for DO and DPT students (35% and 33% of all themes, respectively). The least frequent themes in PharmD, DO and PA students were those grouped into the influencing domain, reported by 10% or fewer students. Conclusion. Numerous similarities were found in theme frequencies among students in four different health care professions, suggesting there is not a distinctive Doctor of Pharmacy Signature Theme profile.

A Comparison of Web-based and Small-Group Palliative and End-of-Life Care Curricula: A Quasi-Randomized Controlled Study at One Institution

PubMed Central

Day, Frank C.; Srinivasan, Malathi; Der-Martirosian, Claudia; Griffin, Erin; Hoffman, Jerome R.; Wilkes, Michael S.

2014-01-01

Purpose Few studies have compared the effect of web-based eLearning versus small-group learning on medical student outcomes. Palliative and end-of-life (PEOL) education is ideal for this comparison, given uneven access to PEOL experts and content nationally. Method In 2010, the authors enrolled all third-year medical students at the University of California, Davis School of Medicine into a quasi-randomized controlled trial of web-based interactive education (eDoctoring) compared to small-group education (Doctoring) on PEOL clinical content over two months. All students participated in three 3-hour PEOL sessions with similar content. Outcomes included a 24-item PEOL-specific self-efficacy scale with three domains (diagnosis/treatment [Cronbach’s alpha = 0.92, CI: 0.91–0.93], communication/prognosis [alpha = 0.95; CI: 0.93–0.96], and social impact/self-care [alpha = 0.91; CI: 0.88–0.92]); eight knowledge items; ten curricular advantage/disadvantages, and curricular satisfaction (both students and faculty). Results Students were randomly assigned to web-based eDoctoring (n = 48) or small-group Doctoring (n = 71) curricula. Self-efficacy and knowledge improved equivalently between groups: e.g., prognosis self-efficacy, 19%; knowledge, 10–42%. Student and faculty ratings of the web-based eDoctoring curriculum and the small group Doctoring curriculum were equivalent for most goals, and overall satisfaction was equivalent for each, with a trend towards decreased eDoctoring student satisfaction. Conclusions Findings showed equivalent gains in self-efficacy and knowledge between students participating in a web-based PEOL curriculum, in comparison to students learning similar content in a small-group format. Web-based curricula can standardize content presentation when local teaching expertise is limited, but may lead to decreased user satisfaction. PMID:25539518

Developing PhD Nurse Scientists: Do Bachelor of Science in Nursing Honors Programs Help?

PubMed

Neuberger, Geri B

2016-10-01

The critical need for more nurses with research doctoral degrees to replace vacancies among retiring nursing faculty and nurse administrators is identified. The Future of Nursing report recommends that the number of nurses with PhD degrees double by 2020. Encouraging nursing students to begin doctoral education early in their careers is essential to meeting this goal now and in the future. One method to promote early enrollment into doctoral education is participation in a bachelor of science in nursing (BSN) honors program. We describe the recruitment and application process, mentor selection, scholarly activities, and publication of final manuscripts for one such program. The success of one BSN honors program in enabling graduation with university honors and encouraging enrollment and graduation with doctoral degrees is described. The development of more BSN Honors programs and enhancement of activities of current programs are recommended. [J Nurs Educ. 2016;55(10):579-582.]. Copyright 2016, SLACK Incorporated.

The Impact of Student Life Stress on Health Related Quality of Life Among Doctor of Pharmacy Students

ERIC Educational Resources Information Center

Gupchup, Gireesh V.; Borrego, Matthew E.; Konduri, Niranjan

2004-01-01

The purpose of this study was to examine the association between student-life stress and health related quality of life (HRQOL) among Doctor of Pharmacy (Pharm.D.) students. Data were collected for 166 students in the first three years of a Pharm.D. curriculum. Student-Life Stress Inventory scores were significantly negatively correlated to mental…

Knowledge and awareness of medical doctors, medical students and nurses about dentistry in Nigeria.

PubMed

Oyetola, Elijah Olufemi; Oyewole, Taiwo; Adedigba, Micheal; Aregbesola, Stephen Tunde; Umezudike, Kehinde; Adewale, Adedotun

2016-01-01

Various studies have reported poor awareness and knowledge of dentistry in the Nigerian population. There is, however, paucity of information assessing the knowledge and awareness of medical doctors/students and nurses about dentistry. The present study is aimed at determining the knowledge and awareness of medical doctors/students and nurses about dentistry. Self-administered questionnaires were randomly distributed among medical doctors/students, and nurses of Obafemi Awolowo Teaching Hospitals' Complex, Ile-Ife, Nigeria. Information collected using the questionnaire included participants' biodata, questions evaluating dental awareness, knowledge of systemic and oral health connections as well as referral practices. The data analysis was done with STATA version 11 software. A total of 300 questionnaires were randomly distributed among doctors/students and nurses, 206 were returned (response rate of 69%). Of the returned questionnaires, 129(63%) were males and 77(37%) were females. There were 42 medical doctors, 49 nurses and 115 medical students. The mean age of the participants was 26.7 years (SD 5.2). Majority (99.5%) was aware of dental profession, but 92% had never referred patients for dental consultation. One third (31%) of medical doctors believed that Ludwig angina was a cardiac disease. A large proportion of the respondents (61%) see no need for routine dental visit while 27% would want to visit the dentist only when they had a dental complaint. Although a large percentage of the participants claimed to be aware of dentistry, our findings revealed low level of knowledge and attitude to Dentistry. Efforts should be made towards closing this knowledge gap to achieve efficient oral health.

What is like to be a devoted doctor? An analysis of book reports on The Painted Veil

PubMed Central

Hwang, Kun; Kim, Hun; Kim, Ae Yang; Hwang, Se Won; Hwang, Se Ho

2016-01-01

Purpose: The aim of this study is to see what medical students think about the role of spouse of a devoted medical doctor through the book reports of The Painted Veil (1925). Methods: The 53 medical students were asked to read Maugham’s The Painted Veil and to have a discussion. In their book reports, following questions were asked to be included: What it is like to be married a devoted medical doctor? Do you think that patients realize, value, and respect the importance of doctor’s work? In the outbreak of highly infectious and fatal disease, can you carry out a heroic fight to control it? Results: Among the 53 respondents, seven students (13%) answered that they would be happy if they marry a devoted doctor and scientist and 34 (64%) unhappy. The remaining 12 (23%) could not make a decision. The six students (11%) answered that doctor is valued and respected by patients while 46 (87%) answered doctor is neither valued nor respected. The remaining one (2%) could not decide. The 20 students (38%) answered that they would fight for the infectious disease and the remaining 30 (57%) answered that they would not. The remaining three (5%) could not determine their mind. Conclusion: The Painted Veil induced a virtue of “life of balance and harmony” and “attitude of doctor who give superiority to responsibility and duty over prestige and wealth” from the medical students. It could be a good teaching material for medical humanity. PMID:26838574

Paving the Pathway: Exploring Student Perceptions of Professional Development Preparation in Doctoral Education

ERIC Educational Resources Information Center

Heflinger, Craig Anne; Doykos, Bernadette

2016-01-01

The breadth of doctoral education has expanded to include professional development activities in order to prepare students for academic and nonacademic careers. This mixed methods study focused on students' perceptions of professional development opportunities at a Research One university. The findings suggest that most students feel prepared in…

Education Student Research Paradigms and Emerging Scholar Identities: A Mixed-Methods Study

ERIC Educational Resources Information Center

Hales, Patrick D.; Croxton, Rebecca A.; Kirkman, Christopher J.

2016-01-01

Using a mixed-methods approach, this study sought to understand a general sense of paradigm confidence and to see how this confidence relates to doctoral student identities as emerging scholars. Identity development was explored among 46 education doctoral students at a midsized public university in the Southeast. Researchers examined students'…

Medical Professionalism: Conflicting Values for Tomorrow's Doctors

PubMed Central

Cohn, Simon; Barclay, Stephen

2010-01-01

Background New values and practices associated with medical professionalism have created an increased interest in the concept. In the United Kingdom, it is a current concern in medical education and in the development of doctor appraisal and revalidation. Objective To investigate how final year medical students experience and interpret new values of professionalism as they emerge in relation to confronting dying patients and as they potentially conflict with older values that emerge through hidden dimensions of the curriculum. Methods Qualitative study using interpretative discourse analysis of anonymized student reflective portfolios. One hundred twenty-three final year undergraduate medical students (64 male and 59 female) from the University of Cambridge School of Clinical Medicine supplied 116 portfolios from general practice and 118 from hospital settings about patients receiving palliative or end of life care. Results Professional values were prevalent in all the portfolios. Students emphasised patient-centered, holistic care, synonymous with a more contemporary idea of professionalism, in conjunction with values associated with the ‘old’ model of professionalism that had not be directly taught to them. Integrating ‘new’ professional values was at times problematic. Three main areas of potential conflict were identified: ethical considerations, doctor-patient interaction and subjective boundaries. Students explicitly and implicitly discussed several tensions and described strategies to resolve them. Conclusions The conflicts outlined arise from the mix of values associated with different models of professionalism. Analysis indicates that ‘new’ models are not simply replacing existing elements. Whilst this analysis is of accounts from students within one UK medical school, the experience of conflict between different notions of professionalism and the three broad domains in which this conflict arises are relevant in other areas of medicine and in different national contexts. PMID:20740324

Medical and psychology students' knowledge and attitudes regarding aging and sexuality.

PubMed

Snyder, Rachel J; Zweig, Richard A

2010-01-01

The current study surveys medical and doctoral psychology students (N = 100) from an urban northeastern university regarding knowledge and attitudes toward elderly sexuality and aging using the Facts on Aging Quiz, the Aging Sexuality Knowledge and Attitudes Scale, and measures of interest in gerontology, academic/clinical exposure to aging and sexuality, and contact with elders. The current study found that psychology students demonstrated greater aging knowledge than medical students; however, both groups showed gaps in knowledge about sexuality. Married students had greater academic/clinical exposure and greater knowledge about aging but less permissive attitudes toward elderly sexuality. Generally, knowledge about aging was the strongest correlate of knowledge about sexuality. Level of knowledge about sexuality was not associated with attitudes. Attitudes toward sexuality and aging may be more strongly tied to demographic variables reflective of religious beliefs or adherence to sociocultural norms.

[Perception of training in doctor-patient communication for students at faculty of medicine].

PubMed

Richard, S; Pardoen, D; Piquard, D; Fostier, P; Thomas, J M; Vervier, J F; Verbanck, P

2012-01-01

Doctor-patient communication is the heart of any medical practice. The technology of medicine today is focused on knowledge, its application and know-how, rather than skills of being, of knowing and of knowing when to do nothing. In 2005, Belgian High Council of Health emphasizes a quantitative and qualitative reduction of communication aspects within the initial medical training. The aim of our study is to investigate Belgian and foreign students perception of how the doctor-patient communication was taught during their studies. A questionnaire was sent by email to 300 Belgian and foreign Universities. We obtained 13.6% of answers of 99 students belonging to 41 Faculties from 22 countries. 55.6% of respondents thought to be well trained in the doctor-patient communication. 85.9% of students received theoretical courses out of which only 64.6% have the opportunity to enhance their apprenticeship by practical work. Majority of respondents required more practical work in learning to communicate. All of them agree on that they would like more applied practical communication incorporated into their curriculum. Like wise the society that calls for doctors with increased communication skills and communication researchers who emphasize the central role of the doctor-patient communication in the clinical and therapeutic approach, students are also seeking longitudinal transdisciplinary learning, including more practical practices.

The Keys to Success in Doctoral Studies: A Preimmersion Course.

PubMed

Salani, Deborah; Albuja, Laura Dean; Azaiza, Khitam

2016-01-01

This article will review an innovative on-line preimmersion course for a hybrid doctor of nursing practice (DNP) program and a traditional face-to-face doctor of philosophy nursing program. The doctoral candidates include both postbaccalaureate and postmaster's students. The authors of the preimmersion course developed and initiated the course in order to address various issues that have surfaced in discussions between students and faculty. Examples of common themes identified include writing skills, statistics, life-work-school balance, and navigating instructional technology. Doctoral studies may pose challenges to students studying nursing, in regard to academic rigor and experiencing on-line education for the first time, especially for students who have been out of school for an extended amount of time or are not accustomed to a nontraditional classroom; thus, having a preimmersion course established may facilitate a smooth transition to rigorous academic studies in a hybrid program. The course, which was developed and delivered through Blackboard, a learning management system, includes the following 9 preimmersion modules: academic strategies (learning styles, creating an effective PowerPoint presentation), library support (introduction to the university library, literature review tutorial, and citation styles), mindfulness, wellness, statistics essentials, writing express, DNP capstone, netiquette, and DNP/doctor of philosophy mentorship. Each module consists of various tools that may promote student success in specific courses and the programs in general. The purpose of designing the preimmersion course is to decrease attrition rates and increase success of the students. While the majority of students have succeeded in their coursework and been graduated from the program, the authors of this article found that many students struggled with the work, life, and school balance. Future work will include the evaluation of results from graduate students enrolled in the program. Copyright © 2016 Elsevier Inc. All rights reserved.

Comparative attitude and plans of the medical students and young Nepalese doctors.

PubMed

Lakhey, M; Lakhey, S; Niraula, S R; Jha, D; Pant, R

2009-01-01

Many doctors are leaving Nepal to work abroad. To understand this problem better, we decided to study the attitude and plans of young doctors and medical students. This cross-sectional study was conducted at Kathmandu Medical College involving 65 first year medical students, 100 interns and 100 house officers. The data collected was entered in Microsoft excel and analysed by SPSS (Statistical Package for Social Sciences) programme. Chi-square test was used to compare two proportions. Significance level was set at 5%. Only 2% house officers said that their job prospects were excellent as compared to 22.4% of students, whereas 20% house officers as compared to 9% students thought job prospects in Nepal were poor (p= 0.003). Eighty two percent of students thought that a doctor's service to his country was very important as compared to 51% of interns (p= 0.001) and 58% of house officers. Forty percent of students, 58% of interns and 48% of house officers (no statistical significance between the three groups) planned to migrate to a developed country after graduation. Eighty eight percent of students, 89% interns and 74% of house officers (no statistical significant differences between the three groups) were of the opinion that improving career opportunities or working environment of the doctor could make the profession more attractive. Although majority of students, interns and house officers were of the opinion that a doctor's service to his community/country was very important, almost half of them still planned to migrate to a developed country after graduation. Improving the chances of professional advancement and professional working environment can make the profession more attractive, and therefore, may decrease this tendency for brain drain from our country.

From Skepticism to Scholarship: Learning and Living Self-Study Research in a Doctoral Seminar

ERIC Educational Resources Information Center

Gregory, Kristen H.; Diacopoulos, Mark M.; Branyon, Angela; Butler, Brandon M.

2017-01-01

Teacher education doctoral seminars can provide a space for students to collaborate, reflect and support each other as they transition from teacher to teacher educator. These spaces also provide a forum for the learning of new research methodologies. This collaborative self-study chronicles how one group of doctoral students learned self-study…

The Influence of Social Media on Collaborative Learning in a Cohort Environment

ERIC Educational Resources Information Center

Wandera, Silas; James-Waldon, Natasha; Bromley, Debbi; Henry, Zandra

2016-01-01

This paper provides an overview of the impact that social media has on the development of collaborative learning within a cohort environment in a doctoral program. The researchers surveyed doctoral students in an education program to determine how social media use has influenced the doctoral students. The study looked at the following areas: a)…

Internationalisation of Doctoral Education: Possibilities for New Knowledge and Understandings

ERIC Educational Resources Information Center

Ryan, Janette

2012-01-01

The past decade has seen a rapid increase in the number of international students undertaking doctorates in Anglophone universities such as Australia and the UK. In 2009, 11,500 international students were undertaking postgraduate research in Australia, with a 20 per cent increase in doctoral enrolments over the previous year (AEI, 2011). In the…

Closing the Loop: The Pay-Off on Your State's Investment. Doctoral Scholars Program

ERIC Educational Resources Information Center

Abraham, Ansley

2014-01-01

States are investing in their futures through the Southern Regional Education Board (SREB) Doctoral Scholars Program, which helps minority Ph.D. students become faculty members. The return on investment? Candidates complete their doctorates faster and serve as role models for the increasingly diverse college students they teach as faculty members.…

Linking Adverbials in Academic Writing on Applied Linguistics by Chinese Doctoral Students

ERIC Educational Resources Information Center

Lei, Lei

2012-01-01

The present paper reports an investigation into the use of linking adverbials in the academic writing of Chinese doctoral students. The learner corpus used in the present study is composed of 20 applied linguistics doctoral dissertations. We also compiled a control corpus of 120 published articles in six international journals of applied…

Becoming Mathematicians: Women and Students of Color Choosing and Leaving Doctoral Mathematics

ERIC Educational Resources Information Center

Herzig, Abbe H.

2004-01-01

Few women and even fewer African Americans, Latinos, and Native Americans complete doctoral degrees in mathematics in the United States. This article proposes a framework for understanding the small numbers of women and students of color who persist in doctoral mathematics based on the notion that academic and social integration are critical to…

Mentor-Mentee Interaction and Laboratory Social Environment: Do They Matter in Doctoral Students' Publication Productivity?

ERIC Educational Resources Information Center

Ynalvez, Marcus Antonius; Ynalvez, Ruby A.; Ramírez, Enrique

2017-01-01

We explored the social shaping of science at the micro-level reality of face-to-face interaction in one of the traditional places for scientific activities--the scientific lab. We specifically examined how doctoral students' perception of their: (i) interaction with doctoral mentors (MMI) and (ii) lab social environment (LSE) influenced…

Exploring Doctoral Student Identity Development Using a Self-Study Approach

ERIC Educational Resources Information Center

Foot, Rachel; Crowe, Alicia, R.; Tollafield, Karen Andrus; Allan, Chad Everett

2014-01-01

The doctoral journey is as much about identity transitions as it is about becoming an expert in a field of study. However, transitioning from past and professional lives and identities to scholarly identities is not an easy process. Three doctoral students at various stages of completion engaged in self-study research to explore their emerging…

The Role of the Professional Doctorate in Ireland from the Student Perspective

ERIC Educational Resources Information Center

Loxley, Andrew; Seery, Aidan

2012-01-01

Similar to many other advanced capitalist societies, Irish higher education policy is in the process of constructing a new role and identity for doctoral students which has at its core the desire to produce what have been referred to by the Irish Universities Association as "knowledge entrepreneurs". This conception of doctoral education…

The Impact of Doctoral Study on Educational Leaders' Work for Students' Participation in Education Systems and Society

ERIC Educational Resources Information Center

Taysum, Alison

2013-01-01

This paper examines ways educational leaders engaging with doctoral research have worked for students' participation in education systems. Twenty-four interviews were conducted with educational leaders of schools, colleges, and districts in England and the US doing doctoral research. The findings reveal that the leaders identify US and English…

The Influence of Protege-Mentor Relationships and Social Networks on Women Doctoral Students' Academic Career Aspirations in Physical Sciences and Engineering

ERIC Educational Resources Information Center

Gu, Yu

2012-01-01

Physical sciences and engineering doctoral programs serve as the most important conduit through which future academics are trained and prepared in these disciplines. This study examined women doctoral students' protege-mentor relationships in Physical sciences and engineering programs. Particularly, the study examined the influence of such…

Challenges of Supervising Part-Time PhD Students: Towards Student-Centred Practice

ERIC Educational Resources Information Center

Watts, Jacqueline H.

2008-01-01

The supervision of part-time doctoral students is a long-term academic enterprise requiring stamina both on the part of the supervisor and the student. Because of the fractured student identity of the part-time doctoral candidate, who is usually balancing a range of work, study, and family commitments, strategies to support their progress have to…

Individual and organizational predictors of depression in general practitioners.

PubMed

Firth-Cozens, J

1998-10-01

High levels of stress and depression are seen in both general practitioners (GPs) and hospital doctors, and this has implications for patient care. It is therefore important to discover the individual and organizational causes of elevated symptoms so they can be tackled. To discover the relative importance of individual characteristics measured 10 years earlier compared with current organizational stressors in predicting depression in GPs. Longitudinal questionnaire study, using data from those of the original cohort of 318 medical students who are now GPs (n = 131), considering perceptions of current stressors and comparing through regression analyses the relative strength of early personality and mood with current organizational factors of sleep, hours worked, and practice size in predicting current depression levels. There were 22 (17%) stressors scoring above threshold for depression. Relationships with senior doctors and patients are the main reported stressors, followed by making mistakes and conflict of career with personal life. The predictors of symptom levels varied for men and women. In men, depression and self-criticism as students, and current sleep levels; and in women, sibling rivalry and current alcohol use, were the main predictors: in men, 27% of the variance was accounted for by early dispositional factors alone compared with 14% in women. A model is suggested linking sleep loss with workplace stressors, self-critical cognitions, and depression. Interventions can be made throughout training, targeting self-criticism and recognizing early depression, while later addressing the organizational stressors, particularly work relationships and sleep patterns.

