What Works for Doctoral Students in Completing Their Thesis?

ERIC Educational Resources Information Center

Lindsay, Siân

2015-01-01

Writing a thesis is one of the most challenging activities that a doctoral student must undertake and can represent a barrier to timely completion. This is relevant in light of current and widespread concerns regarding doctoral completion rates. This study explored thesis writing approaches of students post or near Ph.D. completion through…

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…

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…

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…

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.

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…

Advancing Doctoral Social Work Education: An Application of the Social-Ecological Framework

ERIC Educational Resources Information Center

Dougherty, Cynthia; Fields, Noelle L.; Schuman, Donna

2017-01-01

Graduates of social work doctoral programs are an integral part of social work education and, as faculty, training of BSW and MSW students. Missing from the literature are theoretical frameworks that advance the study of "what works and for whom" in social work doctoral education. Building upon the existing literature, this article…

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/

The Four Ps of Publishing: Demystifying Publishing in Peer-Reviewed Journals for Social Work Doctoral Students

ERIC Educational Resources Information Center

Bender, Kimberly; Windsor, Liliane Cambraia

2010-01-01

Since the 1990s, the field of social work has placed substantial value on social work research. As a result, publishing has become an important aspect of contributing to the social work field. While encouragement for faculty to publish may vary across settings, publication has not traditionally been expected of doctoral students. The purpose of…

[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.

Medical professionalism on television: student perceptions and pedagogical implications.

PubMed

Weaver, Roslyn; Wilson, Ian; Langendyk, Vicki

2014-11-01

Previous research has pointed to the role television can play in informing health practices and beliefs. Within the academic setting in particular, some educators have raised concerns about the influence of medical dramas on students. Less research, however, draws on the perspectives of students, and this study therefore explores medical students' perceptions of medical practice and professionalism in popular medical television programmes. Qualitative data from surveys of Australian undergraduate medical students showed that students perceived professionalism in dichotomous ways, with three main themes: cure-care, where a doctor's skill is either technical or interpersonal; work-leisure, where a doctor is either dedicated to work or personal life; and clinical-administration, where work is either direct patient care or administration. There continue to be imagined divisions between curing and caring for students, who express concerns about balancing work and leisure, and expectations that doctors should have little administrative work. Given students were able to identify these important contemporary issues around professionalism on television, there is pedagogical value in using popular images of the medical world in medical education. © The Author(s) 2014.

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.

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…

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

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…

Ages and Career Stages: Considerations in Providing Support for Mid-Late Career Stage Doctoral Students

ERIC Educational Resources Information Center

Robertson, Margaret J.

2017-01-01

This article raises two inter-related issues: firstly there is a correlation between the needs of doctoral students that are strongly related to age and career stage; and secondly, because these needs differ according to their demographic, the current discourse of developing work-readiness skills of doctoral students is misplaced for the growing…

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.

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…

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.

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.

Paradigm Devolution: The Twilight of Traditional Doctoral Education

ERIC Educational Resources Information Center

Sonstrom, Wendy Jean

2009-01-01

In this reflection, the author proposes that doctoral education is currently undergoing paradigm devolution. Her perspective is that of a doctoral student, specifically a full-time graduate student working towards a Ph.D. in adult education. This fall semester marks her last of coursework, and she finds herself searching to make meaning of the…

Penumbra: Doctoral Support as Drama--From the "Lightside" to the "Darkside." From Front of House to Trapdoors and Recesses

ERIC Educational Resources Information Center

Wisker, Gina; Robinson, Gillian; Bengtsen, Søren S. E.

2017-01-01

Much international doctoral learning research focuses on personal, institutional and learning support provided by supervisors, managed relationships,"nudging" robust, conceptual, critical, creative work. Other work focuses on stresses experienced in supervisor-student relationships and doctoral journeys. Some considers formal and…

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.

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…

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…

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…

[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.

Medical students’ characteristics as predictors of career practice location: retrospective cohort study tracking graduates of Nepal’s first medical college

PubMed Central

Shakya, Rabina; Pokhrel, Bharat M; Eyal, Nir; Rijal, Basista P; Shrestha, Ratindra N; Sayami, Arun

2012-01-01

Objective To determine, in one low income country (Nepal), which characteristics of medical students are associated with graduate doctors staying to practise in the country or in its rural areas. Design Observational cohort study. Setting Medical college registry, with internet, phone, and personal follow-up of graduates. Participants 710 graduate doctors from the first 22 classes (1983-2004) of Nepal’s first medical college, the Institute of Medicine. Main outcome measures Career practice location (foreign or in Nepal; in or outside of the capital city Kathmandu) compared with certain pre-graduation characteristics of medical student. Results 710 (97.7%) of the 727 graduates were located: 193 (27.2%) were working in Nepal in districts outside the capital city Kathmandu, 261 (36.8%) were working in Kathmandu, and 256 (36.1%) were working in foreign countries. Of 256 working abroad, 188 (73%) were in the United States. Students from later graduating classes were more likely to be working in foreign countries. Those with pre-medical education as paramedics were twice as likely to be working in Nepal and 3.5 times as likely to be in rural Nepal, compared with students with a college science background. Students who were academically in the lower third of their medical school class were twice as likely to be working in rural Nepal as those from the upper third. In a regression analysis adjusting for all variables, paramedical background (odds ratio 4.4, 95% confidence interval 1.7 to 11.6) was independently associated with a doctor remaining in Nepal. Rural birthplace (odds ratio 3.8, 1.3 to 11.5) and older age at matriculation (1.1, 1.0 to 1.2) were each independently associated with a doctor working in rural Nepal. Conclusions A cluster of medical students’ characteristics, including paramedical background, rural birthplace, and lower academic rank, was associated with a doctor remaining in Nepal and with working outside the capital city of Kathmandu. Policy makers in medical education who are committed to producing doctors for underserved areas of their country could use this evidence to revise their entrance criteria for medical school. PMID:22893566

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…

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.

A survey-based cross-sectional study of doctors' expectations and experiences of non-technical skills for Out of Hours work.

PubMed

Brown, Michael; Shaw, Dominick; Sharples, Sarah; Jeune, Ivan Le; Blakey, John

2015-02-16

The skill set required for junior doctors to work efficiently and safely Out of Hours (OoH) in hospitals has not been established. This is despite the OoH period representing 75% of the year and it being the time of highest mortality. We set out to explore the expectations of medical students and experiences of junior doctors of the non-technical skills needed to work OoH. Survey-based cross-sectional study informed by focus groups. Online survey with participants from five large teaching hospitals across the UK. 300 Medical Students and Doctors Participants ranked the importance of non-technical skills, as identified by literature review and focus groups, needed for OoH care. The focus groups revealed a total of eight non-technical skills deemed to be important. In the survey 'Task Prioritisation' (mean rank 1.617) was consistently identified as the most important non-technical skill. Stage of training affected the ranking of skills, with significant differences for 'Communication with Senior Doctors', 'Dealing with Clinical Isolation', 'Task Prioritisation' and 'Communication with Patients'. Importantly, there was a significant discrepancy between the medical student expectations and experiences of doctors undertaking work. Our findings suggest that medical staff particularly value task prioritisation skills; however, these are not routinely taught in medical schools. The discrepancy between expectations of students and experience of doctors reinforces the idea that there is a gap in training. Doctors of different grades place different importance on specific non-technical skills with implications for postgraduate training. There is a pressing need for medical schools and deaneries to review non-technical training to include more than communication skills. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

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.

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…

A survey-based cross-sectional study of doctors’ expectations and experiences of non-technical skills for Out of Hours work

PubMed Central

Brown, Michael; Shaw, Dominick; Sharples, Sarah; Jeune, Ivan Le; Blakey, John

2015-01-01

Objectives The skill set required for junior doctors to work efficiently and safely Out of Hours (OoH) in hospitals has not been established. This is despite the OoH period representing 75% of the year and it being the time of highest mortality. We set out to explore the expectations of medical students and experiences of junior doctors of the non-technical skills needed to work OoH. Design Survey-based cross-sectional study informed by focus groups. Setting Online survey with participants from five large teaching hospitals across the UK. Participants 300 Medical Students and Doctors Outcome measure Participants ranked the importance of non-technical skills, as identified by literature review and focus groups, needed for OoH care. Results The focus groups revealed a total of eight non-technical skills deemed to be important. In the survey ‘Task Prioritisation’ (mean rank 1.617) was consistently identified as the most important non-technical skill. Stage of training affected the ranking of skills, with significant differences for ‘Communication with Senior Doctors’, ‘Dealing with Clinical Isolation’, ‘Task Prioritisation’ and ‘Communication with Patients’. Importantly, there was a significant discrepancy between the medical student expectations and experiences of doctors undertaking work. Conclusions Our findings suggest that medical staff particularly value task prioritisation skills; however, these are not routinely taught in medical schools. The discrepancy between expectations of students and experience of doctors reinforces the idea that there is a gap in training. Doctors of different grades place different importance on specific non-technical skills with implications for postgraduate training. There is a pressing need for medical schools and deaneries to review non-technical training to include more than communication skills. PMID:25687899

The Mentor in Graduate Education.

ERIC Educational Resources Information Center

Lyons, William; And Others

1990-01-01

The survey of 565 doctoral students at the University of Tennessee (Knoxville) found that doctoral students who had experienced a close working relationship with a faculty member had a fuller education than their counterpoints who had not. There was no evidence that males were more likely to be mentored than females. (Author/DB)

Mentoring Doctoral Students Online: Mentor Strategies and Challenges

ERIC Educational Resources Information Center

Kumar, Swapna; Johnson, Melissa

2017-01-01

The purpose of our research was to explore faculty members' experiences with online mentoring during the dissertation stage of an online doctoral program. During semi-structured interviews, four mentors reflected on their online mentoring of students, specifically the strategies that worked well, challenges faced while mentoring online, and other…

Experience with an Independent Study Program in Pathophysiology for Doctor of Pharmacy Students.

ERIC Educational Resources Information Center

Nahata, Milap C.

1986-01-01

A pharmacy doctoral program's independent-study component in pathophysiology, supported by computer-assisted instruction and self-evaluation, has the advantages of self-pacing, reduced faculty time commitment, and increased ability to work effectively with physicians. Disadvantages include student feeling of isolation, imbalanced content, and…

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…

Response: Training Doctoral Students to Be Scientists

ERIC Educational Resources Information Center

Pollio, David E.

2012-01-01

The purpose of this article is to begin framing doctoral training for a science of social work. This process starts by examining two seemingly simple questions: "What is a social work scientist?" and "How do we train social work scientists?" In answering the first question, some basic assumptions and concepts about what constitutes a "social work…

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

Comparing Freshman and doctoral engineering students in design: mapping with a descriptive framework

NASA Astrophysics Data System (ADS)

Carmona Marques, P.

2017-11-01

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 descriptive 'ideation framework' (IF) of the design process, to document and compare their design creativity (Carmona Marques, P., A. Silva, E. Henriques, and C. Magee. 2014. "A Descriptive Framework of the Design Process from a Dual Cognitive Engineering Perspective." International Journal of Design Creativity and Innovation 2 (3): 142-164). The results show that the designers worked in a manner largely consistent with the IF for generalisation and specialisation loops. Also, doctoral students produced more alternative solutions during the ideation process. In addition, compared to freshman, doctoral used the generalisation loop of the IF, working at higher levels of abstraction. The iterative nature of design is highlighted during this study - a potential contribution to decrease the gap between both groups in engineering education.

'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.

Opportunities to Learn Scientific Thinking in Joint Doctoral Supervision

ERIC Educational Resources Information Center

Kobayashi, Sofie; Grout, Brian W.; Rump, Camilla Østerberg

2015-01-01

Research into doctoral supervision has increased rapidly over the last decades, yet our understanding of how doctoral students learn scientific thinking from supervision is limited. Most studies are based on interviews with little work being reported that is based on observation of actual supervision. While joint supervision has become widely…

Fact-File: A Profile of 1982-83 Recipients of Doctorates.