Adnexal Torsion

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Cervical Myomas

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Cervical Stenosis

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Postpartum Infections

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Gift-giving in the medical student--patient relationship.

PubMed

Alamri, Yassar Abdullah S

2012-08-01

There is paucity in the published literature that provides any ethical guidance guiding gift-giving within the student--patient relationship. This is perhaps because the dynamics of the medical student--patient relationship have not yet been explored as extensively as the doctor--patient relationship. More importantly, however, gift--giving in the doctor-patient relationship has traditionally been from the patient to the doctor and not vice versa. This article examines the literature published in this vicinity reflecting on an encounter with a patient.

Promoting Interdisciplinary Education: The Vienna Doctoral Programme on Water Resource Systems

NASA Astrophysics Data System (ADS)

Blöschl, Günter; Bucher, Christian; Carr, Gemma; Farnleitner, Andreas; Rechberger, Helmut; Wagner, Wolfgang; Zessner, Matthias

2010-05-01

An interdisciplinary approach is often described as a valuable strategy to assist in overcoming the existing and emerging challenges to water resource management. The development of educational approaches to instil a culture of interdisciplinarity in the future generation of water resource professionals will help to meet this strategic need. The Vienna Doctoral Programme on Water Resource Systems demonstrates how the adoption of an interdisciplinary education framework has been applied to a graduate programme in the water sciences. The interdisciplinary approach aims to provide doctoral research students with an understanding of the wide spectrum of processes relevant to water resource systems. This will enable them to bring together a range of ideas, strategies and methods to their current research and future careers. The education programme also aims to teach the softer skills required for successful interdisciplinary work such as the ability to communicate clearly with non-specialist professionals and the capacity to listen to and accommodate suggestions from experts in different disciplines, which have often not traditionally been grouped together. The Vienna Doctoral Programme achieves these aims through teaching an appreciation for a wide variety of approaches including laboratory analysis, field studies and numerical methods across the fields of hydrology, remote sensing, hydrogeology, structural mechanics, microbiology, water quality and resource management. Teaching takes the form of a detailed study programme on topics such as socio-economic concepts, resource and river basin management, modelling and simulation methods, health related water quality targets, urban water management, spatial data from remote sensing and basics for stochastic mechanics. Courses are also held by internationally recognised top scientists, and a guest scientist seminar series allows doctoral researchers to profit from the expertise of senior researchers from around the world. Through a structured one-on-one mentoring programme close interaction is ensured between the students and the internationally reputed staff of the programme. This gives the opportunity for the encouragement of interdisciplinary thinking at the individual level. Interdisciplinarity also evolves passively through interactions between the doctoral students in their daily research work, during journal clubs, meetings, workshops and courses. A total of 22 doctoral students are enrolled in the programme at any time which allows for cross-fertilisation across the wide range of research projects. Finally, the programme is holistic, incorporating all aspects of the hydrological system at the catchment and multi-catchment scale. The ultimate aim is to provide an education programme which not only equips the students with an understanding of the need for interdisciplinarity, but also with the skills required to deliver interdisciplinary work in keeping with the holistic catchment management paradigm adopted by the hydrological science community.

Postpartum Blood Clots

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Graduate admissions in clinical neuropsychology: the importance of undergraduate training.

PubMed

Karazsia, Bryan T; Stavnezer, Amy Jo; Reeves, Jonathan W

2013-11-01

Discussions of and recommendations for the training of clinical neuropsychologists exist at the doctoral, internship, and post-doctoral level. With few exceptions, the literature on undergraduate preparations in clinical neuropsychology is sparse and lacks empirical evidence. In the present study, graduate-level faculty and current trainees completed surveys about graduate school preparations. Faculty expectations of minimum and ideal undergraduate training were highest for research methods, statistics, and assessment. Preferences for "goodness of fit" also emerged as important admissions factors. These results offer evidence for desirable undergraduate preparations for advanced study in clinical neuropsychology. Although undergraduate training in psychology is intentionally broad, results from this study suggest that students who desire advanced study in clinical neuropsychology need to tailor their experiences to be competitive in the application process. The findings have implications for prospective graduate students, faculty who train and mentor undergraduates, and faculty who serve on admissions committees.

Formation of a Virtual Professional Learning Community in a Combined Local and Distance Doctoral Cohort

ERIC Educational Resources Information Center

Ford, Lance; Branch, Gracie; Moore, George

2008-01-01

A phenomenological study was conducted with a group of doctoral students preparing to be technology leaders. Students and faculty participated in weekend-intensive course work in which the faculty and some students attended classes on campus, and another group of students attended classes through distance technologies. Using some of these very…

Building Scholarly Writers: Student Perspectives on Peer Review in a Doctoral Writing Seminar

ERIC Educational Resources Information Center

Adamek, Margaret Ellen

2015-01-01

Peer review was used as a primary pedagogical tool in a scholarly writing course for social work doctoral students. To gauge student response to peer review and learning as a result of peer review, the instructor used narrative analysis to organize student comments into themes. Themes identified included initial trepidation, "no pain, no…

International Students in Transition: Voices of Chinese Doctoral Students in a U.S. Research University

ERIC Educational Resources Information Center

Zhang, Yi

2016-01-01

In this study, I focused on international Chinese doctoral students and sought to better understand their lived experience in transition to U.S. higher education. I also aimed to explore strategies that can be employed to improve these students' academic and sociocultural experiences on American campuses. Guided by the adult transition theory…

The Research Training Experiences of Doctoral Students Linked to Australian Cooperative Research Centres.

ERIC Educational Resources Information Center

Harman, Kay

2002-01-01

Examined the research training experiences of Australian doctoral students working in or funded by Cooperative Research Centres (CRCs). Found that CRC-related Ph.D. students fare well compared to their counterparts in regular university departments, and that on a number of indicators CRC-related students recorded higher levels of satisfaction with…

Does Adviser Mentoring Add Value? A Longitudinal Study of Mentoring and Doctoral Student Outcomes

ERIC Educational Resources Information Center

Paglis, Laura L.; Green, Stephen G.; Bauer, Talya N.

2006-01-01

This study of the impact of doctoral adviser mentoring on student outcomes was undertaken in response to earlier research that found (a) students with greater incoming potential received more adviser mentoring, and (b) adviser mentoring did not significantly contribute to important student outcomes, including research productivity [Green, S. G.,…

Interprofessional Peer-Assisted Learning as a Model of Instruction in Doctor of Audiology Programs.

PubMed

Serpanos, Yula C; Senzer, Deborah; Gordon, Daryl M

2017-09-18

This study reports on interprofessional peer-assisted learning (PAL) as a model of instruction in the preparation of doctoral audiology students. Ten Doctor of Audiology (AuD) students provided training in audiologic screening for 53 graduate speech-language pathology students in 9 individual PAL sessions. Pre- and post-surveys assessed the peer teaching experience for AuD students in 5 areas of their confidence in audiologic screening: knowledge, skill, making a referral based on outcomes, teaching, and supervising. Pre- and post-learning outcomes in audiologic screening for the speech-language pathology student trainees determined the effectiveness of training by their AuD student peers. Survey outcomes revealed significant (p < .001) improvement in the overall confidence of AuD student peer instructors. Speech-language pathology students trained by their AuD peers exhibited significant (p = .003) improvements in their knowledge and skill and making outcome-based referrals in audiologic screening, supporting the effectiveness of the PAL paradigm. In addition to meeting required accreditation and professional certification competency standards, the PAL instructional model offers an innovative curricular approach in interprofessional education and in the teaching and supervisory preparation of students in doctoral audiology programs.

Technical Division | Fermilab

Science.gov Websites

Martinello wins 2018 IEEE PAST Doctoral Student Award November 28, 2017 PAST has awarded Fermilab scientist Martina Martinello the 2018 IEEE PAST Doctoral Student Award. Performance recognition awards go to

Overview of Movement Disorders

MedlinePlus

... View The Professional Version For doctors and medical students Consumer Version Merck Manual Consumer Version × MERCK MANUAL - ... View The Professional Version For doctors and medical students Home Medical Topics Blood Disorders Bone, Joint, and ...

Polyps of the Cervix

MedlinePlus

... View The Professional Version For doctors and medical students Consumer Version Merck Manual Consumer Version × MERCK MANUAL - ... View The Professional Version For doctors and medical students Home Medical Topics Blood Disorders Bone, Joint, and ...

Navigating Careers: Perceptions of Sciences Doctoral Students, Post-PhD Researchers and Pre-Tenure Academics

ERIC Educational Resources Information Center

McAlpine, Lynn; Emmioglu, Esma

2015-01-01

While the doctorate was once perceived as preparation for an academic position, internationally more than half of all graduates leave the higher education sector by choice or lack of opportunity. We know little of how they perceive and navigate the transition from PhD to other career. This longitudinal study of 23 sciences doctoral students,…

"I Don't Even Have Time to Be Their Friend!" Ethical Dilemmas in Ph.D. Supervision in the Hard Sciences

ERIC Educational Resources Information Center

Löfström, Erika; Pyhältö, Kirsi

2015-01-01

This study focused on exploring students' and supervisors' perceptions of ethical problems in doctoral supervision in the natural sciences. Fifteen supervisors and doctoral students in one research community in the natural sciences were interviewed about their practices and experiences in the doctoral process and supervision. We explored to what…

A Critical Dialectical Pluralistic Examination of the Lived Experience of Select Women Doctoral Students

ERIC Educational Resources Information Center

Onwuegbuzie, Anthony J.; Rosli, Roslinda; Ingram, Jacqueline M.; Frels, Rebecca K.

2014-01-01

The purpose of this study was to explore and to understand the daily life experiences of 8 women doctoral students who were in pursuit of their doctorates. A partially mixed concurrent dominant status design was utilized in this study embedded within a mixed methods phenomenological research lens and driven by a critical dialectical pluralistic…

"It's Not Always What It Seems": Exploring the Hidden Curriculum within a Doctoral Program

ERIC Educational Resources Information Center

Foot, Rachel Elizabeth

2017-01-01

The purpose of this qualitative, naturalistic study was to explore the ways in which hidden curriculum might influence doctoral student success. Two questions guided the study: (a) How do doctoral students experience the hidden curriculum? (b) What forms of hidden curricula can be identified in a PhD program? Data were collected from twelve…

Use of Learner-Centered Strategies in the Preparation of Community and Technical College Leaders: Assessments by Participating Doctoral Students

ERIC Educational Resources Information Center

Browne-Ferrigno, Tricia; Muth, Rodney

2010-01-01

This paper presents assessments by students actively engaged in a recently redesigned Doctor of Education (EdD) program, delivered at a research-extensive university participating in the the Carnegie Project on the Education Doctorate (CPED), to prepare leaders for a statewide system of community and technical colleges. Because a unique feature of…

Excellence in teaching for promotion and tenure in animal and dairy sciences at doctoral/research universities: a faculty perspective.

PubMed

Wattiaux, M A; Moore, J A; Rastani, R R; Crump, P M

2010-07-01

In this study, animal or dairy sciences faculty from doctoral/research universities were surveyed to clarify teaching performance expectations for the purpose of promotion and tenure of assistant professors. A survey tool including 15 evaluation criteria was available online and at the registration desk of the 2005 Joint Annual Meeting of the American Dairy Science Association and the American Society of Animal Science. The analyzed data set included 47 faculty (41 tenured and 6 tenure-track) with a substantial teaching responsibility from 27 different departments in 25 states. Four criteria were perceived as currently overemphasized: student evaluation of the instructor, student evaluation of the course, authoring peer-reviewed publications, and authoring an undergraduate textbook or book chapter. Nevertheless, more than 50% of respondents reported that these criteria should be used. One criterion emerged as being currently underemphasized: documentation of personal assessment of one's own teaching by preparing a portfolio. The lack of consensus for the remaining 10 items may have reflected substantial differences in institutional practices. The significance of overemphasis or underemphasis of certain criteria varied substantially depending on the respondent's perceived institutional mission. When asked about recognition within their department, 68% of respondents indicated that efforts in teaching improvement were properly rewarded. Respondents doubted the meaningfulness and appropriateness of student ratings tools as currently used. Results also suggested that animal and dairy science faculty placed a higher value on criteria recognizing excellence in teaching based on intradepartmental recognition (e.g., interactions with close-up peers and students) rather than recognition within a broader community of scholars as evidenced by authorship or success in generating funding for teaching. Proposed improvements in the evaluation of teaching for promotion and tenure include 1) providing tenure-track faculty with written guidelines at the time of hiring; 2) ensuring that student ratings tools are reliable and valid; 3) carefully mentoring new faculty within the departmental and institutional culture; and 4) encouraging self-reflection and documentation of attempts to address pedagogical issues in one's own teaching. Educational leaders in doctoral/research universities should promote changes to enhance teaching performance of future faculty graduating from their institutions. Copyright (c) 2010 American Dairy Science Association. Published by Elsevier Inc. All rights reserved.

"Being" the PDS Triad: My PDS Experiences as a Teacher Candidate, a Mentoring Teacher, and Beyond

ERIC Educational Resources Information Center

Daoud, Nisreen

2017-01-01

This article describes the journey of a current doctoral student from teacher candidacy to inservice work and mentor teaching to studying effective teacher preparation. The purpose of the article is to investigate the importance of the PDS triad--teacher candidate, mentor teacher, and university instructor--through one person's perspective. Having…

Supporting International Applicants and Promoting an Ethical Model of Global College Admission

ERIC Educational Resources Information Center

Redding, Alexis Brooke

2013-01-01

This article examines the challenges facing the pool of global applicants to US colleges and evaluates the practices of the internationaI IECs who currently fill the void that exists between applicants and admission officers. The author, is a doctoral student at the Harvard Graduate School of Education, where she researches ethical issues in…

Affinity and Interpretation in Oral Histories of Art Education

ERIC Educational Resources Information Center

Garnet, Dustin

2017-01-01

In the pursuit of my doctoral research on the institutional history of the art department at Central Technical School (CTS) in Toronto, Canada, I amassed a collection of oral histories from 20 current and former CTS art instructors and students, recorded across the country. As an instructor in the CTS art department in addition to being its…

Insider's Guide to Graduate Programs in Clinical and Counseling Psychology. 2006/2007 Edition

ERIC Educational Resources Information Center

Mayne, Tracy J.; Norcross, John C.; Sayette, Michael A.

2006-01-01

Now in its 2006-2007 edition, this perennial bestseller is the resource students count on for the most current information on applying to doctoral programs in clinical or counseling psychology. The Insider's Guide presents up-to-date facts on 300 accredited programs in the United States and Canada. Each program's profile includes admissions…

Student Responsibility and Self-Directed Learning: An Interview with Christine Mcphail

ERIC Educational Resources Information Center

Saxon, D. Patrick

2013-01-01

Christine McPhail formerly served as president at Cypress College in California and is founder and professor emeritus of the Community College Leadership Doctoral Program at Morgan State University in Maryland. She is the Managing Partner for The McPhail Group LLC and currently serves as a Leadership Coach for more than a dozen community colleges…

The "New" DSW Is Here: Supporting Degree Completion and Student Success

ERIC Educational Resources Information Center

Diaz, Mery

2015-01-01

Some have questioned whether there should be a practice doctorate in social work. Academics and other key stakeholders would appear to agree that the degree has a role within 21st-century social work practice and education. Practitioners increasingly seek out the degree, and current and emerging programs have developed to meet that demand. This…

Influences to post-graduation career aspirations and attainment in STEM doctoral candidates and recipients

NASA Astrophysics Data System (ADS)

Barry, Deborah S.

As the realities of the academic job market have forced some PhD recipients to accept less-preferable position types, there has been increasing concerns that these students are not prepared for their careers, especially in STEM fields. However, aside from the labor market, few studies have explored the influences on career aspiration and attainment among doctoral degree holders. This study utilized the socialization theory framework to identify aspects of the doctoral education process that are predictive of the likelihood of certain career aspirations among science and engineering doctoral candidates and career attainment among STEM doctoral recipients by utilizing nationally representative datasets: The National Research Council's Assessment of Research Doctorate Programs student questionnaire and the National Science Foundation's Survey of Earned Doctorates. This study identified field of study, research productivity rank of doctoral programs, primary type of finding doctoral students received, level of satisfaction with research experiences, and their sense of belonging within their doctoral program as factors that predict the likelihood of certain career aspirations compared with a career in education. Doctoral candidates' background characteristics that were significant predictors of career aspirations were gender, marital status, dependent status, race, age, and citizenship status. Further, this study identified participant's field of study, the Carnegie Rank of institutions attended, primary type of funding received, length of time to PhD, gender, marital status, dependent status, race, citizenship stats, and age as factors that predict the likelihood of the career outcomes investigated in this study, including doctoral recipients' employment field and primary work activity.

Smoking habits and attitudes toward tobacco bans among United Kingdom hospital staff and students.

PubMed

Lewis, K E; Shin, D; Davies, G

2011-08-01

A group of United Kingdom (UK) hospitals. To estimate the current smoking habits of health care professionals (HCPs) in a country with active tobacco control measures, and to record their attitudes to national and hospital tobacco bans. A cross-sectional survey of 500 HCPs. HCPs reported a lower rate of current smoking (7%) than the general population (24%). Doctors (2.6%) and medical students (3.8%) were less likely to be current smokers than both nurses (8.7%) and allied health professionals (10.9%, P < 0.001). The vast majority felt national legislation had been effective (88%) and well complied with (82%). Around a third of respondents believed the ban had led to a reduction in admissions for acute coronary syndrome. Almost all respondents were in favour of restrictions on smoking in health care premises. A higher proportion of UK doctors (69%) than nurses (52%) favoured a complete ban (odds ratio 2.01, 95% confidence interval 1.14-3.56). Self-reported smoking patterns in UK health professionals are lower than previously and compared to other industrialised and developing countries. Support for bans is very high, but differences remain in behaviour and especially attitudes to local bans according to professional status, although this gap is also narrowing.

Knowledge and awareness of medical doctors, medical students and nurses about dentistry in Nigeria

PubMed Central

Oyetola, Elijah Olufemi; Oyewole, Taiwo; Adedigba, Micheal; Aregbesola, Stephen Tunde; Umezudike, Kehinde; Adewale, Adedotun

2016-01-01

Introduction Various studies have reported poor awareness and knowledge of dentistry in the Nigerian population. There is, however, paucity of information assessing the knowledge and awareness of medical doctors/students and nurses about dentistry. The present study is aimed at determining the knowledge and awareness of medical doctors/students and nurses about dentistry. Methods Self-administered questionnaires were randomly distributed among medical doctors/students, and nurses of Obafemi Awolowo Teaching Hospitals’ Complex, Ile-Ife, Nigeria. Information collected using the questionnaire included participants’ biodata, questions evaluating dental awareness, knowledge of systemic and oral health connections as well as referral practices. The data analysis was done with STATA version 11 software. Results A total of 300 questionnaires were randomly distributed among doctors/students and nurses, 206 were returned (response rate of 69%). Of the returned questionnaires, 129(63%) were males and 77(37%) were females. There were 42 medical doctors, 49 nurses and 115 medical students. The mean age of the participants was 26.7 years (SD 5.2). Majority (99.5%) was aware of dental profession, but 92% had never referred patients for dental consultation. One third (31%) of medical doctors believed that Ludwig angina was a cardiac disease. A large proportion of the respondents (61%) see no need for routine dental visit while 27% would want to visit the dentist only when they had a dental complaint. Conclusion Although a large percentage of the participants claimed to be aware of dentistry, our findings revealed low level of knowledge and attitude to Dentistry. Efforts should be made towards closing this knowledge gap to achieve efficient oral health. PMID:27303588

Perspectives of Patients, Doctors and Medical Students at a Public University Hospital in Rio de Janeiro Regarding Tuberculosis and Therapeutic Adherence.