ERIC Educational Resources Information Center

Chronicle of Higher Education, 1984

1984-01-01

Student characteristics of 1982-83 earned doctorate recipients include sex, racial or ethnic group, citizenship, marital status, age, years from bachelor's degree to doctorate, percentage with bachelor's degree in the same field, planned postdoctoral study and employment, primary postdoctoral work, and region of postdoctoral employment. (MSE)

Diversity in Social Work Doctoral Programs: Mapping the Road Ahead

ERIC Educational Resources Information Center

Ghose, Toorjo; Ali, Samira; Keo-Meier, Becca

2018-01-01

Students of color (SOC) face multiple barriers to being admitted and retained in social work doctoral programs. We describe these hurdles and propose approaches to circumvent them. Admission challenges include a lack of guidance, financial hurdles, underpreparedness, and racism directed at applicants. Retention challenges include a dearth of…

Preparing School Leaders to Work with and in Community

ERIC Educational Resources Information Center

FitzGerald, Anne Marie; Militello, Matthew

2016-01-01

We used Q methodology, a form of factor analysis, to explore and establish correlations across the perceptions of key stakeholders (i.e., deans, faculty members, doctoral students) about how doctoral programs in educational leadership engage in work with diverse communities. Four distinct viewpoints emerged suggesting the ongoing need to: develop…

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.

[Health care in Western Europe in the late 18th century, as reported in Sámuel Cseh-Szombaty's travel journal].

PubMed

Rab, Irén

2015-07-19

Medical doctors working in Hungary and Transylvania were all trained abroad before the medical faculty of the University of Nagyszombat was founded in 1769. Most Roman Catholic medical students were trained in Vienna and Italy, whereas Protestants in Germany, The Netherlands, and Switzerland. In the 18th century a total of 500 Hungarian medical students studied at universities in Western Europe. Medical students' peregrination did not involve academic training only: whenever they had the possibility, students visited renowned hospitals, university clinics and famous doctors in order to gain experience and medical practice to complete their education. Sámuel Cseh-Szombaty studied in Pest and Göttingen, obtained his medical doctor's diploma in Vienna in 1790, and then spent a year and a half at various medical institutions in Germany, The Netherlands, and England. Cseh-Szombaty's so far unpublished travel journal and alba amicorum provide a wealth of information about the practical knowledge that could be learned during peregrination, characteristics of medical training, patients' treatment, quality of German hospitals of the late 18th century, where the most famous doctors worked. It is an exciting description, how a doctor from Hungary spent his time studying in Western Europe.

Reflecting on the learning opportunities of presenting at a conference.

PubMed

Joshua, Beverly

2017-03-22

Background Research productivity is a major indicator of higher educational institutions' (HEI) academic performance. The increasing focus on research productivity is resulting in an expectation that academics publish their research initiatives, ideas and developments in their scope of work or area of interest. It can influence academic status and compel nursing academics to undertake higher degrees, including PhDs or other doctoral studies. Aim To articulate a nurse academic's reflection on presenting her doctoral thesis at an international conference and to encourage students to embrace the dissemination of research. Discussion In HEIs, academic work and research compete with each other. For the academic who is also a doctoral student, attending research conferences for knowledge and dissemination can be challenging and emotionally labouring. Conclusion It is important that doctoral students from the nursing professions engage in research dissemination at local and international level. This can improve their confidence, appreciation of research in terms of methodologies, findings, interventions and presenting styles. It can also help to develop confidence in articulating their own research epistemology and ontology while networking. Implications for practice Attendance at conferences contributes to the development of the doctoral student's confidence, knowledge, research capability, ability to identify good research practice and to engage in peer review.

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.

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.

The Scholarly Activity Predictor Model among Counseling Psychology Doctoral Students: A Modification and Extension

ERIC Educational Resources Information Center

Huber, Daniel M.

2010-01-01

The purpose of the current study was to help understand scholarly activity better among counseling psychology doctoral students. Two new variables were added to the previously created predictor model of scholarly activity: advisory working alliance and research competence. Three path analytic models were designed in the current study: (1) a…

Imagined and Emerging Career Patterns: Perceptions of Doctoral Students and Research Staff

ERIC Educational Resources Information Center

McAlpine, Lynn; Turner, Gill

2012-01-01

Increasingly, research staff positions rather than lectureships are the reality for social sciences PhD graduates wishing academic work. Within this context, our longitudinal study examined how social science doctoral students and research staff in two UK universities imagined their futures in and out of academia. The variation over time in how…

Internationalization of U.S. Doctorate Education. NBER Working Paper No. 14792

ERIC Educational Resources Information Center

Bound, John; Turner, Sarah; Walsh, Patrick

2009-01-01

The representation of a large number of students born outside the United States among the ranks of doctorate recipients from U.S. universities is one of the most significant transformations in U.S. graduate education and the international market for highly-trained workers in science and engineering in the last quarter century. Students from…

Teaching Teachers: Methods and Experiences Used in Educating Doctoral Students to Prepare Preservice Music Educators

ERIC Educational Resources Information Center

Kelly, Steven N.; VanWeelden, Kimberly

2017-01-01

This investigation addressed methods and experiences used to educate doctoral music education students to work as university college professors. Selected faculty representing every institution offering a Ph.D. in music education in the United States and Canada (N = 46) were sent an online questionnaire concerning (1) the extent respondents…

A Tale of Two Doctoral Students: Social Media Tools and Hybridised Identities

ERIC Educational Resources Information Center

Bennett, Liz; Folley, Sue

2014-01-01

This paper explores the experiences of two doctoral students who embraced Web 2.0 tools in their digital scholarship practices. The paper gives an insider perspective of the challenges and potential of working with online tools, such as blogs, and participating in online communities, such as Twitter's #phdchat. We explore by drawing on our…

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

Introducing the First Hybrid Doctoral Program in Educational Technology

ERIC Educational Resources Information Center

Koehler, Matthew J.; Zellner, Andrea L.; Roseth, Cary J.; Dickson, Robin K.; Dickson, W. Patrick; Bell, John

2013-01-01

In 2010 Michigan State University launched the first hybrid doctoral program in Educational Technology. This 5-year program blends face-to-face and online components to engage experienced, working education professionals in doctoral study. In this paper, we describe the design and evolution of the program as well as the response from students. We…

Producing "Industry-Ready" Doctorates: Australian Cooperative Research Centre Approaches to Doctoral Education

ERIC Educational Resources Information Center

Harman, Kay M.

2004-01-01

How the experience of science-based Ph.D. students working in or funded by Australian Cooperative Research Centres (CRCs) compares with their peers in regular university science-based departments is the key focus of this article. CRC doctoral programmes that integrate industry needs with professional development offer an alternative to traditional…

Evaluating Industry-Based Doctoral Research Programs: Perspectives and Outcomes of Australian Cooperative Research Centre Graduates

ERIC Educational Resources Information Center

Manathunga, Catherine; Pitt, Rachael; Cox, Laura; Boreham, Paul; Mellick, George; Lant, Paul

2012-01-01

Researchers of the future will need to be able to work across the increasingly porous boundaries between university, industry, government and community sectors. Concerns have been raised internationally for several decades about the content and approaches adopted in doctoral programs. Innovative doctoral programs that facilitate students'…

Teaching Note--Infusing Social Justice into Doctoral Programs of Social Welfare: An Incremental Approach

ERIC Educational Resources Information Center

Hudson, Kimberly D.; Shapiro, Valerie B.; Moylan, Carrie; Garcia, Antonio; Derr, Amelia S.

2014-01-01

This article describes an effort to further infuse social justice education into doctoral programs in social welfare. It articulates the rationale and tactical approaches for aligning mission statements with the operational realities of university contexts. Within 1 school of social work, doctoral students with diverse orientations to social…

An Opportunity for Social Work Researchers: Climbing out of Educational Loan Debt

ERIC Educational Resources Information Center

Burnette, Catherine E.; McCleary, Jennifer S.

2014-01-01

Objectives: Recruitment of the needed doctoral level social workers is impeded upon when doctoral graduates experience greater educational debt burden, modest salaries, and limited opportunities for student loan debt repayment. The purpose of this article is to describe a promising opportunity to reduce doctoral level social workers'…

The Training of "Triple Helix Workers"? Doctoral Students in University-Industry-Government Collaborations

ERIC Educational Resources Information Center

Thune, Taran

2010-01-01

Changes in knowledge production, increasing interaction between government, universities and industry, and changes in labor markets for doctoral degree holders are forces that have spurred a debate about the organization of doctoral education and the competencies graduates need to master to work as scientists and researchers in a triple helix…

Social Work Science and Identity Formation for Doctoral Scholars within Intellectual Communities

ERIC Educational Resources Information Center

Mor Barak, Michàlle E.; Brekke, John S.

2014-01-01

Three themes are central to preparing doctoral students for the professoriate: identity formation, scientific integration, and intellectual communities. In this article, we argue that these three themes are not separate pillars but interlocking circles. Our main thesis is that (1) social work must develop into a distinct integrative scientific…

Creating a "Third Space" in the Context of a University-School Partnership: Supporting Teacher Action Research and the Research Preparation of Doctoral Students

ERIC Educational Resources Information Center

Arhar, Joanne; Niesz, Tricia; Brossmann, Jeanette; Koebley, Sarah; O'Brien, Katherine; Loe, David; Black, Felicia

2013-01-01

The focus of the Education Works Personalization Project was to facilitate teams of teacher action researchers whose goal was to personalize their teaching with the support of university partners including doctoral students in education. The subsequent apprentice-like research experience within this university-school partnership provided an…

Student Accounts of Action Learning on a DBA Programme: Learning Inaction

ERIC Educational Resources Information Center

Mendonça, Roger; Parker, Anthony; Udo, Uwem; Groves, Catherine

2015-01-01

This account of practice sets out the action learning experience of three doctoral students on the same Doctoral Programme in Business Administration at a UK university. It also include the sense-making of a fourth member of the set. It explores the tension between their area of work and their engagement in the action learning process and, in so…

Student perception about working in rural Nepal after graduation: a study among first- and second-year medical students.

PubMed

Shankar, P Ravi; Thapa, Trilok P

2012-08-31

The Federal Democratic Republic of Nepal is a developing country in South Asia with a population of 29.8 million. In September 2011, there were 18 medical schools with 14 being in the private sector. KIST Medical College is a private school in Lalitpur district. The present study was conducted to obtain information on student perceptions about working in rural Nepal after graduation. The study was conducted among first- and second-year undergraduate medical students using a semi-structured questionnaire developed by the authors using inputs from the literature and their experiences of teaching medical students. Year of study, gender, method of financing of medical education, place of family residence and occupation of parents were noted. Participant responses were analysed, grouped together and the number of respondents stating a particular response was noted. Of the 200 students, 185 (92.5%) participated with 95 being from the first year and 90 from the second. Most students were self-financing and from urban areas. Regarding the question of working in rural Nepal after graduation, 134 (72.4%) said they will work after their undergraduate course. Students preferred to work in the government or nongovernmental sector. Student felt doctors are reluctant to serve in rural Nepal due to inadequate facilities, low salary, less security, problems with their professional development, less equipment in health centres, decreased contact with family and difficulties in communicating with an illiterate, rural population. About 43% of respondents felt medical education does not adequately prepare them for rural service. Repeated rural exposure, postings in rural hospitals and health centres, and training students to diagnose and treat illness with less technology were suggested. The median monthly salary expected was 60 000 Nepalese rupees (US$ 820) and was significantly higher among first-year students. The majority of respondents were in favour of working in rural Nepal after graduation. They wanted facilities in rural areas and health centres to be improved. Changes in the education system were suggested. Providing relatively better facilities for rural doctors compared with urban doctors and reorienting medical education for producing doctors for rural Nepal can be considered. Further studies are required in other private medical schools.

Arab doctors, evolving society and corruption: a medical student's perspective.

PubMed

Alamri, Yassar

2015-01-01

Doctors, especially junior doctors, face immense pressure in their day-to-day work. As a result, the rates of depression and anxiety are particularly high in this demanding profession. The pressure, which is compounded by constantly being under societal scrutiny, can unfortunately drive the doctor to breaking point. However, we can help doctors deal with these pressures in a more meaningful way if we make them aware of their wider environment (within a social paradigm) and the implications of their actions.

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…

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.