PubMed

de Andrade, Elizabeth da Trindade; Hennington, Élida Azevedo; Siqueira, Hélio Ribeiro de; Rolla, Valeria Cavalcanti; Mannarino, Celina

2015-01-01

The World Health Organization (WHO) identifies 8.7 million new cases of tuberculosis (TB) annually around the world. The unfavorable outcomes of TB treatment prevent the achievement of the WHO's cure target. To evaluate existing intersections in the conceptions relative to the knowledge of TB, the experience of the illness and the treatment. Doctors, medical students and patients were selected from a public university in Rio de Janeiro, Brazil, from 2011 to 2013. The data were obtained by semi-structured individual and focus group interviews, participant observation and a field journal. The inclusion of patients was interrupted due to saturation, and the inclusion of doctors and medical students stopped due to exhaustion. The theoretical background included symbolic Interactionism, and the analysis used rounded Theory. The analysis prioritized the actions/interactions axis. Twenty-three patients with pulmonary TB, seven doctors and 15 medical students were included. In the interviews, themes such as stigma, self-segregation, and difficulties in assistance emerged, in addition to defense mechanisms such as denial, rationalization, isolation and other mental mechanisms, including guilt, accountability and concealment of the disease. Aspects related to the assistance strategy, the social support network, bonding with the healthcare staff and the doctor-patient relationship were highlighted as adherence enablers. Doctors and students recommended an expansion of the theoretical and practical instruction on TB during medical students' education. The existence of health programs and policies was mentioned as a potential enabler of adherence. The main concepts identified were the stigma, self-segregation, guilt, responsibility, concealment and emotional repercussions. In relation to the facilitation of therapeutic adherence, the concepts identified were the bonds with healthcare staff, the doctor-patient relationship, assistance and educational health strategies.

Doctors Without Borders.

PubMed

Wass, Val; Southgate, Lesley

2017-04-01

The unprecedented demands of patient and population priorities created by globalization and escalating health and social inequities will not be met unless medical education changes. Educators have failed to move fast enough to create an education framework that meets current population needs. A new common set of professional values around global social accountability is necessary. Education borders must be broken down at three levels-societal-institutional, interpersonal, and individual.At a societal-institutional level, global health must be embraced as part of a philosophy of population needs, human rights, equity, and justice. A move from informative acquisition of knowledge and skills to formative learning where students socialize around values, develop leadership attributes, and become agents for change is needed. At an interpersonal level, radical changes in curriculum delivery, which move away from the well-defined borders of specialty rotations, are required. Students must develop an integrated understanding of the future of health care and the patient's journey through health care delivery, within the context of population needs. At an individual level, doctors need to understand the boundaries of the professional values they hold within themselves and develop a deeper understanding of their own internal prejudices and conflicts. Opening the borders between the sciences and humanities is essential. Fostering and mentoring that emphasize that resilience, leadership, flexibility, and the ability to cope with uncertainty are needed to tackle the complexities of current, as well as future, health care. Doctors need to understand the restraints within themselves to work effectively without borders.

Image Problems Deplete the Number of Women in Academic Applicant Pools

NASA Astrophysics Data System (ADS)

Sears, Anna L. W.

Despite near numeric parity in graduate schools, women and men in science and mathematics may not perceive the same opportunities for career success. Instead, female doctoral students' career ambitions may often be influenced by perceptions of irreconcilable conflicts between personal and academic goals. This article reports the results of a career goals survey of math and science doctoral students at the University of California, Davis. Fewer women than men began their doctoral programs seeking academic research careers. Of those who initially favored academic research, twice as many women as men downgraded these ambitions during graduate school. Women were more likely to feel geographically constrained by family ties and to express concern about balancing work and family, long work hours, and tenure clock inflexibility. These results partially explain why the percentage of women in academic applicant pools is often well below the number of Ph.D. recipients. The current barriers to gender equity thus cannot be completely ameliorated by increasing the number of women in the pipeline or by altered hiring practices, but changes must be undertaken to make academic research careers more flexible, family friendly, and attractive to women.

Attitudes of medical students to medical leadership and management: a systematic review to inform curriculum development.

PubMed

Abbas, Mark R; Quince, Thelma A; Wood, Diana F; Benson, John A

2011-11-14

There is a growing acknowledgement that doctors need to develop leadership and management competences to become more actively involved in the planning, delivery and transformation of patient services. We undertook a systematic review of what is known concerning the knowledge, skills and attitudes of medical students regarding leadership and management. Here we report the results pertaining to the attitudes of students to provide evidence to inform curriculum development in this developing field of medical education. We searched major electronic databases and citation indexes within the disciplines of medicine, education, social science and management. We undertook hand searching of major journals, and reference and citation tracking. We accessed websites of UK medical institutions and contacted individuals working within the field. 26 studies were included. Most were conducted in the USA, using mainly quantitative methods. We used inductive analysis of the topics addressed by each study to identity five main content areas: Quality Improvement; Managed Care, Use of Resources and Costs; General Leadership and Management; Role of the Doctor, and Patient Safety. Students have positive attitudes to clinical practice guidelines, quality improvement techniques and multidisciplinary teamwork, but mixed attitudes to managed care, cost containment and medical error. Education interventions had variable effects on students' attitudes. Medical students perceive a need for leadership and management education but identified lack of curriculum time and disinterest in some activities as potential barriers to implementation. The findings from our review may reflect the relatively little emphasis given to leadership and management in medical curricula. However, students recognise a need to develop leadership and management competences. Although further work needs to be undertaken, using rigorous methods, to identify the most effective and cost-effective curriculum innovations, this review offers the only currently available summary of work examining the attitudes of students to this important area of development for future doctors.

Attitudes of medical students to medical leadership and management: a systematic review to inform curriculum development

PubMed Central

2011-01-01

Background There is a growing acknowledgement that doctors need to develop leadership and management competences to become more actively involved in the planning, delivery and transformation of patient services. We undertook a systematic review of what is known concerning the knowledge, skills and attitudes of medical students regarding leadership and management. Here we report the results pertaining to the attitudes of students to provide evidence to inform curriculum development in this developing field of medical education. Methods We searched major electronic databases and citation indexes within the disciplines of medicine, education, social science and management. We undertook hand searching of major journals, and reference and citation tracking. We accessed websites of UK medical institutions and contacted individuals working within the field. Results 26 studies were included. Most were conducted in the USA, using mainly quantitative methods. We used inductive analysis of the topics addressed by each study to identity five main content areas: Quality Improvement; Managed Care, Use of Resources and Costs; General Leadership and Management; Role of the Doctor, and Patient Safety. Students have positive attitudes to clinical practice guidelines, quality improvement techniques and multidisciplinary teamwork, but mixed attitudes to managed care, cost containment and medical error. Education interventions had variable effects on students' attitudes. Medical students perceive a need for leadership and management education but identified lack of curriculum time and disinterest in some activities as potential barriers to implementation. Conclusions The findings from our review may reflect the relatively little emphasis given to leadership and management in medical curricula. However, students recognise a need to develop leadership and management competences. Although further work needs to be undertaken, using rigorous methods, to identify the most effective and cost-effective curriculum innovations, this review offers the only currently available summary of work examining the attitudes of students to this important area of development for future doctors. PMID:22082174

From calling to a scheduled vocation: Swedish male and female students' reflections on being a doctor.

PubMed

Johansson, Eva E; Hamberg, Katarina

2007-02-01

All over the world an increasing number of women are entering medical schools. Soon women will constitute half of the physician workforce in Scandinavia. However, specialty segregation persists. Reports have shown different motives among male and female doctors to be, but the impact of gender, i.e. how ongoing social constructions of femininity and masculinity influence the development of professionalism, is not fully described. The purpose of this study was to explore views and visions among second-year students at a Swedish Medical School, and to identify challenges for education and workforce planning. After receiving research ethics board approval, all students participating in the course 'Professional development', including a task to write a free-text essay on the theme 'to be a doctor', were invited to share their essays for analysis. Of 138 (40% men) students in 2002, 104 (39% men) accepted. The texts were analysed according to grounded theory. Students held 'doctorship' to be an outstanding profession of commitment, authority and duty. Fears were exposed, especially among women, regarding how to fit demands of self-sacrifices and balancing a private life. Belonging to a new generation, they conceived gender equity as self-evident. Actual working conditions were met with disapproval, as did an all-embracing calling. A scheduled vocation was hoped for. They relied on the mass of women to implement change. Women's 'other' values, alluding to family orientation, were expected to alter working conditions and also give men more leisure time. Despite equity conviction, segregating gender patterns in students' representations, interactions with tutors and future prospects were disclosed. Students' arguments raise challenges for medical educators and planners regarding professional values, medical socialization and specialty recruitment. The new generation requires a renewed Hippocratic Oath, gender-aware role models and practice sites. Swedish students' arguments are compared with current international literature.

Doctoral Oral Examinations and Contemporary Counselor Education: Are They Compatible?

ERIC Educational Resources Information Center

McAdams, Charles R., III.; Robertson, Derek L.; Foster, Victoria A.

2013-01-01

This descriptive study examined 160 former students' perceptions of one assessment tradition in counselor education: the doctoral oral examination. The findings suggest that oral examinations continue to have substantive value for students, but changes are needed to ensure their future objectivity, transparency, and regard for students'…

The Doctoral Portfolio: Centerpiece of a Comprehensive System of Evaluation

ERIC Educational Resources Information Center

Cobia, Debra C.; Carney, Jamie S.; Buckhalt, Joseph A.; Middleton, Renee A.; Shannon, David M.; Trippany, Robyn; Kunkel, Elizabeth

2005-01-01

The authors describe the process used to revise a traditional doctoral student evaluation system from one that consisted of written comprehensive and final oral examinations to one that features portfolio development. Student competence, expected student outcomes in each competency area, procedures for portfolio development, and documents and…

Research in Applied Mathematics Related to Nonlinear System Theory.

DTIC Science & Technology

1981-09-01

predoctoral students were also supported, albeit on a much lower financial level. This list includes F. HAMANO, P. KHARGONEKAR, J. RIBERA , Y. YAMAMOTO, and...faculty of University of Florida). Mr. J. Ribera , doctoral student. Dr. E. D. Sontag, doctoral student, later postdoctoral fellow (now on faculty of

Animal Research Practices and Doctoral Student Identity Development in a Scientific Community

ERIC Educational Resources Information Center

Holley, Karri

2009-01-01

This article examines doctoral student identity development in regard to engagement with research practices. Using animal research as a contextual lens, it considers how students develop an identity congruent to their perception of the community which facilitates their social and cognitive activities. The shared, interpretive understanding among…

Rolling with the Punches: Examining the Socialization Experiences of Kinesiology Doctoral Students

ERIC Educational Resources Information Center

Russell, Jared A.

2015-01-01

Purpose: An increasing body of literature examines the socialization experiences of graduate students on a myriad of topics across academic disciplines. However, relatively absent from these discussions are the perspectives of kinesiology doctoral students. Using Weidman, Twale, and Stein's framework for graduate and professional student…

Perceptions of Special Education Doctoral Websites: A Multiyear Investigation of Website Usability and Navigability

ERIC Educational Resources Information Center

Sundeen, Todd; Garland, Krista Vince; Wienke, Wilfred

2015-01-01

Today's graduate students are highly skilled in using technology, so university websites are often the most influential resource students access for gathering information about university programs. Graduate students in special education reviewed select university and special education doctoral program websites across the United States. An…

Predicting Burnout and Career Choice Satisfaction in Counseling Psychology Graduate Students

ERIC Educational Resources Information Center

Clark, Heddy Kovach; Murdock, Nancy L.; Koetting, Kristin

2009-01-01

Counseling psychology doctoral students (N = 284) from 53 training programs throughout the United States anonymously completed online measures of burnout, career choice satisfaction, global stress, role conflict, social support (from family/friends, advisors, other students) and psychological sense of community (SOC) in the doctoral program. Two…

Factors Influencing New York Doctoral Graduate Student Satisfaction: A Quantitative Multiple Regression Analysis

ERIC Educational Resources Information Center

Nwenyi, Sabina E.

2013-01-01

Higher education administrators face challenges in providing a welcoming environment for doctoral students in higher education institutions. Administrators need to identify factors influencing satisfaction of this group of students to provide a supportive environment, reduce attrition rates, and promote persistence. The purpose of this…

Medical humanities play an important role in improving the doctor-patient relationship.

PubMed

Wang, Fan; Song, Zhenzhen; Zhang, Wen; Xiao, Yawen

2017-05-23

Doctors in China have been wounded or even killed in frequent violence as conflict between doctors and patients has intensified. China has had a massive dearth of medical students over the past decade and doctors are dissatisfied with conditions in their profession. Conditions in medicine are not conducive to medical reform. This paper notes that the main factors affecting the doctor-patient relationship are a lack of humanity in medicine, the predominance of techniques and technologies, and inappropriate administration of hospitals. These factors are related to a lack of medical humanities. This paper describes several steps to make medicine more humane and to help establish a harmonious doctor-patient relationship, including improved humanities education for doctors and medical students, ending the predominance of techniques and technologies, bringing back "humanity" in medicine, and improving the administration of hospitals.

Self-imposed evaluation of the Helmholtz Research School MICMoR as a tool for quality assurance and advancement of a structured graduate programme

NASA Astrophysics Data System (ADS)

Elija Bleher, Bärbel; Schmid, Hans Peter; Scholz, Beate

2015-04-01

The Helmholtz Research School MICMoR (Mechanisms and Interactions of Climate Change in Mountain Regions) offers a structured graduate programme for doctoral students in the field of climate change research. It is hosted by the Institute of Meteorology and Climate Research (KIT/IMK-IFU) in Garmisch-Partenkirchen, in collaboration with 7 Bavarian partner universities and research institutions. Hence, MICMoR brings together a considerably large network with currently 20 doctoral students and 55 scientists. MICMoR offers scientific and professional skills training, provides a state-of-the-art supervision concept, and fosters international exchange and interdisciplinary collaboration. In order to develop and advance its programme, MICMoR has committed itself to a self-imposed mid-term review in its third year, to monitor to which extent its original objectives have been reached, and to explore and identify where MICMoR has room for improvement. The evaluation especially focused on recruitment, supervision, training, networking and cooperation. Carried out by an external expert (Beate Scholz from scholz ctc), the evaluation was based on a mixed methods approach, i.e. combining a quantitative survey involving all doctoral candidates as well as their supervisors and focus groups with different MICMoR stakeholders. The evaluation has brought forward some highly interesting results, pinpointing challenges and opportunities of setting up a structured doctoral programme. Overall, the evaluation proved to be a useful tool for evidence-based programme and policy planning, and demonstrated a high level of satisfaction of supervisors and fellows. Supervision, with facets ranging from disciplinary feedback to career advice, is demanding and requires strong commitment and adequate human resources development by all parties involved. Thus, MICMoR plans to offer mentor coaching and calls on supervisors and mentors to form a community of learners with their doctoral students. To realize this vision, a long way lies ahead for all participants. Here, the evaluation provided useful suggestions on how to best use scarce time resources. Due to the fact that MICMoR's fellowships provide only supplemental funding for its fellows to participate in the programme, their base funding (salaries, stipends) needs to be secured independently, e.g. through project funds. However, this created a significant challenge as doctoral topics were determined more by the projects' research questions than by the research school's research focus. To improve this situation, MICMoR introduced some full stipends in its third year. We conclude that, in order to successfully run an interdisciplinary, multi-network research school, sufficient funds for its general framework, but also for doctoral stipends/salaries are needed to obtain a more accurate fit between the programme's research focus and the doctoral topics. Furthermore, a high level of commitment and identification with the programme of both, doctoral students and their supervisors, is required. Finally, regular review and programme assessment are essential for tailored programme development and strategy planning.

Nutrition and public health in medical education in the UK: reflections and next steps.

PubMed

Broad, Jonathan; Wallace, Megan

2018-04-30

Doctors play an important role in the identification of nutritional disorders and as advocates for a healthy diet, and although the key tenets of good nutrition education for medical students have been discussed, reports on implementation are sparse. The present commentary responds to a gap in UK medical students' understanding of nutrition and public health and suggests ways to improve it. We review literature about nutrition education in medical schools and discuss a 6-week elective in public health nutrition for medical students. We discuss suggested competencies in nutrition and compare means of students' confidence and knowledge before and after. A nutrition and public health elective in a UK medical school, discussing advocacy, motivational interviewing, supplements, nutritional deficits, parenteral nutrition, obesity services. We utilised multidisciplinary teaching approaches including dietitians, managers and pharmacists, and students implemented a public health activity in a local school. Fifteen final-year medical students were enrolled; sixty school pupils participated in the public health activity. The students were not confident in nutrition competencies before and were taught less than European counterparts. Students enjoyed the course, had improved knowledge, and felt more confident in interviewing and prescribing supplements. Feedback from the local school was positive. Students in our UK medical school were not confident in their required competencies within the confines of the current educational programme. An elective course can improve medical students' knowledge. Similar courses could be implemented in other medical schools to improve nutrition and public health knowledge and practice in future doctors.

Preparing medical students for clinical practice: easing the transition.

PubMed

Teagle, Alexandra R; George, Maria; Gainsborough, Nicola; Haq, Inam; Okorie, Michael

2017-08-01

The transition from medical student to junior doctor is a challenge; the UK General Medical Council has issued guidance emphasizing the importance of adequate preparation of medical students for clinical practice. This study aimed to determine whether a junior doctor-led simulation-based course is an effective way of preparing final year medical students for practice as a junior doctor.We piloted a new 'preparation for practice' course for final year medical students prior to beginning as Foundation Year 1 (first year of practice) doctors. The course ran over three days and consisted of four simulated stations: ward round, prescribing, handover, and lessons learnt. Quantitative and qualitative feedback was obtained.A total of 120 students attended (40 on each day) and feedback was collected from 95 of them. Using a scale of 1 (lowest) to 5 (highest), feedback was positive, with 99% and 96% rating 4 or 5 for the overall quality of the program and the relevance of the program content, respectively. A score of 5 was awarded by 67% of students for the ward round station; 58% for the handover station; 71% for the prescribing station, and 35% for the lessons learnt station. Following the prescribing station, students reported increased confidence in their prescribing.Preparation for practice courses and simulation are an effective and enjoyable way of easing the transition from medical student to junior doctor. Together with 'on-the-job' shadowing time, such programs can be used to improve students' confidence, competence, and ultimately patient safety and quality of care.

`I Don't Even Have Time to be Their Friend!' Ethical Dilemmas in Ph.D. Supervision in the Hard Sciences

NASA Astrophysics Data System (ADS)

Löfström, Erika; Pyhältö, Kirsi

2015-11-01

This study focused on exploring students' and supervisors' perceptions of ethical problems in doctoral supervision in the natural sciences. Fifteen supervisors and doctoral students in one research community in the natural sciences were interviewed about their practices and experiences in the doctoral process and supervision. We explored to what extent doctoral students and supervisors experienced similar or different ethical challenges in the supervisory relationship and analyzed how the experiences of ethical dilemmas in supervision could be understood in light of the structure and practices of natural science research groups. The data were analyzed by theory-driven content analysis. Five ethical principles, namely non-maleficence, beneficence, autonomy, fidelity and justice, were used as a framework for identifying ethical issues. The results show that one major question that appears to underpin many of the emerging ethical issues is that the supervisors and students have different expectations of the supervisory role. The second important observation is that doctoral students primarily described their own experiences, whereas the supervisors described their activities as embedded in a system and elaborated on the causes and consequences at a system level.

Medical student and junior doctors' tolerance of ambiguity: development of a new scale.

PubMed

Hancock, Jason; Roberts, Martin; Monrouxe, Lynn; Mattick, Karen

2015-03-01

The practice of medicine involves inherent ambiguity, arising from limitations of knowledge, diagnostic problems, complexities of treatment and outcome and unpredictability of patient response. Research into doctors' tolerance of ambiguity is hampered by poor conceptual clarity and inadequate measurement scales. We aimed to create and pilot a measurement scale for tolerance of ambiguity in medical students and junior doctors that addresses the limitations of existing scales. After defining tolerance of ambiguity, scale items were generated by literature review and expert consultation. Feedback on the draft scale was sought and incorporated. 411 medical students and 75 foundation doctors in Exeter, UK were asked to complete the scale. Psychometric analysis enabled further scale refinement and comparison of scale scores across subgroups. The pilot study achieved a 64% response rate. The final 29 item version of the Tolerance of Ambiguity in Medical Students and Doctors (TAMSAD) scale had good internal reliability (Cronbach's α 0.80). Tolerance of ambiguity was higher in foundation year 2 doctors than first, third and fourth year medical students (-5.23, P = 0.012; -5.98, P = 0.013; -4.62, P = 0.035, for each year group respectively). The TAMSAD scale offers a valid and reliable alternative to existing scales. Further work is required in different settings and in longitudinal studies but this study offers intriguing provisional insights.

The relationship between admissions credentials and the success of students admitted to a physics doctoral program

NASA Astrophysics Data System (ADS)

Wilkerson, Teresa

The researcher developed this study based on the Hardgrave, et al. (1993) statement that for a doctoral student, it was "more than just standardized scores, previous academic performance, and past work experience [that] ultimately affects whether the candidate will be successful in the program" (p. 261). This study examined both the subjective and quantifiable aspects of application materials to a physics doctoral program to explore potential relationships between the credentials presented in the application and the ultimate success of the admitted students. The researcher developed questions with the goals of addressing the problem of attrition in doctoral programs and gaining a better of understanding the information provided in students' application packets. The researcher defined success as either enrolled four years after admission or attainment of the degree. This study examined the records of a population of students admitted to a physics doctoral program from the fall of 1997 to the fall of 2003 to determine their level of success as of August 2006. An exploratory analysis of the data provided answers to each of the research questions as well as an extensive understanding of the students admitted into the program during this time. This study examined both admission credentials and constructs identified by past researchers. An evaluation of the data gathered in this research revealed no relationships between these and student success as previously defined. In 1974, Willingham stated simply, "the best way to improve selection of graduate students will be to develop improved criteria for success" (p. 278). To this end, recommendations emerged regarding the decision-making process and suggestions for future research. This study was not developed to prove or disprove past research findings that predicted success from admissions information; rather, the researcher developed this study to explore each of the credentials that a student presents with his or her application packet, and to tell the story about the nuances of these credentials as they related to student success in a physics doctoral program.

Phenomenological analysis of patient experiences of medical student teaching encounters.

PubMed

McLachlan, Emma; King, Nigel; Wenger, Etienne; Dornan, Tim

2012-10-01

It is important to know how patients are affected by becoming opportunistically involved in medical student education. In previous studies, researchers rather than patients set the research agenda and expert patients or people well known to teachers were more often involved than ordinary people. This study aimed to explore how ordinary patients experience undergraduate medical teaching when they become involved in it opportunistically and to derive practical insights from the lived experiences of these patients. The research was conducted in line with a conceptual orientation towards communities of practice theory and used phenomenology as a way of exploring patients' lived experiences in depth. Minimally structured interviews were carried out with 10 patients following ordinary out-patient or general practice appointments in which students were being taught. Template analysis was used to generate provisional themes and a process of phenomenological reduction was used to distil individual respondents' lived experiences to their essence. The presence of students in ambulatory consultations was normal. Nine respondents described transactional relationships in which they remained outside the community of practice of which the doctor and student were members. Only an intimate problem would engage them deeply enough for a student's presence to 'bother' them. One patient's personal and professional background led her to regard doctors' handling of consultation dynamics as factors contributing to whether teaching consultations were negative or positive experiences. When doctors' sensitive and inclusive behaviour drew her into a triadic relationship with the student and doctor, she experienced mutual benefits with students. When it did not, she felt objectified and alienated. Provided they receive the clinical care for which they are attending a consultation and are treated respectfully, patients may sometimes willingly become 'objects' from which students learn. They may, however, become more deeply engaged in teaching consultations in which they participate actively in a triadic relationship of mutual benefit with a doctor and student. Teaching consultations call for doctors to be sensitive and adaptable. © Blackwell Publishing Ltd 2012.

Abnormal Position and Presentation of the Fetus

MedlinePlus

... View The Professional Version For doctors and medical students Consumer Version Merck Manual Consumer Version × MERCK MANUAL - ... View The Professional Version For doctors and medical students Home Medical Topics Blood Disorders Bone, Joint, and ...

Syrinx of the Spinal Cord and Brain Stem

MedlinePlus

... View The Professional Version For doctors and medical students Consumer Version Merck Manual Consumer Version × MERCK MANUAL - ... View The Professional Version For doctors and medical students Home Medical Topics Blood Disorders Bone, Joint, and ...

[New prospects in physician-patient communication: role of the animated model].

PubMed

Binetti, P; Meloni, M C; Denaro, V

2003-01-01

Today information technology and multimediality play a key role in the field of medicine and only recently have been used to improve the doctor-patient relationship. The authors propose the use of induction movies also in this field improving communication between doctor and patient especially when handling surgical operations and complex procedures. These movies give detailed information to patients showing images and explaining in a simple way surgery, therapy and innovative procedures helping the patients to cope with surgery and therapy reducing anxiety and worry. This innovative method was also used successfully for the training of students helping them to understand important issues. An induction movie on CD regarding two different surgical techniques was shown to 20 patients (7 females and 13 males, average age 50.8), 20 doctors and 20 students. Doctors and patients appreciated this new communication method enabling doctors to better communicate with patients and patients to better understand operation procedures. Worry for operation was reduced and compliance before and after surgery was increased. As to the notion point of view students understood quicker and easier. This method is innovative and enables technical information to reach patients, doctors and students faster. Images are kept in mind easier and help patients to evaluate the pros and cons of surgery reducing worry. There was more communication between doctors and patients improving therefore their relationship and at the same time reducing communication barriers.

Pediatric dentistry clinical education venues evaluation by pre and post-doctoral students.

PubMed

Bimstein, E; Mayes, A; Mittal, Hc

2014-01-01

To evaluate dental students' perspectives about pre- and post-doctoral pediatric dentistry education venues. Surveys with visual analog scales (from 0 to 100) measuring the educational contribution of pediatric dentistry venues were conducted. The pre-doctoral venues included a 3rd year university twilight clinic (UTC), a 3rd year urban community based clinic (CBC) and 4th year mobile clinics (MCs). The post-doctoral venues included treatment of children under general anesthesia, oral sedations, a regular clinic (no sedations), seminars, journal club, case conferences and studding for the American Board of Pediatric Dentistry. Analyses of variance between the scores indicated that the 3rd year CBC score (68.2 ± 4.5) was statistically significant higher (p= .007) than the one for the 3rd year UTC score (44.9 ± 6.1). The 4th year students' MCs score (61.4 ± 4.0) was statistically significant higher than their retrospective scores for the 3rd year CBC (56.4 ± 4.4) or UTC (42.2 ± 4.9) scores (p= .03 and .004 respectively). Among the didactic or clinical post-doctoral venues, the regular clinic and the seminars received the highest scores (84.3 ± 1.7 and 71.6 ± 2.8 respectively). pre-doctoral community-based clinical education and post-doctoral regular university based clinic are considered by students to provide the main contribution to pediatric dental education.

The Impact of Supply and Demand on Doctorates in Physical Education Teacher Education: The Future of the Profession

ERIC Educational Resources Information Center

Boyce, Barbara Ann; Lund, Jackie; O'Neil, Kason

2016-01-01

Quality preparation of doctoral students is a key to the survival of physical education teacher education. Past research has revealed a shortage of students graduating with a doctoral degree in physical education and a general reluctance of teachers to leave their jobs to pursue an advanced degree. As the number of universities preparing new…

"I Am out of My Comfort Zone": Self-Study of the Struggle of Adapting to the Professional Identity of a Teacher Educator

ERIC Educational Resources Information Center

Allen, Jared; Park Rogers, Meredith; Borowski, Rebecca

2016-01-01

It is often assumed that graduate students will develop as teacher educators simply by participating in a doctoral program. However, research has shown that doctoral students find the shift from teaching K-12 to preparing teachers to be a difficult transition. Within the context of a doctoral program community of practice established specifically…

The Effects of Race and Gender on the Satisfaction Levels of Entering and Advanced Level Doctoral Students

ERIC Educational Resources Information Center

Labon, Tiffany Nicole

2013-01-01

Doctoral education is an aspect of higher education that can be both rewarding and challenging for anyone who attempts the journey. Thelin (2004) stated many graduate students obtain the necessary skills that their individual fields of study require in their master's and doctoral programs of study. Levine (2005), however, has found that the…

Follow-up of Doctoral Students Supported by OSEP Funded Leadership Preparation Projects Initiated in Fiscal Years 2000 and 2001. SEFNA Brief

ERIC Educational Resources Information Center

Smith, Deborah Deutsch; Robb, Susan Mortorff

2009-01-01

Since 1959 the Office of Special Education Programs (OSEP) has held annual competitions to award leadership (doctoral preparation) projects to universities to support doctoral students pursuing careers in special education or in a related service. OSEP's leadership preparation projects are four years in duration and offer a one- or two-year…

Improving Graduate Education to Support a Branching Career Pipeline: Recommendations Based on a Survey of Doctoral Students in the Basic Biomedical Sciences

ERIC Educational Resources Information Center

Fuhrmann, C. N.; Halme, D. G.; O'Sullivan, P. S.; Lindstaedt, B.

2011-01-01

Today's doctoral programs continue to prepare students for a traditional academic career path despite the inadequate supply of research-focused faculty positions. We advocate for a broader doctoral curriculum that prepares trainees for a wide range of science-related career paths. In support of this argument, we describe data from our survey of…

Why do primary care doctors undertake postgraduate diploma studies in a mixed private/public Asian setting?

PubMed

Lam, T P; Lam, K F; Tse, E Y Y

2006-06-01

The aim of this study was to examine the reasons why primary care doctors undertake postgraduate diploma studies in a mixed private/public Asian setting. Twenty four past or current postgraduate diploma students of the family medicine unit (FMU) of the University of Hong Kong participated in three focus group interviews. A structured questionnaire was constructed based on the qualitative data collected and was sent to 328 former applicants of postgraduate diploma studies at FMU. "Upgrading medical knowledge and skills" and "improving quality of practice" were two of the factors that most of the respondents considered to be significant in motivating them to undertake postgraduate diploma studies. "Time constraint" and "workload in practice" were however the most significant demotivating factors. Financial issues were more seriously considered by the junior than the senior doctors. To be able to "expand patient base and/or number" was considered to be a significant factor by the private doctors who were also keen to "improve communication and relationship with patients". These findings suggest that there are mixed reasons for primary care doctors to undertake postgraduate diploma studies. Course organisers should take into consideration these various reasons in planning their programmes.

[Medical intern or locum doctor--does job position affect learning?].

PubMed

Mars, Nina; Kalske, Jaakko; Halttunen-Nieminen, Mervi; Pitkäranta, Anne

2015-01-01

At the University of Helsinki, the licentiate degree in medicine involves internships that can be conducted as a medical intern or locum doctor. The students and their supervisors fill out a feedback form, which helps in assessing the students' improvement in various areas. Based on the feedback form between 2008 and 2013, students having worked as locum doctor rated better improvement in their diagnostic skills, writing medical records, interacting with the patient, and operating in the work community. Supervisor evaluations did not show a similar clear difference between the job positions.

Sensitising intern doctors to ethical issues in a doctor-patient relationship.

PubMed

Shah, Nilima D; Mehta, Ritambhara Y; Dave, Kamlesh R

2017-01-01

There is a felt need in India to influence the ethical behaviour of doctors by giving students formal education in ethics in medical colleges. Since internship is the interface between learning and independent practice, it is important to sensitise intern doctors to ethical issues in a doctor-patient relationship at this stage.

Doctoral Students' Perceptions of the Effects of the Doctoral Experience on Their Health and Health Behaviors

ERIC Educational Resources Information Center

Nelson Russom, Lynn A.

2017-01-01

In many disciplines, the doctorate is the highest academic degree. Doctoral education is a complex process that includes transformation through knowledge acquisition and professional identity development (Gardner, 2009). Typically, the scope of the doctoral experience includes years of coursework, successfully passing a comprehensive or qualifying…

The supervision of professional doctorates: experiences of the processes and ways forward.

PubMed

Carr, Susan M; Lhussier, Monique; Chandler, Colin

2010-05-01

The doctoral research terrain is changing, as new-styles, for example professional doctorates, are being developed (Park, C., 2005. New variant PhDL the changing nature of the doctorate in the UK. Journal of Higher Education Policy and Management 27(2), 189-207). There is a scarcity of literature aimed at supervisors (Gatfield, T., 2005, An investigation into PhD supervisory management styles: development of a dynamic conceptual model and its managerial implications. Journal of Higher Education Policy and Management 27(3), 311-325) and this is particularly so in relation to professional doctorates. In this position paper we argue that the supervisory approach required for a professional doctorate student is different than that required for a PhD. Professional doctorate students, like PhD students, are required to make an explicit contribution to knowledge. Their emphasis, however, needs to be in producing knowledge that is theoretically sound, original, and of relevance to their practice area. This is of increasing importance within healthcare with the growing emphasis on patient driven translational research. As such, the students and their supervisors face unique challenges of balancing academic requirements with praxis. We suggest this requires specific tools to make explicit the dialogical relationship between a particular project and the cultural, social, educational and political aspects of its environment. We expose the potential of soft systems methodology as a means to highlight the emergent aspects of a doctoral practice development project, their respective and evolving supervisory interactions. This focus of this paper is therefore not about guiding supervision in a managerial sense, but rather at offering methodological suggestions that could underpin applied research at doctoral level. Copyright 2009 Elsevier Ltd. All rights reserved.

Improving Graduate Education to Support a Branching Career Pipeline: Recommendations Based on a Survey of Doctoral Students in the Basic Biomedical Sciences

PubMed Central

Fuhrmann, C. N.; Halme, D. G.; O’Sullivan, P. S.; Lindstaedt, B.

2011-01-01

Today's doctoral programs continue to prepare students for a traditional academic career path despite the inadequate supply of research-focused faculty positions. We advocate for a broader doctoral curriculum that prepares trainees for a wide range of science-related career paths. In support of this argument, we describe data from our survey of doctoral students in the basic biomedical sciences at University of California, San Francisco (UCSF). Midway through graduate training, UCSF students are already considering a broad range of career options, with one-third intending to pursue a non–research career path. To better support this branching career pipeline, we recommend that national standards for training and mentoring include emphasis on career planning and professional skills development to ensure the success of PhD-level scientists as they contribute to a broadly defined global scientific enterprise. PMID:21885820

Improving graduate education to support a branching career pipeline: recommendations based on a survey of doctoral students in the basic biomedical sciences.

PubMed

Fuhrmann, C N; Halme, D G; O'Sullivan, P S; Lindstaedt, B

2011-01-01

Today's doctoral programs continue to prepare students for a traditional academic career path despite the inadequate supply of research-focused faculty positions. We advocate for a broader doctoral curriculum that prepares trainees for a wide range of science-related career paths. In support of this argument, we describe data from our survey of doctoral students in the basic biomedical sciences at University of California, San Francisco (UCSF). Midway through graduate training, UCSF students are already considering a broad range of career options, with one-third intending to pursue a non-research career path. To better support this branching career pipeline, we recommend that national standards for training and mentoring include emphasis on career planning and professional skills development to ensure the success of PhD-level scientists as they contribute to a broadly defined global scientific enterprise.

[The effect of gender on the physician's role. Attitudes and expectations of medical students examined by a questionnaire at the start of their studies].

PubMed

Odborg, M H; Eriksen, T R; Petersson, B H

1995-09-04

A questionnaire was given to 254 medical students matriculated in 1992/93 concerning their motivation for wanting to become a doctor, attitudes towards which qualities a doctor should have and their potential choice of medical specialty. The analysis focuses on whether answers are relation-orientated (i.e. directed towards relations to others) or autonomy-orientated (i.e. directed towards rationality and independence). The results show that motivations for becoming a doctor are both relation- and autonomy-orientated. Most students expect the doctor to both be able to relate to the patient and be professionally competent. No gender differences could be demonstrated concerning motivations for becoming a doctor or which qualities a good doctor should possess. Significant gender differences were displayed concerning choice of specialty, most women aiming towards relation-orientated specialties and most men aiming towards autonomy-orientated specialties. It is concluded that the growing proportion of women doctors could change the medical profession towards becoming more patient- and relation-orientated, however their choice of relation-orientated and lower prestige specialties could result in less overall influence than one might otherwise expect.

A Phenomenological Study on International Doctoral Students' Acculturation Experiences at a U.S. University

ERIC Educational Resources Information Center

Campbell, Throy A.

2015-01-01

A phenomenological method was used to analyze ten international doctoral students' description of their lived experiences at a United States (U.S.) university. The analysis was based on the theoretical premise of how students acculturate to their new educational settings. Three broad overlapping themes emerged: (1) participants' past experiences…

Relational Mentoring of Doctoral Social Work Students at Historically Black Colleges and Universities

ERIC Educational Resources Information Center

Ross-Sheriff, Fariyal; Berry Edwards, Janice; Orme, Julie

2017-01-01

This article explores the distinctive mentoring experiences of social work doctoral students at historically black colleges and universities (HBCUs). With a philosophical emphasis on social justice, self-determination, racial identity and pride, and social integration, social work faculty at HBCUs mentor African American and other students in PhD…

Examining CPED Cohort Dissertations: A Window into the Learning of EdD Students

ERIC Educational Resources Information Center

Chan, Elaine; Heaton, Ruth M.; Swidler, Stephen A.; Wunder, Susan

2013-01-01

Through analyses of three dissertations completed by graduates of our Carnegie Project for the Education Doctorate-influenced program, this article offers insights into both the doctoral students' inquiries into their problems of practice and their faculty advisors' roles and expectations for them. Studying student dissertations provided the…

Mentoring Educational Leadership Doctoral Students: Using Methodological Diversification to Examine Gender and Identity Intersections

ERIC Educational Resources Information Center

Welton, Anjale D.; Mansfield, Katherine Cumings; Lee, Pei-Ling; Young, Michelle D.

2015-01-01

An essential component to learning and teaching in educational leadership is mentoring graduate students for successful transition to K-12 and higher education positions. This study integrates quantitative and qualitative datasets to examine doctoral students' experiences with mentoring from macro and micro perspectives. Findings show that…

Use of Learner-Centered Instructional Strategies in Higher Education: Doctoral Student Assessments

ERIC Educational Resources Information Center

Browne-Ferrigno, Tricia; Muth, Rodney

2012-01-01

Based on multiple sources, this article concludes that, when learner-centered instructional strategies are used with doctoral students, these adult learners take charge of their individual and collective learning, become accountable for both, and enhance their ability to transfer learning to practice. The students studied skills of developed teams…

Understanding PhD Latinx Career Outcomes: A Case Study

ERIC Educational Resources Information Center

Kamimura-Jimenez, Mark; Gonzalez, John

2018-01-01

This study explored the career outcomes for Latinx doctoral students and the contextual factors of their educational experience influencing these outcomes. A case-study approach is taken to examine the cases of doctoral students at the University of Michigan. These students were tracked each year, for 10 years post-graduation. Furthermore, an…

Promoting Doctoral Students' Research Self-Efficacy: Combining Academic Guidance with Autonomy Support

ERIC Educational Resources Information Center

Overall, Nickola C.; Deane, Kelsey L.; Peterson, Elizabeth R.

2011-01-01

A diverse sample of doctoral students completed an on-line questionnaire assessing their supervisors' academic, personal and autonomy support and their research self-efficacy. The more task-related help and personal support students received, the more positively they evaluated their supervision. The degree to which supervisors encouraged students…

"It's Just a Clash of Cultures": Emotional Talk within Medical Students' Narratives of Professionalism Dilemmas

ERIC Educational Resources Information Center

Monrouxe, Lynn V.; Rees, Charlotte E.

2012-01-01

Recent investigations into the UK National Health Service revealed doctors' failures to act with compassion and professionalism towards patients. The British media asked questions about what happens to students during their learning that influences such behaviour as doctors. We listened to 200 medical students' narratives of professionalism…

Conceptions of Research: The Doctoral Student Experience in Three Domains

ERIC Educational Resources Information Center

Stubb, Jenni; Pyhältö, Kirsi; Lonka, Kirsti

2014-01-01

This study investigates how doctoral students perceive research work in the context of their own PhD projects. Thirty-two students from a Finnish university were interviewed, representing three disciplines: medicine, natural sciences and behavioural sciences. Their conceptions of research varied in terms of describing research as "a job to…

Balancing between Inspiration and Exhaustion: PhD Students' Experienced Socio-Psychological Well-Being

ERIC Educational Resources Information Center

Stubb, J.; Pyhalto, K.; Lonka, K.