Students learning from patients: let's get real in medical education.

PubMed

Bleakley, Alan; Bligh, John

2008-03-01

Medical students must be prepared for working in inter-professional and multi-disciplinary clinical teams centred on a patient's care pathway. While there has been a good deal of rhetoric surrounding patient-centred medical education, there has been little attempt to conceptualise such a practice beyond the level of describing education of communication skills and empathy within a broad 'professionalism' framework. Paradoxically, while aiming to strengthen patient-student interactions, this approach tends to refocus on the role modelling of the physician, and opportunities for potentially deep collaborative working relationships between students and patients are missed. A radical overhaul of conventional doctor-led medical education may be necessary, that also challenges the orthodoxies of individualistic student-centred approaches, leading to an authentic patient-centred model that shifts the locus of learning from the relationship between doctor as educator and student to the relationship between patient and student, with expert doctor as resource. Drawing on contemporary poststructuralist theory of text and identity construction, and on innovative models of work-based learning, the potential quality of relationship between student and patient is articulated in terms of collaborative knowledge production, involving close reading with the patient as text, through dialogue. Here, a medical 'education' displaces traditional forms of medical 'training' that typically involve individual information reproduction. Students may, paradoxically, improve clinical acumen through consideration of silences, gaps, and contradictions in patients as texts, rather than treating communication as transparent. Such paradoxical effects have been systematically occluded or denied in traditional medical education.

"Becoming Molecular Girl": Transforming Subjectivities in Collaborative Doctoral Research Studies as Micro-Politics in the Academy

ERIC Educational Resources Information Center

Lenz Taguchi, Hillevi

2013-01-01

In the context of Swedish reforms of postgraduate and doctoral education in a global knowledge economy, this article aims to theorise on the documented processes of doing collaborative analysis during elective graduate course-work on deconstructive methodologies in the social sciences, with 10 doctoral students over a period of seven months. I…

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…

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

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.

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.

Scholarly work products of the doctor of nursing practice: one approach to evaluating scholarship, rigour, impact and quality.

PubMed

Terhaar, Mary F; Sylvia, Martha

2016-01-01

The aim of this investigation was to evaluate, monitor and manage the quality of projects conducted and work produced as evidence of scholarship upon completion of Doctor of Nursing Practice education. The Doctor of Nursing Practice is a relatively new degree which prepares nurses for high impact careers in diverse practice settings around the globe. Considerable variation characterises curricula across schools preparing Doctors of Nursing Practice. Accreditation assures curricula are focused on attainment of the Doctor of Nursing Practice essentials, yet outcomes have not been reported to help educators engage in programme improvement. This work has implications for nursing globally because translating strong evidence into practice is key to improving outcomes in direct care, leadership, management and education. The Doctor of Nursing Practice student learns to accomplish translation through the conduct of projects. Evaluating the rigour and results of these projects is essential to improving the quality, safety and efficacy of translation, improvements in care and overall system performance. A descriptive study was conducted to evaluate the scholarly products of Doctor of Nursing Practice education in one programme across four graduating classes. A total of 80 projects, conducted across the USA and around the globe, are described using a modification of the Uncertainty, Pace, Complexity Model. The per cent of students considered to have produced high quality work in relation to target expectations as well as the per cent that conducted means testing increased over the four study years. Evaluation of scope, complexity and rigour of scholarly work products has driven improvements in the curriculum and informed the work of faculty and advisors. Methods, evaluation and outcomes conformed around a set of expectations for scholarship and rigour have resulted in measurable outcomes, and quality publications have increased over time. © 2015 John Wiley & Sons Ltd.

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.

Socialization Experiences Resulting from Doctoral Engineering Teaching Assistantships

ERIC Educational Resources Information Center

Mena, Irene B.; Diefes-Dux, Heidi A.; Capobianco, Brenda M.

2013-01-01

The purpose of this study was to explore and characterize the types of socialization experiences that result from engineering teaching assistantships. Using situated learning and communities of practice as the theoretical framework, this study highlights the experiences of 28 engineering doctoral students who worked as engineering teaching…

"Doctors on the move": Exploring professionalism in the light of cultural transitions.

PubMed

McKimm, Judy; Wilkinson, Tim

2015-01-01

As the world becomes "flattened" and travel is easier, doctors and other health professionals move and live around the world in large numbers: some for short periods (such as student electives) others on a longer-term or permanent basis. Similarly, as wider migration patterns play out, all doctors need to learn to work in multi-cultural environments, whether they move countries or work in their "home country". We consider cross-cultural aspects of "professionalism" in terms of medical students' and graduates' assimilation into different cultures and some of the aspects of professional practice that may be problematic where cultural expectations and practices may differ. Specifically we explore professional socialization, identity formation, acculturation and cultural competency as related concepts that help our understanding of challenges for individuals and strategies for curriculum development or support mechanisms.

The status of bedside teaching in the United Kingdom: the student perspective

PubMed Central

Jones, Patrick; Rai, Bhavan Prasad

2015-01-01

Purpose Bedside teaching holds a strong tradition as a key-learning platform for clinical examination in the basic medical clerkship. There is a growing body of literature expressing concern for its witnessed decline in medical school curricula. However, the views of students toward this patient-centered cornerstone in surgical education remain under-reported. The purpose of this study was to gain a nationwide perspective on bedside teaching according to medical students in the United Kingdom. Materials and methods An adapted Delphi method was employed to formulate the question series as part of a multi-step process including a pilot study, which was used to construct this survey. The target population was medical undergraduates in the United Kingdom and participants were recruited via social media. Outcomes assessed included exposure to bedside teaching, perceived benefits of clinical simulation, and junior doctors as clinical teachers. Barriers to clinical examination were also evaluated. Results Overall, 368 completed surveys were received (completion rate 98.9%). Final year students were significantly more likely to report receiving insufficient bedside teaching (P<0.01). Seventy-eight percent of the study group agreed that clinical simulation is a good learning tool for clinical examination. Seventy percent of students felt junior doctors were as able as senior doctors to teach. Lack of confidence was identified as the commonest barrier to overcome when examining patients and two-thirds of students felt they burdened patients during bedside teaching. Conclusion This prospective study confirms the exposure deficit, which medical students experience in bedside teaching. The junior doctor represents a dynamic clinical teacher in the face of working time directives. Peer learning is a novel solution to such pressures. Work is needed to re-establish the hospital wards as a supportive environment for student learning. PMID:26082672

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.

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.

Toward an Evaluation Framework for Doctoral Education in Social Work: A 10-Year Retrospective of One PhD Program's Assessment Experiences

ERIC Educational Resources Information Center

Bentley, Kia J.

2013-01-01

This article presents a framework for evaluation in social work doctoral education and details 10 years of successes and challenges in one PhD program's use of the framework, including planning and implementing specific assessment activities around student learning outcomes and larger program goals. The article argues that a range of…

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.

The Experiences of Latina Graduate Students in Psychology Programs

ERIC Educational Resources Information Center

Celaya, Patricia E.

2012-01-01

This study explored the experience of Latinas in doctoral programs in psychology using a qualitative phenomenological methodology. Eleven women who self-identified as Latina and were in the process of working towards a doctoral degree in psychology participated in in-person interviews that were audio-recorded. Participants described experiences…

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

PubMed Central

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

2014-01-01

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. PMID:26166928

Preparing Emerging Doctoral Scholars for Transdisciplinary Research: A Developmental Approach

PubMed Central

Kemp, Susan P.; Nurius, Paula S.

2015-01-01

Research models that bridge disciplinary, theoretical, and methodological boundaries are increasingly common as funders and the public push for timely, effective, collaborative responses to pressing social and environmental problems. Although social work is inherently an integrative discipline, there is growing recognition of the need to better prepare emerging scholars for sophisticated transdisciplinary and translational research environments. This paper outlines a developmental, competency-oriented approach to enhancing the readiness of doctoral students and emerging scholars in social work and allied disciplines for transdisciplinary research, describes an array of pedagogical tools applicable in doctoral course work and other program elements, and urges coordinated attention to enhancing the field’s transdisciplinary training capacity. PMID:26005286

Trends in Student Aid: 1963 to 1983.

ERIC Educational Resources Information Center

Gillespie, Donald A.; Carlson, Nancy

The growth of student financial aid during 1963-1983 is traced in relation to inflation, college costs, family income, enrollment, and other factors. Aid to students in public, private, and proprietary schools, including doctoral students, is reported. Attention is directed to federally-supported grants, loans, and work; state grants; and…

Value Orientations and the Effects of Professional Schools on Students.

ERIC Educational Resources Information Center

Forsyth, Patrick B.; Danisiewicz, Thomas J.

The extent to which value orientations of professional students differ by occupational groups and by the socializing effects of professional schools on students was assessed. Approximately 1,150 students in nine major doctoral-granting universities participated. Based on work by Bengtson (1975), a humanism/materialism score was constructed for…

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.

Teaching Note--Creating an Integrative Research Learning Environment for BSW and MSW Students

ERIC Educational Resources Information Center

Inoue, Megumi; Tsai, Laura Cordisco; Lee, JoAnn S.; Ihara, Emily S.; Tompkins, Catherine J.; Aguimatang, Jose; Fountain, Kathleen; Hudson, Sonya

2017-01-01

Research courses are often the least popular among BSW and MSW students because the connection between social work practice and research is not always evident. This teaching note introduces the structure of the Social Work integrative Research Lab (SWiRL), which was implemented in a social work program without a doctoral program at a large public…

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.

[The German academic degree "Dr. med." is better than its reputation. Results of a questionnaire of doctoral students].

PubMed

Pabst, R; Park, D-H; Paulmann, V

2012-11-01

Recently there were mostly emotional debates about the scientific background and relevance of the German academic title "Dr. med.", while objective data are scarce. When submitting their doctoral thesis at the Medical School of Hannover students were asked anonymously about the type, topic, duration, quality of supervision as well as frequency and type of publication of the results. 180 doctoral candidates (62% women) participated in the study. The supervision was graded as good by the majority of students. The duration working on the thesis was equivalent to 47 weeks of a full time employment. There was some negative influence in participating in lectures and courses. Nearly all participants (98%) would recommend younger students to work on a dissertation as they had done themselves in parallel to the curriculum. The ability of how to interprete scientific data was assumed to be positively influenced. About two thirds stated that the results had been published in original articles at the time of submitting the thesis. More data from other medical faculties are needed to document the relevance of the medical dissertation to replace the emotional by a more rational debate. © Georg Thieme Verlag KG Stuttgart · New York.

The experience of international doctoral education in nursing: an exploratory survey of staff and international nursing students in a British university.

PubMed

Evans, Catrin

2007-07-01

As part of the internationalization of higher education, increasing numbers of international doctoral students are coming to study in British nursing schools. This paper reports on a small-scale exploratory survey that sought to investigate the educational experiences of these students and their supervisors in one British School of Nursing. Both staff and students saw great value in international education. However both groups identified the need for greater support to facilitate adjustment in a number of areas, including: understanding the PhD process, studying in a second language, working within a different academic culture, managing the supervision relationship, and finding a sense of community. This was a small study, but the findings confirm key issues identified in the limited available literature. Recommendations include staff training and the development of additional in-puts for students. Future research should include qualitative, longitudinal and multi-site studies to more thoroughly assess the process and outcomes of international doctoral education in nursing.

Doctoral Studies: What Has Radical Adult Education Got to Do with It?

ERIC Educational Resources Information Center

Choudry, Aziz; Rochat, Désirée

2015-01-01

Working and writing together as supervisor and graduate student in a Canadian university, the authors bring their community/activist/adult education learning backgrounds into dialogue--and tension--with doctoral studies by reflecting on their personal learning paths and thinking about what this means for teaching and learning in academic contexts.…

Teaching Future Teachers: A Model Workshop for Doctoral Education

ERIC Educational Resources Information Center

Pryce, Julia M.; Ainbinder, Alisa; Werner-Lin, Allison V.; Browne, Teri A.; Smithgall, Cheryl

2011-01-01

Doctoral student training has become focused in recent years on acquiring subject-area knowledge and research skills, rather than on teaching. This shift often leaves aspiring junior faculty feeling unprepared to address the demanding pedagogical requirements of the professoriate. In the area of social work, few programs contain a structured,…

Supervision Provided to Indigenous Australian Doctoral Students: A Black and White Issue

ERIC Educational Resources Information Center

Trudgett, Michelle

2014-01-01

The number of Indigenous Australians completing doctoral qualifications is disparately below their non-Indigenous contemporaries. Whilst there has been a steady increase in Indigenous completions in recent years, significant work remains to redress the imbalance. Supervision has been identified as a primary influencer of the likely success of…

[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.

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

How do workplaces, working practices and colleagues affect UK doctors' career decisions? A qualitative study of junior doctors' career decision making in the UK.

PubMed

Spooner, Sharon; Pearson, Emma; Gibson, Jonathan; Checkland, Kath

2017-10-25

This study draws on an in-depth investigation of factors that influenced the career decisions of junior doctors. Junior doctors in the UK can choose to enter specialty training (ST) programmes within 2 years of becoming doctors. Their specialty choices contribute to shaping the balance of the future medical workforce, with views on general practice (GP) careers of particular interest because of current recruitment difficulties. This paper examines how experiences of medical work and perceptions about specialty training shape junior doctors' career decisions. Twenty doctors in the second year of a Foundation Training Programme in England were recruited. Purposive sampling was used to achieve a diverse sample from respondents to an online survey. Narrative interviewing techniques encouraged doctors to reflect on how experiences during medical school and in medical workplaces had influenced their preferences and perceptions of different specialties. They also spoke about personal aspirations, work priorities and their wider future.Junior doctors' decisions were informed by knowledge about the requirements of ST programmes and direct observation of the pressures under which ST doctors worked. When they encountered negative attitudes towards a specialty they had intended to choose, some became defensive while others kept silent. Achievement of an acceptable work-life balance was a central objective that could override other preferences.Events linked with specific specialties influenced doctors' attitudes towards them. For example, findings confirmed that while early, positive experiences of GP work could increase its attractiveness, negative experiences in GP settings had the opposite effect. Junior doctors' preferences and perceptions about medical work are influenced by multiple intrinsic and extrinsic factors and experiences. This paper highlights the importance of understanding how perceptions are formed and preferences are developed, as a basis for generating learning and working environments that nurture students and motivate their professional careers. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Quality Indicators and Expected Outcomes for Social Work PhD Programs: Perceptions of Social Work Students, Faculty, and Administrators

ERIC Educational Resources Information Center

Petr, Christopher G.; Harrington, Donna; Kim, Kyeongmo; Black, Beverly; Cunningham-Williams, Renee M.; Bentley, Kia J.

2015-01-01

This article presents and discusses the results of a national survey of social work PhD students, faculty, and administrators (n = 416), conducted by the Group for the Advancement of Doctoral Education in Social Work (GADE), in December 2012. The survey was undertaken to inform the updating of GADE's 2003 "Guidelines for Quality in Social…

Lessons learnt on implementing an interdisciplinary doctoral programme in water sciences

NASA Astrophysics Data System (ADS)

Carr, Gemma; Loucks, Daniel Pete; Blaschke, Alfred Paul; Bucher, Christian; Farnleitner, Andreas; Fürnkranz-Prskawetz, Alexia; Parajka, Juraj; Pfeifer, Norbert; Rechberger, Helmut; Wagner, Wolfgang; Zessner, Matthias; Blöschl, Günter

2015-04-01

Using the Vienna Doctoral Programme on Water Resource Systems as a case study, this work describes how the characteristics of the programme can be evaluated to identify which process features are important for developing interdisciplinary research at the doctoral level. The Programme has been running since 2009, and to date has engaged 35 research students, three post-docs and ten faculty members from ten research fields (aquatic microbiology, hydrology, hydro-climatology, hydro-geology, mathematical economics, photogrammetry, remote sensing, resource management, structural mechanics, and water quality). Collaborative, multi-disciplinary research is encouraged and supported through various mechanisms - shared offices, study programme, research cluster groups that hold regular meetings, joint study sites, annual and six-month symposia that bring all members of the programme together, seminar series, joint supervision, and social events. Interviews were conducted with 12 students and recent graduates to explore individual experiences of doing interdisciplinary research within the Programme, and to identify which mechanisms are perceived to be of the greatest benefit for collaborative work. Analysis revealed four important process features. Firstly, students noted that joint supervision and supervisors who are motivated to collaborate are essential for multi-disciplinary collaborative work. Secondly, interviewees described that they work with the people they sit close to or see most regularly. Physical places for collaboration between different discipline researchers such as shared offices and shared study sites are therefore important. Thirdly, the costs and benefits to doing interdisciplinary work were highlighted. Students make a trade-off when deciding if their time investment to develop their understanding of a new research field will support them in addressing their research question. The personal characteristics of the researcher seem to be particularly relevant to this decision making process and need to be considered during student selection. Finally, communication skills are critical. Students noted that they need to be able to understand what each other are doing in order to work together and the symposia and research cluster meetings are good places for developing these skills.

The University of Illinois at Chicago School of Public Health Doctor of Public Health program: an innovative approach to doctoral-level practice leadership development.

PubMed

Lenihan, Patrick; Welter, Christina; Brandt-Rauf, Paul; Neuberger, Babette; Pinsker, Eve; Petros, Michael; Risley, Kristine

2015-03-01

The University of Illinois at Chicago, School of Public Health, Doctor of Public Health degree is designed to build leadership skills and an ability to contribute to the evidence base of practice. The competency-based, distance-format, doctoral-level program for midcareer professionals features an action learning approach in which students apply leadership principles from the virtual classroom to real-world problems at their work sites. Students demonstrate mastery of the competencies and readiness to advance to the dissertation stage through completing a portfolio by using a process of systematic reflection. The practice-oriented dissertation demonstrates the ability to contribute to the evidence base of public health practice in an area of emphasis. Preliminary evaluation data indicate that the program is meeting its intended purposes.

The University of Illinois at Chicago School of Public Health Doctor of Public Health Program: An Innovative Approach to Doctoral-Level Practice Leadership Development

PubMed Central

Welter, Christina; Brandt-Rauf, Paul; Neuberger, Babette; Pinsker, Eve; Petros, Michael; Risley, Kristine

2015-01-01

The University of Illinois at Chicago, School of Public Health, Doctor of Public Health degree is designed to build leadership skills and an ability to contribute to the evidence base of practice. The competency-based, distance-format, doctoral-level program for midcareer professionals features an action learning approach in which students apply leadership principles from the virtual classroom to real-world problems at their work sites. Students demonstrate mastery of the competencies and readiness to advance to the dissertation stage through completing a portfolio by using a process of systematic reflection. The practice-oriented dissertation demonstrates the ability to contribute to the evidence base of public health practice in an area of emphasis. Preliminary evaluation data indicate that the program is meeting its intended purposes. PMID:25706020

Are Danish doctors comfortable teaching in English?

PubMed

Nilas, L; Løkkegaard, E C; Laursen, J B; Kling, J; Cortes, D

2016-08-27

From 2012-2015, the Departments of Obstetrics and Gynecology and of Pediatrics at the University of Copenhagen conducted a project, "Internationalization at Home ", offering clinical teaching in English. The project allowed international students to work with Danish speaking students in a clinical setting. Using semi-quantitative questionnaires to 89 clinicians about use of English and need for training, this paper considers if Danish clinical doctors are prepared to teach in English. The majority self-assessed their English proficiency between seven and eight on a 10 unit visual analogue scale, with 10 equivalent to working in Danish, while 15 % rated five or less. However, one-fourth found teaching and writing in English to be twice as difficult than in Danish, and 12 % rated all teaching tasks in English at four or less compared to Danish. The self-assessed need for additional English skills was perceived low. Teaching in English was rated as 30 % more difficult than in Danish, and a significant subgroup of doctors had difficulties in all forms of communication in English, resulting in challenges when introducing international students in non-native English speaking medical departments.

Reflective Processes: A Qualitative Study Exploring Early Learning Student Teacher Mentoring Experiences in Student Teaching Practicums

ERIC Educational Resources Information Center

Barnes, Michelle M.

2013-01-01

This doctoral thesis explored mentoring in early learning teacher preparation programs. This study explored the reflective processes embedded in the work between student teachers and their mentors during early learning student teacher experiences at Washington State community and technical colleges. Schon's (1987a) concepts of…

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.

Career destinations, views and future plans of the UK medical qualifiers of 1988.

PubMed

Taylor, Kathryn; Lambert, Trevor; Goldacre, Michael

2010-01-01

To report the career destinations, views and future plans of a cohort of senior doctors who qualified in the 1980s. Postal questionnaire survey of all doctors who qualified from all UK medical schools in 1988. The response rate was 69%. We estimated that 81% of the total cohort was working in the NHS, 16 years after qualification; and that at least 94% of graduates who, when students, were from UK homes, were working in medicine. Of NHS doctors, 30% worked part-time. NHS doctors rated their job satisfaction highly (median score 19.9, scale 5-25) but were less satisfied with the amount of leisure time available to them (median score 5.4, scale 1-10). NHS doctors were very positive about their careers, but were less positive about working hours and some other aspects of the NHS. Women were more positive than men about working conditions; general practitioners were more positive than hospital doctors. Twenty-five percent reported unmet needs for further training or career-related advice, particularly about career development. Twenty-nine percent intended to reduce their hours in future, while 6%, mainly part-time women, planned to increase their hours. Overall, 10% of NHS doctors planned to do more service work in future and 24% planned to do less; among part-time women, 18% planned to do more and only 14% less. These NHS doctors, now in their 40s, had a high level of satisfaction with their jobs and their careers but were less satisfied with some other aspects of their working environment. A substantial percentage had expectations about future career development and change.

Career destinations, views and future plans of the UK medical qualifiers of 1988

PubMed Central

Taylor, Kathryn; Lambert, Trevor; Goldacre, Michael

2010-01-01

Summary Objectives To report the career destinations, views and future plans of a cohort of senior doctors who qualified in the 1980s. Methods Postal questionnaire survey of all doctors who qualified from all UK medical schools in 1988. Results The response rate was 69%. We estimated that 81% of the total cohort was working in the NHS, 16 years after qualification; and that at least 94% of graduates who, when students, were from UK homes, were working in medicine. Of NHS doctors, 30% worked part-time. NHS doctors rated their job satisfaction highly (median score 19.9, scale 5–25) but were less satisfied with the amount of leisure time available to them (median score 5.4, scale 1–10). NHS doctors were very positive about their careers, but were less positive about working hours and some other aspects of the NHS. Women were more positive than men about working conditions; general practitioners were more positive than hospital doctors. Twenty-five percent reported unmet needs for further training or career-related advice, particularly about career development. Twenty-nine percent intended to reduce their hours in future, while 6%, mainly part-time women, planned to increase their hours. Overall, 10% of NHS doctors planned to do more service work in future and 24% planned to do less; among part-time women, 18% planned to do more and only 14% less. Conclusions These NHS doctors, now in their 40s, had a high level of satisfaction with their jobs and their careers but were less satisfied with some other aspects of their working environment. A substantial percentage had expectations about future career development and change. PMID:20056666

Funding and socialization in the doctoral program at the University of Wisconsin-Madison.

PubMed

Keller, M L; Ward, S E

1993-01-01

This article describes the model of funding and socializing doctoral students that has been used by the School of Nursing at the University of Wisconsin-Madison. The goal of the Madison program is to educate persons who are capable of conducting research that will contribute to the scientific knowledge base of nursing. This goal is accomplished through immersing students in all aspects of the research process. Critical components of socialization are described. These include the mentor-student relationship, participation in a research group, and participation in informal discussions of faculty and students' research programs. The importance of establishing funding mechanisms and faculty work loads that support socialization is also emphasized.

Changing geographies of access to medical education in London.

PubMed

Brown, Gavin; Garlick, Pamela

2007-06-01

This paper highlights the need for health geographers to consider the social and cultural geographies of who gets to train as a doctor. The paper presents a case study of a scheme intended to widen access to medical education for working class students from inner London. This work examines the role of local education markets and cultures of education in shaping the aspirations and achievements of potential future doctors. It employs ethnographic data to consider how 'non-traditional' learners acclimatise to medical school. Our findings indicate that the students who succeed best are those who can see themselves as belonging within the education system, regardless of their social and cultural background.