2011-01-01

This paper explores doctoral students' experiences of their scholarly communities in terms of socio-psychological well-being. Further, the study examines how experiences were related to study engagement and to self-reported stress, exhaustion, and anxiety. Altogether 669 doctoral students from the University of Helsinki, Finland, responded a…

Aspects of Mentorship in Team Supervision of Doctoral Students in Australia

ERIC Educational Resources Information Center

Robertson, Margaret

2017-01-01

This article examines three aspects of mentorship in collaborative supervision of HDR studies in Australian contexts. The first aspect of mentorship is what the doctoral student learns about supervision--positively or negatively--through the experience of being supervised (supervisor to student). The second aspect is understood as an experienced…

Attracting Doctoral Students: Case of Baltic Universities

ERIC Educational Resources Information Center

Tarvid, Alexander

2017-01-01

Purpose: In the context of falling demand for higher education and, in particular, doctoral studies, it is important to understand how to attract new students. The purpose of this paper is to present an analysis of the decision-making process the PhD students of Baltic universities followed when choosing whether to continue their education at…

"Tell Me What to Do" vs. "Guide Me through It": Feedback Experiences of International Doctoral Students

ERIC Educational Resources Information Center

Wang, Ting; Li, Linda Y.

2011-01-01

Despite increasing attention to the challenges of supervising international doctoral students, little research has been conducted to examine supervisory feedback practice with international students and its impact on the thesis writing process. This exploratory qualitative study seeks to fill the gap and contribute to understanding the feedback…

A View from within: How Doctoral Students in Educational Administration Develop Research Knowledge and Identity

ERIC Educational Resources Information Center

Murakami-Ramalho, Elizabeth; Militello, Matthew; Piert, Joyce

2013-01-01

This study reports on experiences of doctoral students in educational administration at a time when the effectiveness of programs preparing practitioners and academics in this field are being questioned. Concerns related to how students in educational administration developed knowledge about research and identity as researchers were closely…

Helping Doctoral Students Establish Long-Term Identities as Technical Communication Scholars

ERIC Educational Resources Information Center

Grant-Davie, Keith; Matheson, Breeanne; Stephens, Eric James

2017-01-01

This article aims to help doctoral students in technical communication prepare themselves for the academic job market and for the subsequent process of earning tenure and promotion in increasingly demanding environments. The authors propose that students do four things: (a) learn to spot and articulate research problems; (b) find their…

The Invisible Student: Benefits and Challenges of Part-Time Doctoral Studies

ERIC Educational Resources Information Center

Bates, Peter; Goff, Lori

2012-01-01

This autoethnographic study explores the experiences of two part-time doctoral students as we document our journey of balancing our multiple competing roles. As we reflected and consulted the literature, we began to identify many benefits and challenges that part-time candidature brings to students, universities and employers. Through our…

Why Graduate Students Reject the Fast Track

ERIC Educational Resources Information Center

Mason, Mary Ann; Goulden, Marc; Frasch, Karie

2009-01-01

The authors recently completed an unparalleled survey, with more than eight thousand doctoral student respondents across the University of California system, and what they heard is worrisome: major research universities may be losing some of the most talented tenure-track academics before they even arrive. In the eyes of many doctoral students,…

Cognitive Apprenticeship and the Supervision of Science and Engineering Research Assistants

ERIC Educational Resources Information Center

Maher, Michelle A.; Gilmore, Joanna A.; Feldon, David F.; Davis, Telesia E.

2013-01-01

We explore and critically reflect on the research development of eight science or engineering doctoral students serving as research assistants over the course of an academic year. We use a cognitive apprenticeship framework, assumed to explain doctoral students' skill development, to interpret narratives of skill development for students and their…

How Do Interaction Experiences Influence Doctoral Students' Academic Pursuits in Biomedical Research?

PubMed

Kong, Xiaoqing; Chakraverty, Devasmita; Jeffe, Donna B; Andriole, Dorothy A; Wathington, Heather D; Tai, Robert H

2013-01-01

This exploratory qualitative study investigated how doctoral students reported their personal and professional interaction experiences that they believed might facilitate or impede their academic pursuits in biomedical research. We collected 19 in-depth interviews with doctoral students in biomedical research from eight universities, and we based our qualitative analytic approach on the work of Miles and Huberman. The results indicated that among different sources and types of interaction, academic and emotional interactions from family and teachers in various stages essentially affected students' persistence in the biomedical science field. In addition, co-mentorship among peers, departmental environment, and volunteer experiences were other essential factors. This study also found related experiences among women and underrepresented minority students that were important to their academic pursuit.

Mentoring ethnic minority counseling and clinical psychology students: A multicultural, ecological, and relational model.

PubMed

Chan, Anne W; Yeh, Christine J; Krumboltz, John D

2015-10-01

The aim of the current study was to understand the role of race and culture in successful mentoring relationships in graduate school. We examined the practices of 9 faculty mentors working with 15 ethnic minority doctoral students in counseling and clinical psychology. Grounded theory was used to discern unifying patterns and to formulate a theory of multicultural mentoring. Five overall themes significant to multicultural mentoring emerged: (a) career support and guidance tailored for ethnic minorities, (b) relationality between mentors and protégés, (c) significance of contexts, (d) interconnections across contexts, and (e) multidirectionality of interactions between contexts. The 5 themes combined to form a multicultural, ecological, and relational model of mentoring. Our findings suggest that mentoring ethnic minority students can be successful, productive, and satisfying for both mentors and protégés when mentors possess the necessary skills, time, commitment, and multicultural competencies. Implications for doctoral programs in counseling and clinical psychology are discussed, along with recommendations for future research directions. (c) 2015 APA, all rights reserved).

Framing patient consent for student involvement in pelvic examination: a dual model of autonomy.

PubMed

Carson-Stevens, Andrew; Davies, Myfanwy M; Jones, Rhiain; Chik, Aiman D Pawan; Robbé, Iain J; Fiander, Alison N

2013-11-01

Patient consent has been formulated in terms of radical individualism rather than shared benefits. Medical education relies on the provision of patient consent to provide medical students with the training and experience to become competent doctors. Pelvic examination represents an extreme case in which patients may legitimately seek to avoid contact with inexperienced medical students particularly where these are male. However, using this extreme case, this paper will examine practices of framing and obtaining consent as perceived by medical students. This paper reports findings of an exploratory qualitative study of medical students and junior doctors. Participants described a number of barriers to obtaining informed consent. These related to misunderstandings concerning student roles and experiences and insufficient information on the nature of the examination. Participants reported perceptions of the negative framing of decisions on consent by nursing staff where the student was male. Potentially coercive practices of framing of the decision by senior doctors were also reported. Participants outlined strategies they adopted to circumvent patients' reasons for refusal. Practices of framing the information used by students, nurses and senior doctors to enable patients to decide about consent are discussed in the context of good ethical practice. In the absence of a clear ethical model, coercion appears likely. We argue for an expanded model of autonomy in which the potential tension between respecting patients' autonomy and ensuring the societal benefit of well-trained doctors is recognised. Practical recommendations are made concerning information provision and clear delineations of student and patient roles and expectations.

Medical doctors as the captain of a ship: an analysis of medical students' book reports on Joseph Conrad's "Lord Jim".

PubMed

Hwang, Kun; Lee, Seung Jae; Kim, Seong Yeon; Hwang, Se Won; Kim, Ae Yang

2014-01-01

In South Korean ferry disaster in 2014, the captain abandoned the ship with passengers including high school students still aboard. We noticed the resemblance of abandoning the ship with passengers still aboard the ferry (named the Sewol) and the ship Patna, which was full of pilgrims, in Joseph Conrad's novel "Lord Jim." The aim of this study is to see how medical students think about the role of a medical doctor as a captain of a ship by analyzing book reports on Conrad's "Lord Jim." Participants included 49 third-year medical students. Their book reports were analyzed. If placed in the same situation as the character of Jim, 24 students of the 49 respondents answered that they would stay with the passengers, while 18 students indicated they would escape from the ship with the crew. Most of the students thought the role of a doctor in the medical field was like that of a 'captain.' The medical students reported that they wanted to be a doctor who is responsible for his or her patients, highly moral, warm-hearted, honest, and with high self-esteem. In conclusion, we found that "Lord Jim" induced the virtue of 'responsibility' from the medical students. Consequently, "Lord Jim" could be good teaching material for medical humanities.

Preparing Future Scholars for Academia and Beyond: A Mixed Method Investigation of Doctoral Students' Preparedness for Multiple Career Paths

ERIC Educational Resources Information Center

Cason, Jennifer

2016-01-01

This action research study is a mixed methods investigation of doctoral students' preparedness for multiple career paths. PhD students face two challenges preparing for multiple career paths: lack of preparation and limited engagement in conversations about the value of their research across multiple audiences. This study focuses on PhD students'…

[Execution and quality of attention paid to medical doctoral theses at the faculty of medicine at the University of Würzburg as seen by the doctoral candidates in their 5th and 6th year of study].

PubMed

Diez, C; Arkenau, C; Meyer-Wentrup, F

2002-07-01

The significance of a doctoral thesis in medicine has been discussed controversially among medical students and faculty members. We examined in a brief but comprehensive study how medical students evaluate their research activities and whether or not alternative thesis models should be implemented. A questionnaire comprising 50 questions was evaluated from 160 5th and 6th year medical students at the University of Wuerzburg. Almost two-thirds of our interviewees started working on a thesis project at the beginning of the 4th year of study. 59 % of our participants reported to have neglected the regular study and 56 % said to have prolonged the regular study due to the work on a thesis. Despite considerable variation, the median time spent weekly on a thesis project was 10 hours, independent of where the students worked. The median grade of satisfaction during the whole thesis was rated at 6.5 as assessed on an analogous scale from 1-10 (very satisfied). The research results from 94 students contributed to 164 articles (already published or in press) and the results of 110 students were presented at scientific meetings. Only 50 % of our interviewees were pleased with their published output and the importance of student research activities for the overall German biomedical research was rated 4.4 as assessed on an analogous scale from 1-10 (very important). 70 % of our interviewees preferred defined research periods and 47 % would apply for dual-degree research programmes. The scientific significance of a MD thesis in comparison to a PhD thesis was rated at 2.1 on an analogous scale from 1-5 (5 = equally significant). The current German research model might be modified and defined research periods and dual-degree research programmes as a one possible alternative should be considered.

Impact of mentoring medical students on scholarly productivity.

PubMed

Svider, Peter F; Husain, Qasim; Mauro, Kevin M; Folbe, Adam J; Baredes, Soly; Eloy, Jean Anderson

2014-02-01

Our objectives were to evaluate collaboration with medical students and other nondoctoral authors, and assess whether mentoring such students influences the academic productivity of senior authors. Six issues of the Laryngoscope and International Forum of Allergy & Rhinology (IFAR) were examined for the corresponding author of each manuscript, and whether any students were involved in authorship. The h-index of all corresponding authors was calculated using the Scopus database to compare the scholarly impact of authors collaborating with students and those collaborating exclusively with other physicians or doctoral-level researchers. Of 261 Laryngoscope manuscripts, 71.6% had exclusively physician or doctoral-level authors, 9.2% had "students" (nondoctoral-level authors) as first authors, and another 19.2% involved "student" authors. Corresponding values for IFAR manuscripts were 57.1%, 6.3%, and 36.5%. Corresponding authors who collaborated with students had higher scholarly impact, as measured by the h-index, than those collaborating exclusively with physicians and doctoral-level scientists in both journals. Collaboration with individuals who do not have doctoral-level degrees, presumably medical students, has a strong association with scholarly impact among researchers publishing in the Laryngoscope and IFAR. Research mentorship of medical students interested in otolaryngology may allow a physician-scientist to evaluate the students' effectiveness and functioning in a team setting, a critical component of success in residency training, and may have beneficial effects on research productivity for the senior author. © 2013 ARS-AAOA, LLC.

Advancing Our Legacy: A Black Feminist Perspective on the Significance of Mentoring for African-American Women in Educational Leadership

ERIC Educational Resources Information Center

Grant, Cosette M.

2012-01-01

There is a sparse literature base which currently informs our knowledge about the connection between mentoring African-American female doctoral students in educational leadership programs at predominantly white institutions (PWIs) interested in faculty careers and their matriculation into the academy. This has left a void in our understanding of…

Language and Literature Division, Faculty of Education, Hong Kong University

ERIC Educational Resources Information Center

Qin, Xie; Andrews, Stephen

2010-01-01

The Language and Literature Division (LLD) is the largest of the six divisions of the Faculty of Education, University of Hong Kong (HKU). It is currently home to 34 academic staff, who specialize either in the fields of Chinese Language, English Language and/or Literature Education, and to 60 full-time and 28 part-time doctoral students, who are…

Journalism Abstracts: M.A., M.S., Ph.D. Theses in Journalism and Mass Communication. Vol. 14.

ERIC Educational Resources Information Center

Popovich, Mark N., Ed.

This book is an annual compilation of master's theses and doctoral dissertations written in schools and departments of journalism and communication in the United States. The aim of the book is to improve the flow of information about current research to students and teachers in journalism schools, to scholars in related disciplines, and to…

Causation and Caution in Financial Aid Reform: A Historical Perspective through Multiple Shades of Gray Literature

ERIC Educational Resources Information Center

Broomhead, Keiko Shimizu

2013-01-01

To better understand how a once well-intentioned concept of financial tuition assistance for college students has devolved into its current troubled and broken state, this doctoral thesis explored the evolution of the U.S. system of federal financial aid in higher education from a historical perspective. The study began with a review of the…

Still Subversive after All These Years: The Relevance of Feminist Therapy in the Age of Evidence-Based Practice

ERIC Educational Resources Information Center

Brown, Laura S.

2006-01-01

In this article, based on my Carolyn Wood Sherif Memorial Award Address, I address questions of the viability of feminist practice in the current zeitgeist. Using the framework of responding to questions raised by doctoral students about feminist therapy, I address how feminist practice aligns with the evidence-based practice movement,…

Teachers, Leaders, and Social Justice: A Critical Reflection on a Complicated Exchange

ERIC Educational Resources Information Center

Miller, Cody

2017-01-01

Cody Miller was asked to present on a panel with a fellow doctoral student and a current principal at a local elementary school for a social justice and diversity in school leadership course. Miller's experience on the panel became an informal type of capstone experience as he found himself having to argue and defend social justice teaching…

Experimental program to stimulate competitive energy research in North Dakota: Summary and significance of DOE Trainee research

DOE Office of Scientific and Technical Information (OSTI.GOV)

Boudjouk, Philip

1999-07-01

The general goals of the North Dakota DOE/EPSCoR Program are to enhance the capabilities of North Dakota's researchers to conduct nationally competitive energy-related research and to develop science and engineering human resources to meet current and future needs in energy-related areas. Doctoral students were trained and energy research was conducted.

Journalism Abstracts: M.A., M.S., Ph.D. Theses in Journalism and Mass Communication. Vol. 10.

ERIC Educational Resources Information Center

Hall, William E., Ed.

This annual compilation by the Association for Education in Journalism describes master's theses and doctoral dissertations written in schools and departments of journalism and communication in the United States between July 1, 1971, and June 30, 1972. The aim of the book is to improve the flow of information about current research to students and…

Retheorizing Doctoral Supervision as Professional Work

ERIC Educational Resources Information Center

Halse, Christine; Malfroy, Janne

2010-01-01

A competitive higher education environment marked by increased accountability and quality assurance measures for doctoral study, including the structured training of doctoral supervisors, has highlighted the need to clearly articulate and delineate the work of supervising doctoral students. This article responds to this imperative by examining the…

Perceptions of academic administrators of the effect of involvement in doctoral programs on faculty members' research and work-life balance.

PubMed

Smeltzer, Suzanne C; Sharts-Hopko, Nancy C; Cantrell, Mary Ann; Heverly, Mary Ann; Wise, Nancy; Jenkinson, Amanda

Support for research strongly predicts doctoral program faculty members' research productivity. Although academic administrators affect such support, their views of faculty members' use of support are unknown. We examined academic administrators' perceptions of institutional support and their perceptions of the effects of teaching doctoral students on faculty members' scholarship productivity and work-life balance. An online survey was completed by a random sample of 180 deans/directors of schools of nursing and doctoral programs directors. Data were analyzed with descriptive statistics, chi-square analysis, and analysis of variance. Deans and doctoral program directors viewed the level of productivity of program faculty as high to moderately high and unchanged since faculty started teaching doctoral students. Deans perceived better administrative research supports, productivity, and work-life balance of doctoral program faculty than did program directors. Findings indicate the need for greater administrative support for scholarship and mentoring given the changes in the composition of doctoral program faculty. Copyright © 2017 Elsevier Inc. All rights reserved.

Writing for publication: perspectives of graduate nursing students and doctorally prepared faculty.

PubMed

Dowling, Donna A; Savrin, Carol; Graham, Gregory C

2013-07-01

Publication is a common expectation for both faculty and graduate students in schools of nursing. Little is known about the perceptions of students and faculty regarding what supports or interferes with students' success in writing for publication. Perceptions of supports and barriers to writing for publication and the differences in perceptions between graduate nursing students and faculty were examined. A descriptive comparative design was used to sample master's (n = 62), Doctor of Nursing Practice (n = 66), and Doctor of Philosophy (n = 7) students and graduate faculty (n = 35) using two investigator-developed surveys. Students (71.1%) and faculty (57.6%) identified working with faculty and mentors as the greatest support. Students' primary barrier was finding time (64.5%). Faculty identified not knowing how to get started (63.6%) as the students' greatest barrier. Findings support that mentoring and finding sufficient time for writing are priorities for the development of a plan to support students in writing for publication. Copyright 2013, SLACK Incorporated.

Medical students' perceptions of bedside teaching.

PubMed

Gray, David; Cozar, Octavian; Lefroy, Janet

2017-06-01

Bedside teaching is recognised as a valuable tool in medical education by both students and faculty members. Bedside teaching is frequently delivered by consultants; however, junior doctors are increasingly engaging in this form of clinical teaching, and their value in this respect is becoming more widely recognised. The aim of this study was to supplement work completed by previous authors who have begun to explore students' satisfaction with bedside teaching, and their perceptions of the relationship with the clinical teachers. Specifically, we aimed to identify how students perceive bedside teaching delivered by junior doctors compared with consultants. We aimed to identify how students perceived bedside teaching delivered by junior doctors compared with consultants METHODS: A questionnaire was distributed to all third-year medical students at Keele University via e-mail. Responses were submitted anonymously. Forty-six students responded (37.4%), 73.3 per cent of whom said that they felt more comfortable having bedside teaching delivered by junior doctors than by consultants. Consultants were perceived as more challenging by 60 per cent of respondents. Students appeared to value feedback on their performance, trust the validity of taught information, and to value the overall educational experience equally, regardless of the clinical grade of the teacher. Student preference does not equate to the value that they place on their bedside teaching. Junior doctors are perceived as being more in touch with students and the curriculum, whereas consultants are perceived as having higher expectations and as being both stricter and more knowledgeable. The clinical teacher's approachable manner and enthusiasm for teaching are more important than clinical grade, as is the ability to deliver well-structured constructive feedback. © 2016 John Wiley & Sons Ltd.

A defence of medical paternalism: maximising patients' autonomy.

PubMed Central

Komrad, M S

1983-01-01

All illness represents a state of diminished autonomy and therefore the doctor-patient relationship necessarily and justifiably involves a degree of medical paternalism argues the author, an American medical student. In a broad-ranging paper he discusses the concepts of autonomy and paternalism in the context of the doctor-patient relationship. Given the necessary diminution of autonomy which illness inflicts, a limited form of medical paternalism, aimed at restoring or maximising the patient's autonomy is entirely acceptable, and indeed fundamental to the relationship he argues. However, the exercise of this paternalism should be flexible and related to the current 'level of autonomy' of the patient himself. An editorial in this issue comments briefly on this paper. PMID:6834402

What is appropriate to post on social media? Ratings from students, faculty members and the public.