Measuring interdisciplinary research and education outcomes in the Vienna Doctoral Programme on Water Resource Systems

NASA Astrophysics Data System (ADS)

Carr, Gemma; Loucks, Daniel Pete; Blaschke, Alfred Paul; Bucher, Christian; Farnleitner, Andreas; Fürnkranz-Prskawetz, Alexia; Parajka, Juraj; Pfeifer, Norbert; Rechberger, Helmut; Wagner, Wolfgang; Zessner, Matthias; Blöschl, Günter

2015-04-01

The interdisciplinary postgraduate research and education programme - the Vienna Doctoral Programme on Water Resource Systems - was initiated in 2009. To date, 35 research students, three post-docs and ten faculty members have been engaged in the Programme, from ten research fields (aquatic microbiology, hydrology, hydro-climatology, hydro-geology, mathematical economics, photogrammetry, remote sensing, resource management, structural mechanics, and water quality). The Programme aims to develop research students with the capacity to work across the disciplines, to conduct cutting edge research and foster an international perspective. To do this, a variety of mechanisms are adopted that include research cluster groups, joint study sites, joint supervision, a basic study programme and a research semester abroad. The Programme offers a unique case study to explore if and how these mechanisms lead to research and education outcomes. Outcomes are grouped according to whether they are tangible (publications with co-authors from more than one research field, analysis of graduate profiles and career destinations) or non-tangible (interaction between researchers, networks and trust). A mixed methods approach that includes bibliometric analysis combined with interviews with students is applied. Bibliometric analysis shows that as the Programme has evolved the amount of multi-disciplinary work has increased (32% of the 203 full papers produced by the programme's researchers have authors from more than one research field). Network analysis to explore which research fields collaborate most frequently show that hydrology plays a significant role and has collaborated with seven of the ten research fields. Hydrology researchers seem to interact the most strongly with other research fields as they contribute understanding on water system processes. Network analysis to explore which individuals collaborate shows that much joint work takes place through the five research cluster groups (water resource management, land-surface processes, Hydrological Open Air Laboratory, water and health, modelling and risk). Student interviews highlight that trust between colleagues and supervisors, and the role of spaces for interaction (joint study sites, cluster group meetings, shared offices etc.) are important for joint work. Graduate analysis shows that students develop skills and confidence to work across disciplines through collaborating on their doctoral research. Working collaboratively during the doctorate appears to be strongly correlated with continuing to work in this way after graduation.

A networking approach to reduce academic and social isolation for junior doctors working in rural hospitals in India.

PubMed

Vyas, R; Zachariah, A; Swamidasan, I; Doris, P; Harris, I

2012-07-01

Graduates from Christian Medical College (CMC) Vellore face many challenges while doing their service obligation in smaller hospitals, including academic and social isolation. To overcome these challenges, CMC aspired through its Fellowship in Secondary Hospital Medicine (FSHM), a 1-year blended on-site and distance-learning program, to provide academic and social support through networking for junior doctors working in rural areas. The purpose of this paper is to report the evaluation of the networking components of the FSHM program, with a focus on whether it succeeded in providing academic and social support for these junior doctors. A mixed method evaluation was done using written surveys for students and faculty and telephone interviews for students. Evidence for validity was gathered for the written survey. Criteria for validity were also applied for the qualitative data analysis. The major strengths of networking with faculty and peers identified were that it provided social support,, academic support through discussion about patient management problems and a variety of cases seen in the hospital, guidance on projects and reminders about deadlines. Recommendations for improvement included use of videoconferencing and Yahoo Groups. It is useful to incorporate networking into distance-learning educational programs for providing support to junior doctors working in rural hospitals.

University in the Art Museum: A Model for Museum-Faculty Collaboration

ERIC Educational Resources Information Center

Villeneuve, Pat; Martin-Harmon, Amanda; Mitchell, Kristina E.

2006-01-01

Professor Barb Woods observes her students working diligently in the Spencer Museum of Art galleries. As the 3-hour session progresses, the students increase their observational skills as they examine works of art that depict the relationship of healthcare and society and illustrate how views of doctors and pharmacists have changed over time. The…

Research in the Doctoral Program in Second Language Acquisition at the University of Wisconsin-Madison

ERIC Educational Resources Information Center

De Costa, Peter I.; Bernales, Carolina; Merrill, Margaret

2011-01-01

Faculty and graduate students in the Doctoral Program in Second Language Acquisition (SLA) at the University of Wisconsin-Madison engage in a broad spectrum of research. From Professor Sally Magnan's research on study abroad and Professor Monika Chavez's work in foreign language policy through Professor Richard Young's examination of…

Overcoming Problems in Doctoral Writing through the Use of Visualisations: Telling Our Stories

ERIC Educational Resources Information Center

Barrett, Terry; Hussey, Jennie

2015-01-01

Doctoral students experience many challenges on the long journey towards completion. Common problems include: synthesising data, working at a conceptual level, clarifying the relationship of the parts of the thesis to the whole, finding a voice and completing a viva successfully. Few authors have addressed the use of visualisations to meet these…

[Completion Study Report on Completion Problems in the Ph.D. Program at Chicago (University of).

ERIC Educational Resources Information Center

Cunningham, Phyllis; And Others

Based on adult education students who completed Ph.D. work in the Department of Education, University of Chicago, during 1960-69, this study examined the problems they perceive in completing doctoral study. Eighty-five doctoral graduates submitted usable questionnaires. Data were obtained on completion time as related to such variables as number…

Experiences of Public Doctors on Managing Work Difficulties and Maintaining Professional Enthusiasm in Acute General Hospitals: A Qualitative Study.

PubMed

Luk, Andrew Leung; Yau, Adrian Fai To

2018-01-01

Overseas studies suggest that 10-20% of doctors are depressed, 30-45% have burnout, and many report dissatisfaction with work-life balance. A local study on public doctors showed that 31.4% of the respondents satisfied the criteria for high burnout. Young, but moderately experienced doctors who need to work shifts appeared most vulnerable. This study aims to explore the experiences of those public doctors who have managed their work difficulties and maintained professional enthusiasm for references in medical education and continuing professional training. Ten public doctors with reputation were invited respectively from three acute general hospitals for an in-depth interview. Interviews were audio recorded and transcribed. Content analysis was carried out to identify major themes in relation to the research questions. Three themes emerging from difficulties encountered were (1) managing people, mostly are patients, followed by colleagues and then patients' relatives; (2) constraints at work, include time and resources; and (3) managing self with decision-making within a short time. Three themes generating from managing work difficulties included (1) self-adjustment with practicing problem solving and learning good communication appeared more frequently, followed by maintaining a professional attitude and accumulating clinical experiences; (2) seeking help from others; and (3) organizational support is also a theme though it is the least mentioned. Four themes emerging from maintaining work enthusiasm were (1) personal conviction and discipline: believing that they are helping the needy, having the sense of vocation and support from religion; disciplining oneself by continuing education, maintaining harmonious family relationship and volunteer work. (2) Challenging work: different challenging natures of their job. (3) Positive feedback from patients: positive encounters with patients keep a connectedness with their clients. (4) Organization support: working with good colleagues and opportunity for continuous training. Some implications for medical education include, developing good communication skill for medical students and junior doctors, preparing senior doctors to be mentors, and exploring the motivating force of spirituality/religion.

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…

Doctoral training in behavior analysis: Training generalized problem-solving skills

PubMed Central

Chase, Philip N.; Wylie, Ruth G.

1985-01-01

This essay provides guidelines for designing a doctoral program in behavior analysis. First, we propose a general accomplishment for all behavior analytic doctoral students: that they be able to solve problems concerning individual behavior within a range of environments. Second, in order to achieve this goal, we propose that students be trained in conceptual and experimental analysis of behavior, the application of behavioral principles and the administration of behavioral programs. This training should include class work, but it should emphasize the immersion of students in a variety of environments in which they are required to use behavior analytic strategies. Third, we provide an example of a hypothetical graduate program that involves the proposed training. Finally, an evaluation plan is suggested for determining whether a training program is in fact producing students who are generalized problem-solvers. At each step, we justify our point of view from a perspective that combines principles from behavior analysis and educational systems design. PMID:22478633

[When state authorisation was introduced for medical doctors in Norway].

PubMed

Haave, Per

2007-12-13

In 1927, a law was implemented in Norway that for the first time required medical students to be state authorised before they could practice medicine and use the title medical doctor. The question of authorisation split the professional elite, both the Norwegian Medical Association and the Medical Faculty at the University of Oslo. Those very few members of the professional elite that advocated authorisation did, however, convince the government as well as the parliament that authorisation should be given and recalled by the state. State authorisation was first of all aimed at protecting the medical profession against "unfit" members; it was not a question of monopolising medical work or preventing other groups from working within the healthcare services. To put this into context, one should know that there had been a transition from a bureaucratic to a free labour market and most doctors were no longer engaged by the State, but had to practise in a private market. One feared that this would undermine the doctors' authority and status. In this situation, authorisation by the state was considered necessary to safeguard the public's confidence in doctors and their work.

"Life Could Be a Dream": What US-Based Management PhD Students Desire in an Initial Academic Appointment

ERIC Educational Resources Information Center

Flynn, C. Brian; Feild, Hubert S.; Bedeian, Arthur G.

2011-01-01

Purpose: The purpose of this paper is to first identify the work- and non-work-related criteria US-based management doctoral students consider important in selecting an initial academic appointment, and second, to explore whether gender and race/ethnicity are associated with the importance attached to these criteria. Design/methodology/approach:…

Work, Nonwork, and Network: The Public and Private Lives of Women Chief Student Affairs Officers

ERIC Educational Resources Information Center

Spurlock, Rebecca Lynn

2009-01-01

Women make up a majority of those employed in higher education, yet they are still a minority in leadership positions. Completing a doctoral degree, relocating for career advancement, and working in demanding, high time commitment roles are typically required to achieve the chief student affairs officer (CSAO) position, as well as contributors to…

The Impact Factor: Measuring Student Professional Growth in an Online Doctoral Program

ERIC Educational Resources Information Center

Kumar, Swapna; Dawson, Kara

2014-01-01

This article describes the impact of an online Ed.D. in educational technology based on data collected from students at regular intervals during the program. It documents how students who were working professionals applied learning from the program within their practice, enculturated into the educational technology community, and grew…

The Effects of Doctoral Teaching Development on Early-Career STEM Scholars' College-Teaching Self-Efficacy. WCER Working Paper No. 2015-1

ERIC Educational Resources Information Center

Connolly, Mark R.; Lee, You-Geon

2015-01-01

As a result of increased national emphasis on preparing future faculty in science, technology, engineering, and mathematics (STEM) to teach undergraduates, more research universities offer teaching development (TD) programs to doctoral students who aspire to academic careers. Using social cognitive career theory, we examine the effects of these…

How Prepared Are MSW Graduates for Doctoral Research? Views of PhD Research Faculty

ERIC Educational Resources Information Center

Drisko, James W.; Evans, Kristin

2018-01-01

This national survey of PhD faculty assessed the research preparation of entering doctoral social work students on a wide range of research knowledge and related skills. The prior literature shows that PhD programs repeat much BSW and MSW research course content. This study shows that the trend continues and has perhaps widened. PhD research…

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…

The collaborative model of doctor-patient consultation--is it always culturally appropriate? What do doctors and patients need to know to make it work in intercultural contexts?

PubMed

Hamilton, John

2009-02-01

This article questions the assumption that a collaborative, participatory model of medical interview (as taught in most contemporary Western universities) is necessarily the most suitable and effective in cross-cultural interactions between doctors and patients. It highlights some of the challenges for international students in mastering this model, and extends Koehn's concept of the medical interview as involving 'mutual teaching' to suggest a role for the doctor as a 'cultural informant' who helps patients to acquire the 'medical literacy' and skills required to participate effectively.

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.

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.

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…

Becoming a caregiver: attachment theory and poorly performing doctors.