PubMed

Jain, Anuja; Petty, Elizabeth M; Jaber, Reda M; Tackett, Sean; Purkiss, Joel; Fitzgerald, James; White, Casey

2014-02-01

The purpose of this study was to ascertain what medical students, doctors and the public felt was unprofessional for medical students, as future doctors, to post on a social media site, Facebook(®) . The significance of this is that unprofessional content reflects poorly on a student, which in turn can significantly affect a patient's confidence in that student's clinical abilities. An online survey was designed to investigate the perceptions of University of Michigan medical students, attending physicians and non-health care university-wide employees (that serves as a subset of the public) regarding mock medical students' Facebook(®) profile screenshots. For each screenshot, respondents used a 5-point Likert scale to rate 'appropriateness' and whether they would be 'comfortable' having students posting such content as their future doctors. Compared with medical students, faculty members and public groups rated images as significantly less appropriate (p < 0.001) and indicated that they would be less comfortable (p < 0.001) having posting students as future doctors. All three groups rated screenshots containing derogatory or private information about patients, followed by images suggesting marijuana use, as least appropriate. Images conveying intimate heterosexual couples were rated as most appropriate. Overall, the doctor group, females and older individuals were less permissive when compared with employee and student groups, males and younger individuals, respectively. The most significant conclusion of our study is that faculty members, medical students and the 'public' have different thresholds of what is acceptable on a social networking site. Our findings will prove useful for students to consider the perspectives of patients and faculty members when considering what type of content to post on their social media sites. In this way, we hope that our findings provide insight for discussions, awareness and the development of guidelines related to online professionalism for medical students. © 2014 John Wiley & Sons Ltd.

Identifying, Characterising and Assessing New Practices in Doctoral Education

ERIC Educational Resources Information Center

Baschung, Lukas

2016-01-01

Traditionally, European doctoral education has principally taken place within the binary relationship of professors and their doctoral students according to the "apprenticeship model." However, in the last one to two decades, this model has been questioned. Governments and higher education institutions (HEIs) reform doctoral education by…

The society for craniofacial genetics and developmental biology 38th annual meeting.

PubMed

Taneyhill, Lisa A; Hoover-Fong, Julie; Lozanoff, Scott; Marcucio, Ralph; Richtsmeier, Joan T; Trainor, Paul A

2016-07-01

The mission of the Society for Craniofacial Genetics and Developmental Biology (SCGDB) is to promote education, research, and communication about normal and abnormal development of the tissues and organs of the head. The SCGDB welcomes as members undergraduate students, graduate students, post doctoral researchers, clinicians, orthodontists, scientists, and academicians who share an interest in craniofacial biology. Each year our members come together to share their novel findings, build upon, and challenge current knowledge of craniofacial biology. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

The Methodological Socialization of Social Science Doctoral Students in China and the USA

ERIC Educational Resources Information Center

Rhoads, Robert A.; Zheng, Mi; Sun, Xiaoyang

2017-01-01

This qualitative study reports findings from a comparative analysis of the methodological socialization of doctoral students in the social sciences at two universities: one in China and one in the USA. Relying primarily on theories of organizational socialization, the study focuses on formal and informal processes students report as part of…

A Success Story: Recruiting & Retaining Underrepresented Minority Doctoral Students in Biomedical Engineering

ERIC Educational Resources Information Center

Reichert, William M.

2006-01-01

There are various ways to succeed in recruiting and retaining underrepresented minority (URM) doctoral students; but key to them all is the creation of real student-faculty relationships, which demonstrate by example that diversity and excellence can and should coexist. This cannot be delegated or done indirectly, and no amount of outreach, campus…

Information Competence of Doctoral Students in Information Science in Spain and Latin America: A Self-Assessment

ERIC Educational Resources Information Center

Pinto, Maria; Fernandez-Ramos, Andres; Sanchez, Gerardo; Meneses, Grizly

2013-01-01

The study was carried out with students of official doctoral programs of Information Science in four universities in Spain and Latin America with the purpose of finding out, through self-assessments, student perceptions of their own information competence. A survey was designed to determine self-perceptions of knowledge, skills and attitudes…

Fostering Academic Self-Concept: Advisor Support and Sense of Belonging among International and Domestic Graduate Students

ERIC Educational Resources Information Center

Curtin, Nicola; Stewart, Abigail J.; Ostrove, Joan M.

2013-01-01

International doctoral students in the United States face challenges of acculturation in academia yet complete graduate school at higher rates and more quickly than their domestic counterparts. This study examined advisor support, sense of belonging, and academic self-concept among international and domestic doctoral students at a research…

26 CFR 1.6050S-1 - Information reporting for qualified tuition and related expenses.

Code of Federal Regulations, 2010 CFR

2010-04-01

... illustrates the rules of this paragraph (a)(2)(ii): Example. Student A, a medical doctor, takes a course at University X's medical school. Student A takes the course to fulfill State Y's licensing requirement that medical doctors attend continuing medical education courses each year. Student A is not enrolled in a...

Student Perceptions of Digital Story Telling as a Learning-Tool for Educational Leaders

ERIC Educational Resources Information Center

LaFrance, Jason; Blizzard, Jason

2013-01-01

A study regarding students' perceptions of digital storytelling as a learning tool was conducted in the fall of 2012. The population consisted of 12 students participating in an Administrative Theory course as part of their doctoral program in K-12 or higher education administration at a Carnegie Doctoral Research University in Georgia. During the…

Chinese Ph.D. Students on Exchange in European Union Countries: Experiences and Benefits

ERIC Educational Resources Information Center

Shen, Wen-Qin; Liu, Dong; Chen, Hongjie

2017-01-01

In the past decade, thousands of Chinese doctoral students received funding from the China Scholarship Council (CSC) to start a 1--2-year exchange study in European universities. Do these Chinese doctoral students significantly improve their academic skills and publications through such an overseas experience? What are the influencing factors for…

Supporting Doctoral Students through the Personalisation of a Graduate Virtual Research Environment

ERIC Educational Resources Information Center

Costello, Robert

2016-01-01

This paper offers a case study in which a traditional Learning Management System (LMS) was enhanced through learning theories and web-based technologies to support the development of doctoral students. The model being used here, can address and support a personalised learning approach to assist postgraduate students, as part of matching their…

Faculty Best Practices to Support Students in the "Virtual Doctoral Land"

ERIC Educational Resources Information Center

Deshpande, Anant

2017-01-01

Online students face numerous challenges in successfully completing doctoral programmes. The aim of this article is to explore the best practices that can be employed by faculty to support students in achieving this. It also seeks to categorize and identify the best practices emerging from literature into themes. An exploratory research method was…

Becoming an Interdisciplinary Scientist: An Analysis of Students' Experiences in Three Computer Science Doctoral Programmes

ERIC Educational Resources Information Center

Calatrava Moreno, María del Carmen; Danowitz, Mary Ann

2016-01-01

The aim of this study was to identify how and why doctoral students do interdisciplinary research. A mixed-methods approach utilising bibliometric analysis of the publications of 195 students identified those who had published interdisciplinary research. This objective measurement of the interdisciplinarity, applying the Rao-Stirling index to Web…

International Graduate Students' Cross-Cultural Academic Engagement: Stories of Indonesian Doctoral Students on an American Campus

ERIC Educational Resources Information Center

Mukminin, Amirul; McMahon, Brenda J.

2013-01-01

The purpose of this study was to explore the lived experience of academic engagement of twelve Indonesian doctoral students attending an American graduate school during their first term and over time through demographic background surveys and semi-structured in-depth interviews. The research design was qualitative in the phenomenological approach…

Why Do Students Consider Dropping out of Doctoral Degrees? Institutional and Personal Factors

ERIC Educational Resources Information Center

Castelló, Montserrat; Pardo, Marta; Sala-Bubaré, Anna; Suñe-Soler, Núria

2017-01-01

Despite the increasing popularity of doctoral education, many students do not complete their studies, and very little information is available about them. Understanding why some students consider that they do not want to, or cannot, continue with their studies is essential to reduce dropout rates and to improve the overall quality of doctoral…

Comparing Freshman and Doctoral Engineering Students in Design: Mapping with a Descriptive Framework

ERIC Educational Resources Information Center

Carmona Marques, P.

2017-01-01

This paper reports the results of a study of engineering students' approaches to an open-ended design problem. To carry out this, sketches and interviews were collected from 9 freshmen (first year) and 10 doctoral engineering students, when they designed solutions for orange squeezers. Sketches and interviews were analysed and mapped with a…

A Study of Factors Related to Dissertation Progress among Doctoral Candidates: Focus on Students' Research Self-Efficacy as a Result of Their Research Training and Experiences.

ERIC Educational Resources Information Center

Faghihi, Forooz; Rakow, Ernest A.; Ethington, Corinna

This study examined relationships among doctoral candidates' background characteristics, research preparation, research environment, research involvement, student-advisor relationship, research self-efficacy, and dissertation progress. The study focused on differences in research self-efficacy and dissertation progress among students from the…

Strengthening cancer biology research, prevention, and control while reducing cancer disparities: student perceptions of a collaborative master's degree program in cancer biology, preventions, and control.

PubMed

Jillson, I A; Cousin, C E; Blancato, J K

2013-09-01

This article provides the findings of a survey of previous and current students in the UDC/GU-LCCC master's degree program. This master's degree program, Cancer Biology, Prevention, and Control is administered and taught jointly by faculty of a Minority Serving Institution, the University of the District of Columbia, and the Lombardi Comprehensive Cancer Center to incorporate the strengths of a community-based school with a research intensive medical center. The program was initiated in 2008 through agreements with both University administrations and funding from the National Cancer Institute. The master's degree program is 36 credits with a focus on coursework in biostatistics, epidemiology, tumor biology, cancer prevention, medical ethics, and cancer outreach program design. For two semesters during the second year, students work full-time with a faculty person on a laboratory or outreach project that is a requirement for graduation. Students are supported and encouraged to transition to a doctoral degree after they obtain the master's and many of them are currently in doctorate programs. Since the inception of the program, 45 students have initiated the course of study, 28 have completed the program, and 13 are currently enrolled in the program. The survey was designed to track the students in their current activities, as well as determine which courses, program enhancements, and research experiences were the least and most useful, and to discern students' perceptions of knowledge acquired on various aspects of Cancer Biology Prevention, and Control Master's Program. Thirty of the 35 individuals to whom email requests were sent responded to the survey, for a response rate of 85.7%. The results of this study will inform the strengthening of the Cancer Biology program by the Education Advisory Committee. They can also be used in the development of comparable collaborative master's degree programs designed to address the significant disparities in prevalence of cancer, low screening awareness, and access to and outcomes of cancer prevention and treatment services. This, in turn, will contribute to the elimination of the dearth of underrepresented minority scientists who address these disparities. By far, the students were satisfied with the program and believe that it has had significant impact on their ability to contribute to cancer prevention and control. They provided both general and specific recommendations to strengthen the program.

Preparing the nurse scientist for academia and industry.

PubMed

Lewallen, Lynne P; Kohlenberg, Eileen

2011-01-01

The number of doctoral programs in nursing has been increasing. However, these programs tend to focus on preparing nurse scientists to conduct research, and many spend little time preparing doctoral students for the educator, clinical researcher, or administrator role. Leaders of doctoral programs have identified the need to prepare doctoral students in the functional roles they will assume upon graduation, in addition to the researcher role. This article describes a two-course (six-credit) sequence of courses within a research-focused PhD in Nursing program that provides didactic and experiential knowledge about the role of the nurse scientist in academia and industry settings. Students are highly satisfied with the courses, and report that the experiences have provided them with important knowledge and skills as they assume the scientist role.

The value of mentorship in medical education.

PubMed

Dalgaty, Faith; Guthrie, Greg; Walker, Heather; Stirling, Kevin

2017-04-01

The transition from senior medical student to working safely and effectively as a new junior doctor is one of the biggest challenges that a new graduate will face. In 2014 the General Medical Council published The state of medical education and practice in the UK, reporting that some new doctors continue to struggle with increased responsibilities. We classify these instances as a 'performance gap', describing occasions in clinical practice where an individual exceeds their performance capacity. The Medical Mentorship Programme addressed identified performance gaps through a structured curriculum of simulation-based education and facilitated clinical practice. Programme content was based on the experiences of the authors and their peers in graduating from their undergraduate training programme and becoming junior doctors. A questionnaire was disseminated to junior doctors in their first clinical rotation. The questionnaire asked doctors to describe instances where they experienced a performance gap. These data informed the development of the Medical Mentorship Programme. The effect of this programme was then evaluated via focus group discussion. The Medical Mentorship Programme has been shown to be an effective conduit for supporting the transfer of learning needed to address performance gaps in students. The programme increased the confidence of students in preparation for clinical practice and allowed junior doctors to reflect on their professional development. The programme combined complementary teaching techniques - mentorship, simulation and direct clinical experience - to aid the professional development of both students and mentors. Some new doctors continue to struggle with increased responsibilities. © 2016 John Wiley & Sons Ltd.

How to succeed as a junior doctor.

PubMed

Azad, Michael

2016-10-01

The Royal College of Physicians (RCP) organised an inaugural 1-day conference, the aim of which was to look into some of the key issues that junior doctors need to address when beginning their careers. The target audience was medical students but a few foundation doctors were also in attendance. The conference also helped to increase RCP engagement with medical students and foundation doctors. The day was co-chaired by Professor Kate Thomas (vice dean, University of Birmingham) and Dr Andrew Macleod and Dr Kanwaljit Sandhu (RCP regional advisors for the West Midlands). © Royal College of Physicians 2016. All rights reserved.

The Southeast Scotland Foundation Doctor Teaching Programme--is "near-peer" teaching feasible, efficacious and sustainable on a regional scale?

PubMed

Rodrigues, Jeremy; Sengupta, Anshuman; Mitchell, Alana; Kane, Christopher; Kane, Clare; Maxwell, Simon; Cameron, Helen; Ross, Michael; Ford, Michael

2009-02-01

Peer-assisted learning has advantages for students and tutors. We aimed to establish a novel 'near-peer' teaching scheme delivered by junior doctors for final-year medical students in Southeast Scotland. We report feedback from students regarding the perceived utility of this scheme, the results of a randomized controlled trial (RCT) of its impact, and mechanisms for quality assurance and sustainability. The scheme was devised by newly qualified doctors. Following open recruitment and tutor training, junior doctor-led sessions were provided on clinical examination and practical prescribing in 2006-2008. Feedback was sought using anonymized questionnaires. An RCT was performed to assess the effect of attendance at a prescribing tutorial on performance in a mock assessment. Of 271 students in 2006-2007, 234 (86%) completed voluntary feedback and 233 (99%) expressed interest in attending more tutorials. In the RCT, students who received a tutorial made fewer dosing errors (9 vs. 22, p = 0.049). The majority of tutors attending the training symposium felt the experience was useful and helped prepare them for teaching. 'Near-peer' teaching is a popular adjunct to the undergraduate programme and may promote junior doctors' professional development. Such schemes can be devised and delivered by juniors in conjunction with university staff.

Perspectives of Patients, Doctors and Medical Students at a Public University Hospital in Rio de Janeiro Regarding Tuberculosis and Therapeutic Adherence

PubMed Central

de Andrade, Elizabeth da Trindade; Hennington, Élida Azevedo; de Siqueira, Hélio Ribeiro; Rolla, Valeria Cavalcanti; Mannarino, Celina

2015-01-01

Introduction The World Health Organization (WHO) identifies 8.7 million new cases of tuberculosis (TB) annually around the world. The unfavorable outcomes of TB treatment prevent the achievement of the WHO’s cure target. Goal To evaluate existing intersections in the conceptions relative to the knowledge of TB, the experience of the illness and the treatment. Methods Doctors, medical students and patients were selected from a public university in Rio de Janeiro, Brazil, from 2011 to 2013. The data were obtained by semi-structured individual and focus group interviews, participant observation and a field journal. The inclusion of patients was interrupted due to saturation, and the inclusion of doctors and medical students stopped due to exhaustion. The theoretical background included symbolic Interactionism, and the analysis used rounded Theory. The analysis prioritized the actions/interactions axis. Results Twenty-three patients with pulmonary TB, seven doctors and 15 medical students were included. In the interviews, themes such as stigma, self-segregation, and difficulties in assistance emerged, in addition to defense mechanisms such as denial, rationalization, isolation and other mental mechanisms, including guilt, accountability and concealment of the disease. Aspects related to the assistance strategy, the social support network, bonding with the healthcare staff and the doctor-patient relationship were highlighted as adherence enablers. Doctors and students recommended an expansion of the theoretical and practical instruction on TB during medical students’ education. The existence of health programs and policies was mentioned as a potential enabler of adherence. Conclusion The main concepts identified were the stigma, self-segregation, guilt, responsibility, concealment and emotional repercussions. In relation to the facilitation of therapeutic adherence, the concepts identified were the bonds with healthcare staff, the doctor-patient relationship, assistance and educational health strategies. PMID:26360291

Early Mentoring of Medical Students and Junior Doctors on a Path to Academic Cardiothoracic Surgery.

PubMed

Fricke, Tyson A; Lee, Melissa G Y; Brink, Johann; d'Udekem, Yves; Brizard, Christian P; Konstantinov, Igor E

2018-01-01

In 2005 the Department of Cardiothoracic Surgery at The Royal Children's Hospital started an early academic mentoring program for medical students and junior doctors with the aim of fostering an interest in academic surgery. Between 2005 and 2015, 37 medical students and junior doctors participated in research in the Department of Cardiothoracic Surgery at The Royal Children's Hospital. Each was given an initial project on which to obtain ethics approval, perform a literature review, data collection, statistical analysis, and prepare a manuscript for publication. A search of the names of these former students and doctors was conducted on PubMed to identify publications. A total of 113 journal articles were published in peer-reviewed journals with an average impact factor of 4.1 (range, 1.1 to 19.9). Thirty (30 of 37, 81%) published at least one article. A mean of 4.3 journal articles was published per student or junior doctor (range, 0 to 29). Eleven (11 of 37, 30%) received scholarships for their research. Nine (9 of 37, 24%) have completed or are enrolled in higher research degrees with a cardiothoracic surgery focus. Of these 9, 2 have completed doctoral degrees while in cardiothoracic surgery training. Five will complete their cardiothoracic surgery training with a doctoral degree and the other 2 are pursuing training in cardiology. A successful early academic mentoring program in a busy cardiothoracic surgery unit is feasible. Mentoring of motivated individuals in academic surgery benefits not only their medical career, but also helps maintain high academic output of the unit. Copyright © 2018 The Society of Thoracic Surgeons. Published by Elsevier Inc. All rights reserved.

Medical student teaching in the UK: how well are newly qualified doctors prepared for their role caring for patients with cancer in hospital?

PubMed Central

Cave, J; Woolf, K; Dacre, J; Potts, H W W; Jones, A

2007-01-01

A number of studies have identified problems with undergraduate oncology teaching. We have investigated how well prepared newly qualified doctors (first foundation year, or FY1 doctors) are for treating patients with cancer. Twenty-five FY1 doctors and 15 senior doctors participated in interviews. We turned the emergent themes into a questionnaire for all 5143 UK FY1 doctors in 2005. The response rate was 43% (2062 responses). Sixty-one percent of FY1 doctors had received oncology teaching at medical school, but 31% recalled seeing fewer than 10 patients with cancer. Forty percent of FY1 doctors felt prepared for looking after patients with cancer. Sixty-five percent felt prepared for diagnosing cancer, 15% felt they knew enough about chemotherapy and radiotherapy, and 11% felt prepared for dealing with oncological emergencies. Respondents believed medical students should learn about symptom control (71%) and communication skills (41%). Respondents who had received oncology teaching were more likely to feel prepared for looking after patients with cancer (OR 1.52; 95% CI 1.14–2.04). Preparedness also correlated with exposure to patients with cancer (OR 1.48; 95% CI 1.22–1.79). We have found worryingly low levels of exposure of medical students to patients with cancer. First foundation year doctors lack knowledge about cancer care and symptom control. Oncologists should maintain involvement in undergraduate teaching, and encourage greater involvement of patients in this teaching. PMID:17667931

Medical student teaching in the UK: how well are newly qualified doctors prepared for their role caring for patients with cancer in hospital?

PubMed

Cave, J; Woolf, K; Dacre, J; Potts, H W W; Jones, A

2007-08-20

A number of studies have identified problems with undergraduate oncology teaching. We have investigated how well prepared newly qualified doctors (first foundation year, or FY1 doctors) are for treating patients with cancer. Twenty-five FY1 doctors and 15 senior doctors participated in interviews. We turned the emergent themes into a questionnaire for all 5143 UK FY1 doctors in 2005. The response rate was 43% (2062 responses). Sixty-one percent of FY1 doctors had received oncology teaching at medical school, but 31% recalled seeing fewer than 10 patients with cancer. Forty percent of FY1 doctors felt prepared for looking after patients with cancer. Sixty-five percent felt prepared for diagnosing cancer, 15% felt they knew enough about chemotherapy and radiotherapy, and 11% felt prepared for dealing with oncological emergencies. Respondents believed medical students should learn about symptom control (71%) and communication skills (41%). Respondents who had received oncology teaching were more likely to feel prepared for looking after patients with cancer (OR 1.52; 95% CI 1.14-2.04). Preparedness also correlated with exposure to patients with cancer (OR 1.48; 95% CI 1.22-1.79). We have found worryingly low levels of exposure of medical students to patients with cancer. First foundation year doctors lack knowledge about cancer care and symptom control. Oncologists should maintain involvement in undergraduate teaching, and encourage greater involvement of patients in this teaching.