PubMed

Adshead, Gwen

2010-02-01

In this paper, I review a theoretical paradigm (attachment theory) which facilitates an understanding of how human care-giving and care-eliciting behaviours develop and are maintained over the lifespan. I argue that this paradigm has particular utility in: (i) the training of doctors; (ii) understanding why some doctors and medical students experience high levels of stress, and (iii) developing interventions to help those who struggle to manage high levels of work-related stress. I carried out a review of key texts and previously published studies of attachment styles in caregivers. Large-scale epidemiological studies, using valid and reliable measures, show that insecure attachment styles are found in a proportion of normal populations of both males and females. Insecure attachment is associated with impaired stress management and subtle deficits in care-giving sensitivity. It is reasonable to assume that a proportion of students entering medical training and doctors with performance problems may have insecure attachment styles which influence how they approach their training experience and how they manage occupational stress. Attachment theory is a useful paradigm for thinking about training as a professional caregiver. Insecure early attachment experiences may be a risk factor for poor stress management in some medical students and doctors who are exposed to increasing demands as carers. These findings lead to suggestions for possible research and support interventions.

Analysis of medical student's book reports on Cronin's The Citadel: would young doctors give up ideals for prestige and wealth?

PubMed

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

2016-06-01

The purpose of this study is to find what medical students think the reward for their future work should be and whether they would keep their ideals or abandon them for prestige and wealth by analyzing the book reports of Cronin's The Citadel. Participants were 50 medical students of junior class. A month before the classroom lecture, the book and digital video disk were provided. Students had discussions in groups of seven and wrote book reports which include answers of three questions. Regarding what should be the reward for the medical doctor, two-thirds of students (66.7%) answered with spiritual compensation, while one-third (33.3%) chose material reward. In the situation presented to Manson, three-fifths (60.0%) answered they would keep their ideals (idealist), while the remaining two-fifths (40.0%) decided they would abandon them. Less than one-third of students (30.0%) answered they would reveal the corruptions of the doctor's society, while two-thirds (64.0%) would not. The larger number of idealists who prefer spiritual reward rather than a material reward represents the innocence of youth as in portrayed in The Citadel.

Knowledge of primary health care and career choice at primary health care settings among final year medical students - challenges to human resources for health in Vietnam.

PubMed

Giang, Kim Bao; Minh, Hoang Van; Hien, Nguyen Van; Ngoc, Nguyen Minh; Hinh, Nguyen Duc

2015-01-01

There is a shortage of medical doctors in primary health care (PHC) settings in Vietnam. Evidence about the knowledge medical students have about PHC and their career decision-making is important for making policy in human resources for health. The objective of this study was to analyse knowledge and attitudes about PHC among medical students in their final year and their choice to work in PHC after graduation. A cross-sectional study was conducted among 400 final year general medical students from Hanoi Medical University. Self-administered interviews were conducted. Key variables were knowledge, awareness of the importance of PHC and PHC career choices. Descriptive and analytic statistics were performed. Students had essential knowledge of the concept and elements of PHC and were well aware of its importance. However, only one-third to one half of them valued PHC with regard to their professional development or management opportunities. Less than 1% of students would work at commune or district health facilities after graduation. This study evidences challenges related to increasing the number of medical doctors working in PHC settings. Immediate and effective interventions are needed to make PHC settings more attractive and to encourage medical graduates to start and continue a career in PHC.

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…

Preparing PhD-Level Clinical Social Work Practitioners for the 21st Century

ERIC Educational Resources Information Center

Berzoff, Joan; Drisko, James

2015-01-01

Social work doctoral programs are not adequately preparing students to educate future clinical practitioners. Social work is predominantly a practice profession. Social work's PhD programs must continue the education of excellent researchers while also educating for excellence in practice, teaching, field liaison, and the supervision of practice.…

Day-night pattern in accidental exposures to blood-borne pathogens among medical students and residents.

PubMed

Parks, D K; Yetman, R J; McNeese, M C; Burau, K; Smolensky, M H

2000-01-01

The purpose of this study was to determine whether the occurrence of accidental blood-borne pathogen exposure incidents in medical students and residents in training varies during the 24 h. A retrospective review of reported exposures was conducted in a large urban teaching institution--the University of Texas Health Science Center in Houston--between November 1993 and July 1998. Professional level (year of student or level of resident), time of exposure, means/route of exposure (needle stick, laceration, or splash), and type of medical service were recorded. Analysis of the clock time of the 745 reported blood-borne pathogen exposures showed they occurred more frequently during the day than night. Over the nearly 5-year span, 531 incidents took place between 06:00 and 17:59 in comparison to only 214 between 18:00 and 05:59. To account for the day-night difference in medical student and resident hospital staffing, the data were reexpressed as exposure rates, that is, in terms of the number of events per hour per 1000 medical students and residents. Based on the total number of reported exposures over the almost 5-year span of data collection, the average rate was 40 accidents per hour per 1000 doctors in training during the 12 h daytime span (6:00-17:59). It was 50% greater at night (18:00-05:59), with 60 incidents per hour per 1000 doctors in training. The day-night difference in rate of exposures was statistically significant (p < .04). The relative risk ratio for residents and students when working during the day shift compared to working the night shift was 0.67. This means that doctors in training are at a 1.50 higher risk of sustaining a blood-borne pathogen exposure when working nights than when working days.

John Flynn Scholarship Students: Case Studies of Useful Contributions to Remote Health Care.

ERIC Educational Resources Information Center

Mak, Donna; Plant, Aileen J.

2001-01-01

To recruit doctors to rural areas, an Australian scholarship program enables undergraduate medical students to spend 2 weeks each year for 4 years at the same rural location. Case studies illustrate how four such students' participation in trichiasis and diabetic retinopathy screening benefitted the Aboriginal communities in which they worked and…

The Virtual Research Lab: Research Outcome Expectations, Research Knowledge, and the Graduate Student Experience

ERIC Educational Resources Information Center

Stadtlander, Lee; Giles, Martha; Sickel, Amy

2013-01-01

This paper examines the complexities of working with student researchers in a virtual lab setting, logistics, and methods to resolve issues. To demonstrate the feasibility of a virtual lab, a mixed-methods study consisting of quantitative surveys and qualitative data examined changes in doctoral students' confidence as measured by research outcome…

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

Lessons Learned by a Faculty Member Working in an Education Doctorate Program with Students Performing Action Research

ERIC Educational Resources Information Center

Zambo, Debby; Isai, Shelley

2012-01-01

This manuscript provides insight into a new education doctorate program where action research is taught in core courses and used as signature pedagogy and capstone experience. To contextualize action research in this program, a brief introduction as to how it fits into its mission, goals, and needs is provided. Although this fit carries promises,…

Working Together More than Alone: Students' Evolving Perceptions of Self and Community within a Four-Year Educational Administration Doctoral Cohort

ERIC Educational Resources Information Center

Ford, Lance; Vaughn, Courtney

2011-01-01

School administrators rarely have the opportunity to confer and share their challenges with colleagues. To address this problem in 2005 the Educational Administration Department (EAD) at Central University (a Midwestern PhD granting institution located in a thriving city of about 100,00 people) created a virtual/local doctoral cohort for 14 school…

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.

Doctors Can Dance

ERIC Educational Resources Information Center

Newell, Anna; Kleiman, Paul

2012-01-01

Between 2008-2010 the School of Medicine at Queen's University Belfast funded and supported two unique and intensive three week interdisciplinary performance projects in which medical and drama students worked together to create an experimental dance theatre piece. One of the unique aspects of this collaboration was that the medical students who…

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…

'Even if we get one back here, it's worth it...': evaluation of an Australian Remote Area Health Placement Program.

PubMed

Toussaint, Sandy; Mak, Donna B

2010-01-01

In 2006 the Kimberley Remote Area Health Placement Program (hereinafter the 'Program') was established at the University of Notre Dame's School of Medicine (Fremantle campus, Western Australia). The Program was developed as one of the strategies to achieve the School of Medicine's mission to graduate knowledgeable, skillful, dutiful and ethical doctors who will want to work in Australian areas of unmet need. The Program aims to immerse medical students in non-clinical settings to provide them with opportunities to learn life skills required for remote area living, and to introduce them to the myriad of socio-cultural, geographic, climatic and economic factors that impact on the health and wellbeing of remote area residents. To meet these objectives, the School organizes for students to live with, and do useful non-clinical work for, a host community or organization for up to one week. In 2008 the Program was evaluated to explore and assess its immediate and potential future benefits and limitations as perceived by Kimberley residents. This paper reports on the evaluation's findings via Kimberley-based narratives and raises some issues that are essential to training and retaining a 'bloody good doctor...' in a remote Australian setting. Using a mix of qualitative, ethnographic methods, the Program was evaluated by an independent researcher during four weeks of field research in late 2008. The methods included a survey, structured and unstructured interviewing and participant observation to elicit data. Thirty-three formal interviews of at least one hour's duration were conducted. Data were also collected via 15 informal discussions. Both formal and conservational interactions occurred in a range of town-based and more remote settings. The majority of persons consulted generally highlighted the Program's benefits. The reasons for this positive evaluation varied, but a common thread was that exposure to the Kimberley introduced the students to local life, a quality that had the potential to result in a medical student returning as a qualified doctor. The Program was seen as beneficial because it provided a structured, constructive means for prospective doctors to appreciate the assets rather than the deficits of remote area living. Another positive implication was that the Program equipped future doctors (regardless of their eventual work location) to treat a person from the 'bush'. It also encouraged students to think and act cross-culturally. An important immediate benefit was that the Program offered human resource support to the host organization at a busy time of the year. In only three of the 33 formal interviews was a negative or ambivalent attitude toward the Program expressed. However, a common concern was the brevity of time students served with their host organization. The data collected revealed that Kimberley people believed that the Program held strong potential for the successful recruitment of doctors prepared to make a long-term commitment to the region. Never far from their minds, conversations and activities was the idea that the effort they put into accommodating, supporting and guiding the students was worth it because 'If only one good doctor comes from the Program, then that's a good thing. A good doctor would have a great impact - the implications are immeasurable...'.

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.

Doctor of physical therapy students' attitudes towards people with disabilities: a descriptive study.

PubMed

Yorke, Amy M; Ruediger, Thomas; Voltenburg, Nicole

2017-01-01

Purpose To describe attitudes of doctoral physical therapy (DPT) students towards people with disability and examine predictive ability of demographic variables on those attitudes. Methods Two established surveys, Attitudes Towards Disabled Persons-Form O (ATDP-O) and Disability Attitudes in Health Care (DAHC) were completed by first (Y1) and third year (Y3) students in a DPT programme. Demographics and information about students' contact experience with people with disabilities were collected through a brief questionnaire. Multiple linear regression models were constructed from predictor variables. Results Scores on the ATDP-O and the DAHC were not significantly different between the Y1 and Y3 DPT students. There was a modest correlation (r = 0.342, p < 0.001) between the ATDP-O and the DAHC. Being female and having work contact with people with disabilities both explained about 9% of the variance in the DAHC; while having a close family member explains about 4% of the variance in the ATDP-O. Conclusion Attitudes of DPT students over the course of their education did not change. The DAHC is a more recently developed tool and should continue to be investigated for its usefulness in healthcare professional students. Faculty should consider measuring attitudes and developing specific educational strategies to improve attitudes with the goal to improve patient care. Implications for Rehabilitation Attitudes towards people with disability can impact their health care. Physical therapy students, in general, express positive attitudes towards people with disabilities and no differences in attitudes were determined in a group of Year 1 and Year 3 doctoral physical therapy students. Opportunities exist to intentionally thread educational strategies throughout a professional curriculum to facilitate further development of positive attitudes in doctoral physical therapy students.

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.…

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…

Improving preparedness of medical students and junior doctors to manage patients with diabetes.

PubMed

Kelly, Narcie A A; Brandom, Kevin G; Mattick, Karen L

2015-01-01

New medical graduates are the front-line staff in many hospital settings and manage patients with diabetes frequently. Prescribing is an area of concern for junior doctors, however, with insulin prescribing reported as a particular weakness. This study aimed to produce an educational intervention which aimed to improve preparedness to manage patients with diabetes and evaluate it using a mixed methods approach. An e-resource (http://www.diabetesscenariosforjuniordoctors.co.uk) was created to contain commonplace and authentic diabetes decision-making scenarios. -32 junior doctors (n=20) and year 5 students (n=12) in South West England worked through the scenarios while 'thinking aloud' and then undertook a semistructured interview. Qualitative data were transcribed verbatim and analyzed thematically. Participant confidence to manage patients with diabetes before, immediately after, and 6 weeks after the educational intervention was also measured using a self-rating scale. Participants reported that patients with diabetes were daunting to manage because of the wide array of insulin products, their lack of confidence with chronic disease management and the difficulty of applying theory to practice. The e-resource was described as authentic, practical, and appropriate for the target audience. Junior doctors' self-rated confidence to manage patients with diabetes increased from 4.7 (of 10) before using the e-resource, to 6.4 immediately afterwards, and 6.8 6 weeks later. Medical students' confidence increased from 5.1 before, to 6.4 immediately afterwards, and 6.4 6 weeks later. Providing opportunities to work with authentic scenarios in a safe environment can help to ameliorate junior doctors' lack of confidence to manage patients with diabetes.

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.

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.

"A steep learning curve": junior doctor perspectives on the transition from medical student to the health-care workplace.

PubMed

Sturman, Nancy; Tan, Zachary; Turner, Jane

2017-05-26

The transition from medical student to hospital-based first year junior doctor (termed "intern" in Australia) is known to be challenging, and recent changes in clinical learning environments may reduce graduate preparedness for the intern workplace. Although manageable challenges and transitions are a stimulus to learning, levels of burnout in junior medical colleagues are concerning. In order to prepare and support medical graduates, educators need to understand contemporary junior doctor perspectives on this transition. Final-year University of Queensland medical students recruited junior doctors working in diverse hospital settings, and videorecorded individual semi-structured interviews about their transition from medical student to working as a junior doctor. Two clinical academics (NS and JT) and an intern (ZT) independently conducted a descriptive analysis of interview transcripts, and identified preliminary emerging concepts and themes, before reaching agreement by consensus on the major overarching themes. Three key themes emerged from the analysis of 15 interviews: internship as a "steep learning curve"; relationships and team; and seeking help. Participants described the intern transition as physically, mentally and emotionally exhausting. They learned to manage long days, administrative and clinical tasks, frequent interruptions and time pressures; identify priorities; deal with criticism without compromising key relationships; communicate succinctly; understand team roles (including their own status within hospital hierarchies); and negotiate conflict. Participants reported a drop in self-confidence, and difficulty maintaining self-care and social relationships. Although participants emphasised the importance of escalating concerns and seeking help to manage patients, they appeared more reluctant to seek help for personal issues and reported a number of barriers to doing so. Findings may assist educators in refining their intern preparation and intern training curricula, and ensuring that medical school and intern preparation priorities are not seen as competing. Insights from non-medical disciplines into the organisational and relational challenges facing junior doctors and their health-care teams may enhance inter-professional learning opportunities. Workplace support and teaching, especially from junior colleagues, is highly valued during the demanding intern transition.

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…

Life Stories of Graduate Students in Chile and the United States: Becoming a Scientist from Childhood to Adulthood

NASA Astrophysics Data System (ADS)

Silva Fernandez, Marta A.

The purpose of this cross-national study was to gain a more comprehensive understanding about doctoral students in the United States and Chile and how their decisions to pursue a career in the life sciences field occurred throughout their lives. . I interviewed 15 doctoral students from the Seven Lakes University (Chile) and 15 students from the West Coast University (US), using a life history approach. Analyses revealed that the degree of flexibility in the schooling system and the degree of individualism and collectivism of the social groups in which the students were learning science seemed to influence the informants' vocational decisions in three interrelated processes: (1) Deciding the informants' degree of interest and ability in science by the opportunity of choosing science classes and activities. The highly tracked Chilean system socializes students to science at an early age. The more flexible school system in the US enabled the interviewees to gradually decide about pursuing their interest in science; (2) Experiencing science as a collective learning process for the Chilean informants and an individualistic learning process for the US students; (3) Perceiving science differently at each life stage for both groups of interviewees including: Playing science, Studying science, Doing science, Working in science, Practicing Science in their doctoral programs.

Utah's First Joint Effort in Vocational Health

ERIC Educational Resources Information Center

Sprague, Richard F.

1976-01-01

Describes a tri-district program (in Utah's Granite, Jordan, and Murray school districts) to expand the health career program, which involved 62 field trips scouring the area's hospitals and health care centers, and student work experience opportunities, to expose students from 13 high schools to occupations beyond the traditional doctor and…

Characteristic profiles among students and junior doctors with specific career preferences

PubMed Central

2013-01-01

Background Factors influencing specialty choice have been studied in an attempt to find incentives to enhance the workforce in certain specialties. The notion of “controllable lifestyle (CL) specialties,” defined by work hours and income, is gaining in popularity. As a result, many reports advocate providing a ‘lifestyle-friendly’ work environment to attract medical graduates. However, little has been documented about the priority in choosing specialties across the diverse career opportunities. This nationwide study was conducted in Japan with the aim of identifying factors that influence specialty choice. It looked for characteristic profiles among senior students and junior doctors who were choosing between different specialties. Methods We conducted a survey of 4th and 6th (final)-year medical students and foundation year doctors, using a questionnaire enquiring about their specialty preference and to what extent their decision was influenced by a set of given criteria. The results were subjected to a factor analysis. After identifying factors, we analysed a subset of responses from 6th year students and junior doctors who identified a single specialty as their future career, to calculate a z-score (standard score) of each factor and then we plotted the scores on a cobweb chart to visualise characteristic profiles. Results Factor analysis yielded 5 factors that influence career preference. Fifteen specialties were sorted into 4 groups based on the factor with the highest z-score: “fulfilling life with job security” (radiology, ophthalmology, anaesthesiology, dermatology and psychiatry), “bioscientific orientation” (internal medicine subspecialties, surgery, obstetrics and gynaecology, emergency medicine, urology, and neurosurgery), and “personal reasons” (paediatrics and orthopaedics). Two other factors were “advice from others” and “educational experience”. General medicine / family medicine and otolaryngology were categorized as “intermediate” group because of similar degree of influence from 5 factors. Conclusion What is valued in deciding a career varies between specialties. Emphasis on lifestyle issues, albeit important, might dissuade students and junior doctors who are more interested in bioscientific aspects of the specialty or have strong personal reasons to pursue the career choice. In order to secure balanced workforce across the specialties, enrolling students with varied background and beliefs should be considered in the student selection process. PMID:24028298

[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.

Support of experimental high energy physics research at the University of South Carolina. Final technical report, 1980--1992

DOE Office of Scientific and Technical Information (OSTI.GOV)

Childers, R.L.; Darden, C.W.; Rosenfeld, C.

1992-12-31

Twelve years of support by the US Department of Energy have turned a two man team with no equipment and no graduate students working on a single experiment into an active group of four professors, one post-doctoral research associate and three graduate students working with appropriate equipment on three major experiments and several other projects. 162 references.

A survey of how and why medical students and junior doctors choose a career in ENT surgery.

PubMed

Bhutta, M; Mandavia, R; Syed, I; Qureshi, A; Hettige, R; Wong, B Y W; Saeed, S; Cartledge, J

2016-11-01

To ascertain determinants of an interest in a career in ENT surgery through a survey of medical students and junior doctors. A survey was administered, comprising Likert scales, forced response and single option questions, and free text responses, at five different courses or events for those interested in a career in ENT. The survey had an 87 per cent response rate; respondents consisted of 43 applicants for national selection, 15 foundation doctors and 23 medical students. The most important factors that encourage ENT as a career included: the variety of operative procedures, work-life balance, inherent interest in this clinical area and inspirational senior role models. Exposure to ENT in undergraduate or post-graduate training is critical in deciding to pursue this specialty. It is important to promote those aspects of ENT surgery that attract people to it, and to argue for greater exposure to ENT during undergraduate and post-graduate training.

[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.

Nurse Education and Professional Work: Transition Problems?

ERIC Educational Resources Information Center

Kapborg, Inez D.; Fischbein, Siv

1998-01-01

Eight nursing students kept diaries during their transition from school to professional work. Common problems included management of paperwork, heavy workload, difficulty feeling relaxed when off duty, difficulty in determining what to delegate and when to call for doctors, and tending to seriously ill patients. (SK)

Doctoral programs to train future leaders in clinical and translational science.

PubMed

Switzer, Galen E; Robinson, Georgeanna F W B; Rubio, Doris M; Fowler, Nicole R; Kapoor, Wishwa N

2013-09-01

Although the National Institutes of Health (NIH) has made extensive investments in educational programs related to clinical and translational science (CTS), there has been no systematic investigation of the number and characteristics of PhD programs providing training to future leaders in CTS. The authors undertook to determine the number of institutions that, having had received NIH-funded Clinical and Translational Science Awards (CTSAs), currently had or were developing PhD programs in CTS; to examine differences between programs developed before and after CTSA funding; and to provide detailed characteristics of new programs. In 2012, CTS program leaders at the 60 CTSA-funded institutions completed a cross-sectional survey focusing on four key domains related to PhD programs in CTS: program development and oversight; students; curriculum and research; and milestones. Twenty-two institutions had fully developed PhD programs in CTS, and 268 students were earning PhDs in this new field; 13 institutions were planning PhD programs. New programs were more likely to have fully developed PhD competencies and more likely to include students in medical school, students working only on their PhD, students working on a first doctoral degree, and students working in T1 translational research. They were less likely to include physicians and students working in clinical or T2 research. Although CTS PhD programs have similarities, they also vary in their characteristics and management of students. This may be due to diversity in translational science itself or to the relative infancy of CTS as a discipline.

Doctoral Programs to Train Future Leaders in Clinical and Translational Science

PubMed Central

Switzer, Galen E.; Robinson, Georgeanna F.W.B.; Rubio, Doris M.; Fowler, Nicole R.; Kapoor, Wishwa N.

2013-01-01

Purpose Although the National Institutes of Health (NIH) has made extensive investments in educational programs related to clinical and translational science (CTS), there has been no systematic investigation of the number and characteristics of PhD programs providing training to future leaders in CTS. The authors undertook to determine the number of institutions that, having had received NIH-funded Clinical and Translational Science Awards (CTSAs), currently had or were developing PhD programs in CTS; to examine differences between programs developed before and after CTSA funding; and to provide detailed characteristics of new programs. Method In 2012, CTS program leaders at the 60 CTSA-funded institutions completed a cross-sectional survey focusing on four key domains related to PhD programs in CTS: program development and oversight; students; curriculum and research; and milestones. Results Twenty-two institutions had fully developed PhD programs in CTS, and 268 students were earning a PhD in this new field; 13 institutions were planning a PhD program. New programs were more likely to have fully developed PhD competencies and more likely to include students in medical school, students working only on their PhD, students working on a first doctoral degree, and students working in T1 translational research. They were less likely to include physicians and students working in clinical or T2 research. Conclusions Although CTS PhD programs have similarities, they also vary in their characteristics and management of students. This may be due to diversity in translational science itself or to the relative infancy of CTS as a discipline. PMID:23899901

Articulate--Academic Writing, Refereeing Editing and Publishing Our Work in Learning, Teaching and Educational Development

ERIC Educational Resources Information Center

Wisker, Gina

2013-01-01

Most work on writing and publication processes focuses on writing support for undergraduates or postgraduates writing in the disciplines, while work on academic identities frequently considers development as a university teacher. This essay consider the reviewing process for academics who write, whether doctoral students, researchers, teachers or…

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…

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…

[Cross-sectional study of satisfaction with studies and lifestyle among medical students in Austria, Germany and Switzerland].