Daddy, Can We Play Beatles Rock Band? The Lived Experiences of a Married Student with Children in a Cohort-Based Education Doctoral Program

ERIC Educational Resources Information Center

Thomas, Tony J.

2014-01-01

The purpose of this research is to understand more clearly the lived experiences of married doctoral students with children who are enrolled in a cohort-based program. Attempting to maintain a strong family relationship, balance a career, enroll in a doctoral program, and provide for a family is an avalanche of emotion and pressure on all members…

[On the way to becoming an MD (Dr. med.): What kind of support do doctoral students need? Part 1: Survey and development of a program].

PubMed

Sennekamp, Monika; Paulitsch, Michael A; Broermann, Marischa; Klingebiel, Thomas; Gerlach, Ferdinand M

2016-01-01

In Germany, medical doctorates are regularly criticized for their insufficient quality. In order to improve the quality of doctorates and to support doctoral candidates, a department-wide doctoral research program was established at the Goethe University of Frankfurt am Main in 2011 taking into account the practical needs of doctoral students at the School of Medicine. The program development proceeded in several steps: in the first step (2009/2010), a pilot study with eleven doctoral candidates was carried out at the Institute of General Practice. Their ratings of the perceived relevance and their own knowledge of 15 topics of scientific work were used to identify a provisional need for support. Subsequently an interdisciplinary panel of experts established the program throughout the faculty. Since its implementation, a requirements analysis in the form of questionnaires has been continuously carried out in order to assess the doctoral students' prior knowledge and their preferences expressed. At the same time, systematic searches for support programs in other medical fields have been conducted throughout Germany on several occasions. On the basis of the pilot study, the research results and the expert panel discussions the following topics were found to be particularly relevant: principles of good scientific practice, literature search, reference management, organization and structure of a doctoral thesis, formatting of Word documents, clinical epidemiology and data management. A specific, stepwise development process was used to design a concept for the faculty of medicine that pays close attention to the knowledge and interests of doctoral candidates. The establishment of the doctoral research program in Frankfurt and the results of its evaluation are presented in a second article (Paulitsch et al., 2016). Copyright © 2016. Published by Elsevier GmbH.

U.S. Community College Professional Staff Seek South African Doctoral Degrees: An Analysis of an International Doctoral Program Partnership

ERIC Educational Resources Information Center

Ryan, Margaret Vail

2011-01-01

Prominent challenges facing contemporary community colleges are enhancing leadership capacity and serving their diverse student populations. While doctoral education constitutes a mainstay strategy for developing community college leaders, community college professionals face constraints accessing doctoral programs. The innovation of an…

State Level Review of Doctoral Programs in Texas.

ERIC Educational Resources Information Center

Whittington, Nil

Review of doctoral degree programs in Texas public colleges and universities is discussed. Attention is directed to review procedures and strengths and weaknesses in the state's doctoral programs in educational psychology, counseling and guidance, and student personnel services. Doctoral programs were reviewed because of their high cost and a…

At a Crossroads: Family Medicine Education in China.

PubMed

Wu, Dan; Lam, Tai Pong

2017-02-01

China is engaged in efforts to train 300,000 family doctors by 2020 to meet its population's health care needs. This Article discusses the family doctor shortage, compares family medicine training programs, examines the distributional challenges faced by these programs, and proposes directions for further experimentation. Despite an increasing number of family doctors, they represented only 5.6% of all doctors in 2013. Currently, three training programs run concurrently-the post-transfer training, residency training, and designated family medicine undergraduate education programs. These programs face several challenges. First, the educational qualifications of primary care practitioners (PCPs) vary greatly between rural and urban regions. From 2005 to 2013, the percentage of PCPs with three or more years of medical training in urban areas was at least 20.0% higher than in rural areas. Second, regional disparities in the number of family doctors for every 10,000 people exist. The richer eastern part of China has a ratio of 1.51 family doctors for every 10,000 people, nearly double that of central (0.70) and western China (0.86). Third, better-educated doctors are most likely going to prefer to work in hospitals, which offer a lucrative career path with higher pay and social status. Intervention packages that combine student selection policies that look at place of origin and career intent with other incentive strategies are worth implementing. Adequate clinical exposure and regular, rigorous evaluations are crucial for enhancing training quality. China should strike a balance in the distribution of family doctors between the richer and poorer areas to ensure equity.

A Religious Awakening

ERIC Educational Resources Information Center

Hawkins, B. Denise

2010-01-01

In this article, the author discusses Princeton Theological Seminary's Hispanic Theological Initiative (HTI), which helps Latino doctoral students launch careers as religion scholars. The HTI is the only academic program of its kind that brings together Hispanic doctoral students and is ecumenical, multi-ethnic, and multi-denominational. Students…

[Doctoral thesis projects for medical students? Retrospective estimation of the fraction of successfully completed medical doctoral thesis projects at Witten/Herdecke University].

PubMed

Scharfenberg, Janna; Schaper, Katharina; Krummenauer, Frank

2014-01-01

The German "Dr med" plays a specific role in doctoral thesis settings since students may start the underlying doctoral project during their studies at medical school. If a Medical Faculty principally encourages this approach, then it should support the students in performing the respective projects as efficiently as possible. Consequently, it must be ensured that students are able to implement and complete a doctoral project in parallel to their studies. As a characteristic efficiency feature of these "Dr med" initiatives, the proportion of doctoral projects successfully completed shortly after graduating from medical school is proposed and illustrated. The proposed characteristic can be estimated by the time period between the state examination (date of completion of the qualifying medical examination) and the doctoral examination. Completion of the doctoral project "during their medical studies" was then characterised by a doctoral examination no later than 12 months after the qualifying medical state examination. To illustrate the estimation and interpretation of this characteristic, it was retrospectively estimated on the basis of the full sample of all doctorates successfully completed between July 2009 and June 2012 at the Department of Human Medicine at the Faculty of Health of the University of Witten/Herdecke. During the period of investigation defined, a total number of 56 doctoral examinations were documented, 30 % of which were completed within 12 months after the qualifying medical state examination (95% confidence interval 19 to 44 %). The median duration between state and doctoral examination was 27 months. The proportion of doctoral projects completed parallel to the medical studies increased during the investigation period from 14 % in the first year (July 2009 till June 2010) to 40 % in the third year (July 2011 till June 2012). Only about a third of all "Dr med" projects at the Witten/Herdecke Faculty of Health were completed during or close to the qualifying medical studies. This proportion, however, increased after the introduction of a curriculum on research methodology and practice in 2010; prospective longitudinal studies will have to clarify whether this is causal or mere chronological coincidence. In summary, the proposed method for determining the process efficiency of a medical faculty's "Dr med" programme has proven to be both feasible and informative. Copyright © 2014. Published by Elsevier GmbH.

Biomedical Ph.D. students enrolled in two elite universities in the United kingdom and the United States report adopting multiple learning relationships.

PubMed

Kemp, Matthew W; Lazarus, Benjamin M; Perron, Gabriel G; Hanage, William P; Chapman, Elaine

2014-01-01

The ability to form multiple learning relationships is a key element of the doctoral learning environment in the biomedical sciences. Of these relationships, that between student and supervisor has long been viewed as key. There are, however, limited data to describe the student perspective on what makes this relationship valuable. In the present study, we discuss the findings of semi-structured interviews with biomedical Ph.D. students from the United Kingdom and the United States to: i) determine if the learning relationships identified in an Australian biomedical Ph.D. cohort are also important in a larger international student cohort; and ii) improve our understanding of student perceptions of value in their supervisory relationships. 32 students from two research intensive universities, one in the United Kingdom (n = 17), and one in the United States (n = 15) were recruited to participate in a semi-structured interview. Verbatim transcripts were transcribed, validated and analysed using a Miles and Huberman method for thematic analysis. Students reported that relationships with other Ph.D. students, post-doctoral scientists and supervisors were all essential to their learning. Effective supervisory relationships were perceived as the primary source of high-level project guidance, intellectual support and confidence. Relationships with fellow students were viewed as essential for the provision of empathetic emotional support. Technical learning was facilitated, almost exclusively, by relationships with postdoctoral staff. These data make two important contributions to the scholarship of doctoral education in the biomedical sciences. Firstly, they provide further evidence for the importance of multiple learning relationships in the biomedical doctorate. Secondly, they clarify the form of a 'valued' supervisory relationship from a student perspective. We conclude that biomedical doctoral programs should be designed to contain a minimum level of formalised structure to promote the development of multiple learning relationships that are perceived as key to student learning.

Biomedical Ph.D. Students Enrolled in Two Elite Universities in the United Kingdom and the United States Report Adopting Multiple Learning Relationships

PubMed Central

Kemp, Matthew W.; Lazarus, Benjamin M.; Perron, Gabriel G.; Hanage, William P.; Chapman, Elaine

2014-01-01

Objective The ability to form multiple learning relationships is a key element of the doctoral learning environment in the biomedical sciences. Of these relationships, that between student and supervisor has long been viewed as key. There are, however, limited data to describe the student perspective on what makes this relationship valuable. In the present study, we discuss the findings of semi-structured interviews with biomedical Ph.D. students from the United Kingdom and the United States to: i) determine if the learning relationships identified in an Australian biomedical Ph.D. cohort are also important in a larger international student cohort; and ii) improve our understanding of student perceptions of value in their supervisory relationships. Study Design 32 students from two research intensive universities, one in the United Kingdom (n = 17), and one in the United States (n = 15) were recruited to participate in a semi-structured interview. Verbatim transcripts were transcribed, validated and analysed using a Miles and Huberman method for thematic analysis. Results Students reported that relationships with other Ph.D. students, post-doctoral scientists and supervisors were all essential to their learning. Effective supervisory relationships were perceived as the primary source of high-level project guidance, intellectual support and confidence. Relationships with fellow students were viewed as essential for the provision of empathetic emotional support. Technical learning was facilitated, almost exclusively, by relationships with postdoctoral staff. Conclusions These data make two important contributions to the scholarship of doctoral education in the biomedical sciences. Firstly, they provide further evidence for the importance of multiple learning relationships in the biomedical doctorate. Secondly, they clarify the form of a ‘valued’ supervisory relationship from a student perspective. We conclude that biomedical doctoral programs should be designed to contain a minimum level of formalised structure to promote the development of multiple learning relationships that are perceived as key to student learning. PMID:25054473

Do Regular Social Work Faculty Earn Better Student Course Evaluations than Do Adjunct Faculty or Doctoral Students?

ERIC Educational Resources Information Center

Thyer, Bruce A.; Myers, Laura L.; Nugent, William R.

2011-01-01

Nationwide, the percentage of faculty who are tenured (or in tenure-earning positions) is declining, with proportionate increases in the amount of instruction provided by adjunct and other part-time instructors, including doctoral students. These trends are mirrored within academic social work and have given rise to some concerns about the…

Addressing the Needs of Doctoral Students as Academic Practitioners: A Collaborative Inquiry on Teaching in Higher Education

ERIC Educational Resources Information Center

Starr, Lisa J.; DeMartini, Ashley

2015-01-01

This paper presents preliminary findings from a pilot study whose purpose was to explore how we, a tenure-track faculty member and a doctoral student, understood and developed our teaching practice when engaged in a formal faculty-student relationship. Using a hybrid of collaborative inquiry and collaborative self-study--which included verbal and…

Values in Science: Making Sense of Biology Doctoral Students' Critical Examination of a Deterministic Claim in a Media Article

ERIC Educational Resources Information Center

Raveendran, Aswathy; Chunawala, Sugra

2015-01-01

Several educators have emphasized that students need to understand science as a human endeavor that is not value free. In the exploratory study reported here, we investigated how doctoral students of biology understand the intersection of values and science in the context of genetic determinism. Deterministic research claims have been critiqued…

The Experimental Teaching Reform in Biochemistry and Molecular Biology for Undergraduate Students in Peking University Health Science Center

ERIC Educational Resources Information Center

Yang, Xiaohan; Sun, Luyang; Zhao, Ying; Yi, Xia; Zhu, Bin; Wang, Pu; Lin, Hong; Ni, Juhua

2015-01-01

Since 2010, second-year undergraduate students of an eight-year training program leading to a Doctor of Medicine degree or Doctor of Philosophy degree in Peking University Health Science Center (PKUHSC) have been required to enter the "Innovative talent training project." During that time, the students joined a research lab and…

Comprehension and Time Expended for a Doctoral Student with a Learning Disability when Reading with and without an Accommodation

ERIC Educational Resources Information Center

Tanners, Adam; McDougall, Dennis; Skouge, Jim; Narkon, Drue

2012-01-01

The purpose of this alternating treatment, single-case research study was to compare reading comprehension and time expended reading, of a doctoral student with learning disabilities, under two reading conditions. In condition one, the student used a self-discovered accommodation, that is, listening, on an iPod, to an audiobook version…

Intercultural PhD Supervision: Exploring the Hidden Curriculum in a Social Science Faculty Doctoral Programme

ERIC Educational Resources Information Center

Kidman, Joanna; Manathunga, Catherine; Cornforth, Sue

2017-01-01

International knowledge markets rely heavily on a ready supply of highly mobile doctoral students, many of whom are from the global South, to bring in revenue. The supervision of these PhD students, however, can reproduce neo-colonial knowledge relations, often in subtle ways. In settler nations, international PhD students may find that they are…

The Transformation of an Online Learning Community from an Organised Facility to an Organic Fraternity

ERIC Educational Resources Information Center

Fields, Alison; Lai, Kwok-Wing; Gibbs, John; Kirk, Alex; Vermunt, Jenny

2016-01-01

An online community of learning within a distance doctoral programme was explored to determine if and how the community evolved and transformed over time. This part-time doctoral programme gathers students into cohorts and runs a structured community with students and faculty for 18 months before students confirm candidatures and begin individual…

Exploring Doctoral Students' Use of Digital Technologies: What Do They Use Them for and Why?

ERIC Educational Resources Information Center

Gouseti, Anastasia

2017-01-01

Digital technologies now form an integral feature of the university student experience and there is a range of studies that explore digital technology use within a higher education context. However, very few of these studies focus on how doctoral students engage with digital technologies. This article aims to throw light on the digital practices…

Regular-Soda Intake Independent of Weight Status Is Associated with Asthma among US High School Students

PubMed Central

Park, Sohyun; Blanck, Heidi M.; Sherry, Bettylou; Jones, Sherry Everett; Pan, Liping

2015-01-01

Limited research shows an inconclusive association between soda intake and asthma, potentially attributable to certain preservatives in sodas. This cross-sectional study examined the association between regular (nondiet)-soda intake and current asthma among a nationally representative sample of high school students. Analysis was based on the 2009 national Youth Risk Behavior Survey and included 15,960 students (grades 9 through 12) with data for both regular-soda intake and current asthma status. The outcome measure was current asthma (ie, told by doctor/nurse that they had asthma and still have asthma). The main exposure variable was regular-soda intake (ie, drank a can/bottle/glass of soda during the 7 days before the survey). Multivariable logistic regression was used to estimate the adjusted odds ratios for regular-soda intake with current asthma after controlling for age, sex, race/ethnicity, weight status, and current cigarette use. Overall, 10.8% of students had current asthma. In addition, 9.7% of students who did not drink regular soda had current asthma, and 14.7% of students who drank regular soda three or more times per day had current asthma. Compared with those who did not drink regular soda, odds of having current asthma were higher among students who drank regular soda two times per day (adjusted odds ratio = 1.28; 95% CI 1.02 to 1.62) and three or more times per day (adjusted odds ratio = 1.64; 95% CI 1.25 to 2.16). The association between high regular-soda intake and current asthma suggests efforts to reduce regular-soda intake among youth might have benefits beyond improving diet quality. However, this association needs additional research, such as a longitudinal examination. PMID:23260727

Regular-soda intake independent of weight status is associated with asthma among US high school students.

PubMed

Park, Sohyun; Blanck, Heidi M; Sherry, Bettylou; Jones, Sherry Everett; Pan, Liping

2013-01-01

Limited research shows an inconclusive association between soda intake and asthma, potentially attributable to certain preservatives in sodas. This cross-sectional study examined the association between regular (nondiet)-soda intake and current asthma among a nationally representative sample of high school students. Analysis was based on the 2009 national Youth Risk Behavior Survey and included 15,960 students (grades 9 through 12) with data for both regular-soda intake and current asthma status. The outcome measure was current asthma (ie, told by doctor/nurse that they had asthma and still have asthma). The main exposure variable was regular-soda intake (ie, drank a can/bottle/glass of soda during the 7 days before the survey). Multivariable logistic regression was used to estimate the adjusted odds ratios for regular-soda intake with current asthma after controlling for age, sex, race/ethnicity, weight status, and current cigarette use. Overall, 10.8% of students had current asthma. In addition, 9.7% of students who did not drink regular soda had current asthma, and 14.7% of students who drank regular soda three or more times per day had current asthma. Compared with those who did not drink regular soda, odds of having current asthma were higher among students who drank regular soda two times per day (adjusted odds ratio=1.28; 95% CI 1.02 to 1.62) and three or more times per day (adjusted odds ratio=1.64; 95% CI 1.25 to 2.16). The association between high regular-soda intake and current asthma suggests efforts to reduce regular-soda intake among youth might have benefits beyond improving diet quality. However, this association needs additional research, such as a longitudinal examination. Published by Elsevier Inc.

Coteaching in Counselor Education: Preparing Doctoral Students for Future Teaching

ERIC Educational Resources Information Center

Baltrinic, Eric R.; Jencius, Marty; McGlothlin, Jason

2016-01-01

This phenomenological study explored 10 counselor education doctoral students' coteaching experiences with faculty members. Three coteaching structures identified from the data were relational, operational, and developmental. A definition of coteaching supported by the findings is presented. Implications for counselor education programs,…

Student Socialization in Interdisciplinary Doctoral Education

ERIC Educational Resources Information Center

Boden, Daniel; Borrego, Maura; Newswander, Lynita K.

2011-01-01

Interdisciplinary approaches are often seen as necessary for attacking the most critical challenges facing the world today, and doctoral students and their training programs are recognized as central to increasing interdisciplinary research capacity. However, the traditional culture and organization of higher education are ill-equipped to…

Counselor Education Doctoral Students' Experiences with Multiple Roles and Relationships

ERIC Educational Resources Information Center

Dickens, Kristen N.; Ebrahim, Christine H.; Herlihy, Barbara

2016-01-01

Interpretive phenomenological analysis was used to explore 10 counselor education doctoral students' lived experiences with multiple roles and relationships. Four superordinate themes were found: power differential, need for education, transformation, and learning from experiences. Findings revealed that multiple roles and relationships offer…

[Teaching courses on aspects of medical history taking and communication skills in Germany: a survey among students of 12 medical faculties].

PubMed

Schildmann, Jan; Kampmann, Margareta; Schwantes, Ulrich

2004-06-01

Good communication between patients and doctors has positive effects on health and the patients' quality of life. Communication skills can be trained. In many countries communication skills training is an important part of medical education and continuing medical education. In this study German medical students were questioned about current communication training. Questionnaires were sent to 28 Medical Schools in Germany and distributed in General Practice courses. Using Likert scales students were asked to rate both existing teaching courses on communication skills and their ability to communicate. 377 students of 12 Medical Schools participated in this study. Two Medical Schools offer teaching courses on communication skills as part of their regular curriculum. On a scale ranging from 1 (no such courses available) to 7 (courses fully available) students assessed the practical teaching of communication skills to be 3 (median). In addition, on a scale ranging from 1 to 7 students rated their general communication skills as 3 (median) and their ability of taking a sexual history and breaking bad news as 4 (median). Although these results are not representative, they give a general idea of communication skills teaching in Germany. During their clinical education students should be especially trained for difficult situations in the patient-doctor encounter. The international experience of other Medical Schools should be taken into account when implementing communication skills training as part of medical education.

Swedish medical students' views of the changing professional role of medical doctors and the organisation of health care.

PubMed

Holmström, Inger; Sanner, Margareta A; Rosenqvist, Urban

2004-01-01

Medical students will influence future health care considerably. Their professional orientation while at medical school will be related to their future professional development. Therefore, it is important to study this group's view of the role of medical doctors, especially because Swedish health care is currently undergoing major changes and financial cut backs. Here, the theoretical framework was contemporary theories of competence development, which has shown that people's understanding of their work influences their actions. The aim of this study was to describe medical students' views of their future professional role in health care. In total, 57 fourth-year medical students at a Swedish university were asked to write a short essay about how they conceptualised their professional role in future health care. Fifty-three students (93%) replied. The essays were analysed qualitatively in three steps and four themes were subsequently identified: the professional role in change, organisation of health care, working conditions and the possibilities of having a balanced life. Some factors mentioned that would strongly influence the professional role were being team leader, increased specialisation, supporting the patient and computer science and technology. The students expressed ambiguous feelings about power and leadership. The results indicate that the students share a rather dark view of both the medical profession and health care, which seems to be related to stress and financial cut backs. Mentoring, time for reflection and changes in the curricula might be needed.

Effects of unique biomedical education programs for engineers: REDEEM and ESTEEM projects.

PubMed

Matsuki, Noriaki; Takeda, Motohiro; Yamano, Masahiro; Imai, Yohsuke; Ishikawa, Takuji; Yamaguchi, Takami

2009-06-01

Current engineering applications in the medical arena are extremely progressive. However, it is rather difficult for medical doctors and engineers to discuss issues because they do not always understand one another's jargon or ways of thinking. Ideally, medical engineers should become acquainted with medicine, and engineers should be able to understand how medical doctors think. Tohoku University in Japan has managed a number of unique reeducation programs for working engineers. Recurrent Education for the Development of Engineering Enhanced Medicine has been offered as a basic learning course since 2004, and Education through Synergetic Training for Engineering Enhanced Medicine has been offered as an advanced learning course since 2006. These programs, which were developed especially for engineers, consist of interactive, modular, and disease-based lectures (case studies) and substantial laboratory work. As a result of taking these courses, all students obtained better objective outcomes, on tests, and subjective outcomes, through student satisfaction. In this article, we report on our unique biomedical education programs for engineers and their effects on working engineers.

Slow and steady doesn't win the race: How time-to-doctoral-degree impacts the career of physical scientists

NASA Astrophysics Data System (ADS)

Potvin, Geoff; Tai, Robert

2009-05-01

We report on survey data of 3220 PhD-holding members of the APS and ACS. Using regression analysis, we find that individuals' time-to-doctoral-degree is strongly correlated with their current salary: the model predicts that each year in graduate school corresponds to a significantly lower salary (by more than 3000 per year). This is true even after controlling for job-related factors (field of research, type of position/rank, type of institution, and seniority), demographic factors (age and gender), and measures of scientific merit (grant funding and publication rates). Separately, we also find that time-to-degree is mainly predicted by programmatic factors (such as field of research, amount of required coursework and graduate teaching load) rather than factors associated to students' academic performance, research experiences or research proficiency. These results imply that although time-to-degree is commonly used as a proxy for scientific merit, it is to a great extent out of the control of students.

Experiencing Doctoral Liminality as a Conceptual Threshold and How Supervisors Can Use It

ERIC Educational Resources Information Center

Keefer, Jeffrey M.

2015-01-01

Doctoral students face numerous challenges along the path toward achieving a doctorate. With the experience likened to a rite of passage, many face periods of confusion and disorientation, liminal periods of being betwixt and between. Threshold concept theory, reconceived as conceptual thresholds when experienced on the doctoral level, can inform…

Exploring the Nexus between Research and Doctoral Education

ERIC Educational Resources Information Center

Pearson, Margot; Evans, Terry; Macauley, Peter

2012-01-01

Exploring the nexus between doctoral education and research, and developments in how research is organised and funded is of significance as doctoral education is both part of the higher education system for teaching and learning, and part of the research enterprise. Doctoral candidates are both students and effectively early career researchers.…

Towards a Marketing Communication Recruitment Plan for the Rowan University Educational Leadership Doctoral Program

ERIC Educational Resources Information Center

Kanyi, Titus Kamau

2009-01-01

Doctoral studies are at the apex of the education system. Attracting, recruiting, enrolling, and graduating the best suited students in doctoral education is, therefore, critical in ensuring the highest academic standards and service to society. Focusing on Rowan University's Doctor of Education (Ed.D.) in Educational Leadership program, this…

An analysis of reported motivational orientation in students undertaking doctoral studies in the biomedical sciences

PubMed Central

2014-01-01

Background As the source of a sizeable percentage of research output and the future arbiters of science policy, practice and direction, doctoral (Ph.D.) students represent a key demographic in the biomedical research community. Despite this, doctoral learning in the biomedical sciences has, to date, received little research attention. Methods In the present study we aimed to qualitatively describe the motivational orientations present in semi-structured interview transcripts from a cohort of seventeen biomedical Ph.D. students drawn from two research intensive Australian Group of Eight universities. Results Applying elements of self-determination theory, external and introjected control loci (both strongly associated with alienation, disengagement and poor learning outcomes) were identified as common motivational determinants in this cohort. Conclusions The importance of these findings to doctoral learning is discussed in light of previous research undertaken in higher education settings in the United States and the European Union. With motivation accepted as a malleable, context-sensitive factor, these data provide for both a better understanding of doctoral learning and highlight a potential avenue for future research aimed at improving outcomes and promoting meaningful learning processes in the biomedical doctorate. PMID:24571918

Cross-sectional study on awareness and knowledge of torture investigation and documentation among Greek doctors and senior medical students.

PubMed

Orfanou, Christina; Tsiamis, Costas; Karamagioli, Evika; Pikouli, Anastasia; Terzidis, Agis; Pikoulis, Emmanuel

2018-06-05

Doctors in Greece face the possibility of encountering a person that has suffered torture, especially since the high rates of refugees' and migrants' inflows that took place over the last years. In order to assess the awareness and the knowledge of doctors and senior medical students in Greece regarding a manual on effective investigation and documentation of torture such as Istanbul Protocol (official United Nation document since 1999), a cross-sectional study was conducted using a structured anonymous questionnaire. The sample was doctors practicing in public hospitals in Greece, doctors volunteering at a non-governmental organization (NGO) and undergraduate medical students in their final year of studies in the Medical School of National and Kapodistrian University of Athens. The data were analyzed using IBM SPSS version 23, using descriptive statistics and statistical significance tests.In a total of 289 participants, the mean total score of Istanbul Protocol knowledge was 4.43 ± 1.104 (the maximum possible score was 10) and the mean total score of Istanbul Protocol awareness was 2.04 ± 1.521 (the maximum possible score was 10). The most important conclusion was that among doctors and senior medical students, there seem to be knowledge, awareness, and information deficit about Istanbul Protocol and several issues relating to torture. The overall research outcome highlights the need for the development of a relevant informative/educational program, in order to cover the corresponding existing needs of the population of doctors in Greece.

Motivation and competence of participants in a learner-centered student-run clinic: an exploratory pilot study.

PubMed

Schutte, Tim; Tichelaar, Jelle; Dekker, Ramon S; Thijs, Abel; de Vries, Theo P G M; Kusurkar, Rashmi A; Richir, Milan C; van Agtmael, Michiel A

2017-01-25

The Learner-Centered Student-run Clinic (LC-SRC) was designed to teach and train prescribing skills grounded in a real-life context, to provide students with early clinical experience and responsibility. The current studies' theoretical framework was based on the Self-determination Theory. According to the Self-determination Theory, early involvement in clinical practice combined with a high level of responsibility makes the LC-SRC an environment that can stimulate intrinsic motivation. We investigated the different types of motivation and the proficiency in CanMEDS competencies of the participating students. Type of motivation was measured using the Academic Motivation Scale and Intrinsic Motivation Inventory. CanMEDS competencies were evaluated by faculty using a mini-clinical examination and by the students themselves using a post-participation questionnaire. The 29 participating students were highly intrinsic motivated for this project on all subscales of the Intrinsic Motivation Inventory. Motivation for medical school on the Academic Motivation Scale was high before and was not significantly changed after participation. Students considered that their CanMEDS competencies "Collaborator", "Communicator", "Academic", and "Medical expert" had improved. Their actual clinical team competence was judged by faculty to be at a junior doctor level. Students showed a high level of intrinsic motivation to participate in the LC-SRC and perceived an improvement in competence. Furthermore their actual clinical competence was at junior doctor level in all CanMEDS competencies. The stimulating characteristics of the LC-SRC, the high levels of intrinsic motivation and the qualitative comments of the students in this study makes the LC-SRC an attractive place for learning.

The effect of community based-academic partnerships on student knowledge about plastic surgery and interest in medicine.

PubMed

Sillah, Nyama M; Miller, Hannah J; Weis Sadoski, Tahlia L; Larson, Jeffrey D; Bentz, Michael L; King, Timothy W

2015-06-01

Programs specific to plastic surgery are necessary to dispel common myths and increase interest in the field. In a previous publication by the authors, a community outreach program was developed for these reasons for middle school students. In the current study, we expanded on the previous research and collected objective data to assess students' initial interest in medicine and knowledge about plastic surgery, compared to their interest and knowledge afterward. The program previously developed by the authors was modified and performed for the students at various community outreach events and included a PowerPoint presentation, case didactics, and hands-on activities. A test about plastic surgery and questionnaire about interest in the medical field and becoming a doctor was given to each student before and after the program. One hundred seventy-nine students participated in the program from 2009 to 2013. The pretest mean score was 6.50 of 12 questions whereas the posttest mean score was 9.72 (P = <0.001). After participation in the program, 27% of students that answered "no" or "unsure" about interest in the medical field on the pretest changed their answer to "yes," on the posttest, and 17% of students that answered "no" or "unsure" about interest in becoming a doctor on the pretest changed their answer to "yes," on the posttest (P = <0.001). A plastic surgery community outreach program is beneficial in increasing students' interest in the field of medicine as a whole, and more specifically in the field of plastic surgery.

Simulated patients' perspectives of and perceived role in medical students' professional identity development.

PubMed

McLean, Michelle; Johnson, Patricia; Sargeant, Sally; Green, Patricia

2015-04-01

Much has been written about medical students' professional identity formation, the process of "becoming" a doctor. During their training, medical students interact with a range of teachers and trainers. Among these are simulated patients (SPs) who role-play patients, assisting students with their communication, procedural, and physical examination skills. With SPs regularly interacting with students, this qualitative study explored their views of students' emerging professional identities at one Australian medical school. SPs' contributions to developing professional identities were also explored. Fourteen SPs were interviewed individually or in pairs. After template analysis of the transcripts using a priori themes, a follow-up focus group (n = 7) was arranged. Although being older (implying maturity and more life experience) and exposure to real patients and previous health care experience were identified as contributing to developing an identity as a doctor, SPs recognized that for some, an existing professional identity might impede the development of a new identity. Simulated patients were of the opinion that they contributed to students' professional identities by creating a supportive environment for honing skills, which they did by realistically role-playing patient scripts, by making their bodies available, and by providing feedback as "patients." Through their authentic portrayal of patients and through their feedback, we are of the opinion that our SPs can contribute to students' developing identities as doctors. As lay individuals who often encounter students longitudinally, we believe that SPs offer a particular lens through which to view students' emerging identities as future doctors.

Applying Sociocultural Theory to Teaching Statistics for Doctoral Social Work Students

ERIC Educational Resources Information Center

Mogro-Wilson, Cristina; Reeves, Michael G.; Charter, Mollie Lazar

2015-01-01

This article describes the development of two doctoral-level multivariate statistics courses utilizing sociocultural theory, an integrative pedagogical framework. In the first course, the implementation of sociocultural theory helps to support the students through a rigorous introduction to statistics. The second course involves students…

Chinese Overseas Doctoral Student Narratives of Intercultural Adaptation

ERIC Educational Resources Information Center

Ye, Lily; Edwards, Viv

2015-01-01

This study aims to explore how Chinese overseas doctoral students adjust to a different academic, social and cultural environment, using Giddens' theoretical framework of self-identity. The findings indicate the participants proactively used various coping strategies in meeting challenges and adapting to new social environments. Continuity and…

Experiential Learning: Dissolving Classroom and Research Borders

ERIC Educational Resources Information Center

McClellan, Rhonda; Hyle, Adrienne E.

2012-01-01

During a summer cruise to Mexico and Central America, students earned academic credit for doctoral-level coursework in qualitative research approaches and data collection and analysis. This study explored how participants, 16 doctoral students at a midwestern university, perceived experiential education and its effect upon their understanding of…

The Drop-Outs and the Dilatory on the Road to the Doctorate.

ERIC Educational Resources Information Center

Rudd, Ernest

1986-01-01

Results of a survey of British doctoral students not completing their graduate programs are reported. Students' reasons for dropping out include individual characteristics, personal problems and accidents, problems inherent in research projects, and poor supervision. Faculty attitudes and government policy are discussed. (MSE)

Identity Development and Mentoring in Doctoral Education

ERIC Educational Resources Information Center

Hall, Leigh A.; Burns, Leslie D.

2009-01-01

In this essay, Leigh Hall and Leslie Burns use theories of identity to understand mentoring relationships between faculty members and doctoral students who are being prepared as educational researchers. They suggest that becoming a professional researcher requires students to negotiate new identities and reconceptualize themselves both as people…

Counseling Psychology Doctoral Students' Training Experiences in Primary Care Psychology

ERIC Educational Resources Information Center

Cox, Jared

2011-01-01

This qualitative study focused on counseling psychology doctoral students' perspectives regarding their practicum training experience in primary care psychology. The four participants included three females and one male. Semi-structured individual and focus group interviews were used to explore participants' experiences. The participants described…

Web-based training in German university eye hospitals - Education 2.0?

PubMed

Handzel, Daniel M; Hesse, L

2011-01-01

To analyse web-based training in ophthalmology offered by German university eye hospitals. In January 2010 the websites of all 36 German university hospitals were searched for information provided for visitors, students and doctors alike. We evaluated the offer in terms of quantity and quality. All websites could be accessed at the time of the study. 28 pages provided information for students and doctors, one page only for students, three exclusively for doctors. Four pages didn't offer any information for these target groups. The websites offered information on events like congresses or students curricular education, there were also material for download for these events or for other purposes. We found complex e-learning-platforms on 9 pages. These dealt with special ophthalmological topics in a didactic arrangement. In spite of the extensive possibilities offered by the technology of Web 2.0, many conceivable tools were only rarely made available. It was not always possible to determine if the information provided was up-to-date, very often the last actualization of the content was long ago. On one page the date for the last change was stated as 2004. Currently there are 9 functional e-learning-applications offered by German university eye hospitals. Two additional hospitals present links to a project of the German Ophthalmological Society. There was a considerable variation in quantity and quality. No website made use of crediting successful studying, e.g. with CME-points or OSCE-credits. All German university eye hospitals present themselves in the World Wide Web. However, the lack of modern, technical as well as didactical state-of-the-art learning applications is alarming as it leaves an essential medium of today's communication unused.

International Mobility of PhD Students since the 1990s and Its Effect on China: A Cross-National Analysis

ERIC Educational Resources Information Center

Shen, Wenqin; Wang, Chuanyi; Jin, Wei

2016-01-01

Of all the levels of education, doctoral education is the most internationalised. By selecting one key indicator (the proportion of international students among a country's doctorate recipients), the article presents an analysis of PhD students' international mobility. After the collapse of the Soviet Union and the end of the Cold War in the early…

I'm a Poet? International Doctoral Students at a U.S. University Participate in a Creative Writing Workshop

ERIC Educational Resources Information Center

Ostrow, Jill; Ning Chang, Lynn Chih

2012-01-01

What happens when international doctoral students participate in a creative writing workshop? Very often, students at our large midwestern U.S. university enter classes having learned English in their native countries with a heavy emphasis on only skills and grammar. They have not had the chance to play with language, to express themselves through…

Fourth Annual Report, 1973-74. (The American Indian Program, Graduate School of Education, Harvard University, Cambridge, Massachusetts).

ERIC Educational Resources Information Center

Harvard Univ., Cambridge, MA. Graduate School of Education.

In June 1973 the Harvard Graduate School of Education admitted 4 American Indian students into a Master's degree program and one person into a doctoral program. In addition, there were 5 students continuing in the Doctor of Education degree program and one new student in the Certificate of Advanced Study program for a total of 11 participants in…

Modeling the Acoustic Channel for Simulation Studies

DTIC Science & Technology

2012-09-30

Michele Zorzi (PI), Prof. Gianfranco Pierobon (co-PI), Dr. Paolo Casari (post-doctoral researchers ) and Dr. Beatrice Tomasi (PhD student until 12/31...2011 and then post-doctoral researcher ), Mr. Daniele Munaretto (PhD student ), Mr. Giovanni Toso (engineer) and Mr. Matteo Lazzarin (MS student ...approach, are reported in [TWC2012]. DISSEMINATION ACTIVITIES The results obtained in the conducted reseach have been disseminated to the research

Assessment of Prospective Physician Characteristics by SWOT Analysis.

PubMed

Thira, Woratanarat; Patarawan, Woratanarat

2012-01-01

Thailand is one of the developing countries encountering medical workforce shortage. From the national registry in 2006, there were 33 166 physicians: 41.5% worked in the government sector, 21.6% worked in the private sector, and the remaining worked in non-medical fields. There is no current data to confirm the effectiveness of the national policy to increase physician production. We demonstrate our findings from the strength, weakness, opportunity, and threat (SWOT) analysis in medical students and the potential impact on national workforce planning. We introduced SWOT analysis to 568 medical students during the 2008-2010 academic years, with the objective of becoming "a good physician in the future". Pertinent issues were grouped into 4 categories: not wanting to be a doctor, having inadequate medical professional skills, not wanting to work in rural or community areas, and planning to pursue training in specialties with high salary/low workload/low risk for lawsuit. The percentages of medical students who described themselves as "do not want to be a doctor" and "do not want to work in rural or community areas" increased from 7.07% and 25.00% in 2008 to 12.56% and 29.65% in 2010, respectively. Further intervention should be considered in order to change the medical students attitudes on the profession and their impact on Thai health system.

Research Problems in Data Curation: Outcomes from the Data Curation Education in Research Centers Program

NASA Astrophysics Data System (ADS)

Palmer, C. L.; Mayernik, M. S.; Weber, N.; Baker, K. S.; Kelly, K.; Marlino, M. R.; Thompson, C. A.

2013-12-01

The need for data curation is being recognized in numerous institutional settings as national research funding agencies extend data archiving mandates to cover more types of research grants. Data curation, however, is not only a practical challenge. It presents many conceptual and theoretical challenges that must be investigated to design appropriate technical systems, social practices and institutions, policies, and services. This presentation reports on outcomes from an investigation of research problems in data curation conducted as part of the Data Curation Education in Research Centers (DCERC) program. DCERC is developing a new model for educating data professionals to contribute to scientific research. The program is organized around foundational courses and field experiences in research and data centers for both master's and doctoral students. The initiative is led by the Graduate School of Library and Information Science at the University of Illinois at Urbana-Champaign, in collaboration with the School of Information Sciences at the University of Tennessee, and library and data professionals at the National Center for Atmospheric Research (NCAR). At the doctoral level DCERC is educating future faculty and researchers in data curation and establishing a research agenda to advance the field. The doctoral seminar, Research Problems in Data Curation, was developed and taught in 2012 by the DCERC principal investigator and two doctoral fellows at the University of Illinois. It was designed to define the problem space of data curation, examine relevant concepts and theories related to both technical and social perspectives, and articulate research questions that are either unexplored or under theorized in the current literature. There was a particular emphasis on the Earth and environmental sciences, with guest speakers brought in from NCAR, National Snow and Ice Data Center (NSIDC), and Rensselaer Polytechnic Institute. Through the assignments, students constructed dozens of research questions informed by class readings, presentations, and discussions. A technical report is in progress on the resulting research agenda covering: data standards; infrastructure; research context; data reuse; sharing and access; preservation; and conceptual foundations. This presentation will discuss the agenda and its importance for the geosciences, highlighting high priority research questions. It will also introduce the related research to be undertaken by two DCERC doctoral students at NCAR during the 2013-2014 academic year and other data curation research in progress by the doctoral DCERC team.