PubMed

Baschera, Dominik; Westermann, Leonard; Isenegger, Patrick; Zellweger, René

2015-09-01

The aim was to examine potential differences in various aspects of life as well as study satisfaction amongst medical students of three German speaking countries. Data was collected between February and June 2010 using an online survey with the open source survey tool Limesurvey (Version 1.85 RC3). 1179 medical students in year 4-6 completed the online questionnaire (798 in Germany (Ger), 265 in Austria (A) and 116 in Switzerland (CH)). Mean age was similar (25.0-25.3) for the countries (p = 0.14). Respondents from Austria were significantly more often (17.4 %) smoking than Swiss (12.1 %) or German (10 %) medical students (p = 0.002). The average number of hours spent studying per week and desired weekly work hours varied significantly between countries. The average desired working week post-graduation was 42 hours. The perceived ability to work as junior doctor post-graduation was below 5 on a visual analogue scale of 1-10. Results of consumption, work life balance and activity were similar to statistics of the population of each country. With regard to the desired work time after graduation this is in clear contrast to the reality as a doctor. Improvement of medical courses can be achieved with better preparation for the internship. © Georg Thieme Verlag KG Stuttgart · New York.

Interprofessional problem-based learning project outcomes between prelicensure baccalaureate of science in nursing and doctor of pharmacy programs.

PubMed

Hodges, Helen F; Massey, Ann T

2015-04-01

Persistently high medical error rates, caregiver dissatisfaction, and compromised patient safety often result from poorly coordinated, increasingly complex health care. Barriers to interprofessional health professions education persist despite the urgent calls for improved quality and safety. Investigators explored the effects of a problem-based learning (PBL) strategy between prelicensure doctorate of pharmacy (PharmD) and baccalaureate nursing (BSN) students. A descriptive design was used to compare the learning gains and satisfaction with a PBL hybrid approach for BSN and PharmD prelicensure student groups over three academic terms. Consistent with earlier works, content-based learning gains and student satisfaction were not significantly different between groups. Narrative data provide insight into perceived benefits, barriers, and perspectives of participating students and facilitators. Attributes of this pedagogical approach provide opportunity for prelicensure students to explore professional interdependence while adequately mastering fact-based content. Copyright 2015, SLACK Incorporated.

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)

Improving the working relationship between doctors and pharmacists: is inter-professional education the answer?

PubMed

Gallagher, Ruth M; Gallagher, Helen C

2012-05-01

Despite their common history, there are many cultural, attitudinal and practical differences between the professions of medicine and pharmacy that ultimately influence patient care and health outcomes. While poor communication between doctors and pharmacists is a major cause of medical errors, it is clear that effective, deliberate doctor-pharmacist collaboration within certain clinical settings significantly improves patient care. This may be particularly true for those patients with chronic illnesses and/or requiring regular medication reviews. Moreover, in hospitals, clinical and antibiotic pharmacists are successfully influencing prescribing and infection control policy. Under the new Irish Pharmacy Act (2007), pharmacists are legally obliged to provide pharmaceutical care to their patients, thus fulfilling a more patient-centred role than their traditional 'dispensing' one. However, meeting this obligation relies on the existence of good doctor-pharmacist working relationships, such that inter-disciplinary teamwork in monitoring patients becomes the norm in all healthcare settings. As discussed here, efforts to improve these relationships must focus on the strategic introduction of agreed changes in working practices between the two professions and on educational aspects of pharmaceutical care. For example, standardized education of doctors/medical students such that they learn to prescribe in an optimal manner and ongoing inter-professional education of doctors and pharmacists in therapeutics, are likely to be of paramount importance. Here, insights into the types of factors that help or hinder the improvement of these working relationships and the importance of education and agreed working practices in defining the separate but inter-dependent professions of pharmacy and medicine are reviewed and discussed.

The effect of gender on medical students' aspirations: a qualitative study.

PubMed

Drinkwater, Jess; Tully, Mary Patricia; Dornan, Tim

2008-04-01

This study aimed to explore the effect of gender on medical students' aspirations. The study design included purposive sampling and interim data interpretation to guide recruitment of medical students with a wide spectrum of opinions. Data were collected through audio-recorded, semi-structured, in-depth exploratory interviews, which were transcribed verbatim. Qualitative analysis was carried out by a female medical student researcher. Her evolving interpretation was constantly compared against the original data by male (doctor) and female (pharmacist) staff researchers in a systematic search for internal corroboration or disconfirmation. Causal associations consistently present in the data are reported. Six male and six female medical students in Years 3 and 4 shared a wish to achieve a work-life balance that allowed them to devote time to bringing up children while contributing usefully to society as doctors. However, women were readier to compromise professional attainment within their personal work-life balances. Their readiness derived from gendered stereotypes of women's social and professional roles, a lack of female professional role models, womens' greater awareness of the tensions between career and family, various other informal social influences, and a lack of positive career advice to counterbalance these influences. Better career advice and more flexible work opportunities are needed if the two-thirds of medical students who are women are to contribute specialist as well as generalist expertise to the medical workforce.

What do UK medical students value most in their careers? A discrete choice experiment.

PubMed

Cleland, Jennifer A; Johnston, Peter; Watson, Verity; Krucien, Nicolas; Skåtun, Diane

2017-08-01

Many individual- and job-related factors are known to influence medical careers decision making. Previous research has extensively studied medical trainees' (residents') and students' views of the factors that are important. However, how trainees and students trade off these factors at times of important careers-related decision making is under-researched. Information about trade-offs is crucial to the development of effective policies to enhance the recruitment and retention of junior doctors. Our aim was to investigate the strength of UK medical students' preferences for the characteristics of training posts in terms of monetary value. We distributed a paper questionnaire that included a discrete choice experiment (DCE) to final-year medical students in six diverse medical schools across the UK. The main outcome measure was the monetary value of training post characteristics, based on willingness to forgo and willingness to accept extra income for a change in each job characteristic calculated from regression coefficients. A total of 810 medical students answered the questionnaire. The presence of good working conditions was by far the most influential characteristic of a training position. Medical students consider that, as newly graduated doctors, they will require compensation of an additional 43.68% above average earnings to move from a post with excellent working conditions to one with poor working conditions. Female students value excellent working conditions more highly than male students, whereas older medical students value them less highly than younger students. Students on the point of completing medical school and starting postgraduate training value good working conditions significantly more than they value desirable geographical location, unit reputation, familiarity with the unit or opportunities for partners or spouses. This intelligence can be used to address the crisis in workforce staffing that has developed in the UK and opens up fruitful areas for future research across contexts and in terms of examining stated preferences versus actual career-related behaviour. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

[Comment on “Doctorate time rising sharply: How long should it take” by William Glen] Defining TTD

NASA Astrophysics Data System (ADS)

Jedlovec, Gary J.

In response to the Forum article “Doctorate Time Rising Sharply: How long should it take?” by William Glen (March 27, 1990), I contend that Glen (and the authors of a book he cites) may be overlooking a possible explanation for the rise in time to doctorate (TTD). Is the time one spends working in his/her field between degrees considered and tabulated? It might be that after obtaining a bachelors or masters degree, the student seeks employment for a number of years before returning to school.Using myself as an example, after graduating with a masters degree in 1981 (bachelors in 1979), I worked as a research associate for NASA before returning to school in 1984. I completed my doctorate degree in 1987, making my actual time in school between the bachelors and doctorate degrees only 5 years. The TTD as defined in Forum would yield 8 years. I know of many others who have proceeded in getting a doctorate degree in a similar fashion. My TTD of 8 years in no way reflects institutional factors as suggested in the article.

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,…

Bridging the Gap: Informal Learning Practices as a Pedagogy of Integration

ERIC Educational Resources Information Center

Feichas, Heloisa

2010-01-01

This work derives from a doctoral research study which looked at the differences in students' attitudes towards learning music in a Brazilian music higher education institution, while taking into account their different music learning backgrounds. The students' backgrounds (which consist of their set of musical experiences and music-learning…

Got Skills? On-the-Job Activities of Physicists

NASA Astrophysics Data System (ADS)

Ivie, Rachel

2011-03-01

It goes almost without saying that physics doctorates do a lot more than just physics research or teaching at their jobs. But what exactly do they do? First, I will share basic data showing where physics doctorates are employed. Then I will present data from two of AIP's surveys about the employment of physicists. The first set of data comes from our survey of physics PhDs one year after doctorate. We will consider how often physics doctorates do a variety of activities on the job, including management, technical writing, teamwork, design and development, programming, and advanced mathematics. The second set of data comes from AIP's new survey of PhDs in physics 10 to 13 years after graduation. Data for many of the same activities will be shown for physics doctorates who have been in the workplace about a decade. Depending on the type of job, most industrially employed physics doctorates do some type of physics at work, but they are also very likely to report managing projects, writing for technical audiences, working on a team, and collaborating with non-physicists, among many other activities. This examination of the types of activities physics doctorates perform in the workplace will provide insight on the non-scientific training that would benefit graduate students the most.

Restricted working hours in Austrian residency programs : Survey results.

PubMed

Bergmeister, Konstantin D; Aman, Martin; Podesser, Bruno K

2018-04-27

New regulations for working hours of medical doctors have been implemented in Austria based on the European directive 2003/88/EG, limiting on-duty working hours to 48 h per week. Clinical work is, therefore, substantially reduced compared to previous decades, and little is known on physician and students' opinions on this matter. We illustrate survey results concerning on-job training, its difficulties, and implications for restricted working hours. We conducted an internal survey among M.D. and Ph.D. students and medical staff members at the Medical University of Vienna using the MedCampus system (CAMPUSOnline, Graz, Austria) and SPSS (V.21, IBM Corp, Armonk, NY, USA). Participants were 36.5% staff members and 63.5% students. Students rated continuous education of physicians high at 9.19 ± 1.76 and staff members at 8.90 ± 2.48 on a 1-10 (1 unimportant, 10 most important) scale. Students rated limited time resources, while staff considered financial resources as the greatest challenge for in-hospital education. Overall, 28.85% thought that restricted working hours can positively influence education, while 19.04% thought the opposite and 52.11% were undecided. Considering the limited available time and financial resources, education of tomorrow's medical doctors remains an important but difficult task. While participants of our survey rated education as very important despite its many challenges, the opinions towards limited working hours were not as clear. Given that over 50% are still undecided whether reduced work hours may also positively influence medical education, it clearly presents an opportunity to include the next generations of physicians in this undertaking.

Medical education, global health and travel medicine: a modern student's experience.

PubMed

Tissingh, Elizabeth Khadija

2009-01-01

Today's medical student will practice medicine in a globalised world, where an understanding of travel medicine and global health will be vital. Students at UK medical schools are keen to learn more about these areas and yet receive little specific training. Tomorrow's doctors should be taught about global health and travel medicine if they are to be prepared to work in tomorrow's world.

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.

Dr Ahmed Zaky Abushady: author, beekeeper, doctor and poet.

PubMed

Wright, David

2013-12-01

Ahmed Zaky Abushady, (1892-1955) was an author, beekeeper, doctor and poet. This paper follows his life from his upbringing in Egypt and his time as a medical student in England to his later life as a pathologist working in Alexandria and Cairo and finally his years in the United States of America. It emphasises his contributions in several fields not directly related to medicine and looks at his continuing influence.

Third-Year Pharmacy Students' Work Experience and Attitudes and Perceptions of the Pharmacy Profession

PubMed Central

Schondelmeyer, Stephen W.; Hadsall, Ronald S.; Schommer, Jon C.

2008-01-01

Objectives To describe PharmD students' work experiences and activities; examine their attitudes towards their work; examine perceptions of preceptor pharmacists they worked with; and determine important issues associated with career preference. Methods A written survey was administered to third-year doctor of pharmacy (PharmD) students at 8 colleges and schools of pharmacy in the Midwest. Results Five hundred thirty-three students (response rate = 70.4%) completed the survey instrument. Nearly 100% of PharmD students reported working in a pharmacy by the time their advanced pharmacy practice experiences (APPEs) began. Seventy-eight percent reported working in a community pharmacy, and 67% had worked in a chain community pharmacy. For all practice settings, students reported spending 69% of their time on activities such as compounding, dispensing, and distribution of drug products. Conclusions Most students are working in community pharmacy (mainly chain) positions where their primary function is traditional drug product dispensing and distribution. Having a controllable work schedule was the variable most strongly associated with career choice for all students. PMID:18698391

Choice and rejection of psychiatry as a career: surveys of UK medical graduates from 1974 to 2009.

PubMed

Goldacre, Michael J; Fazel, Seena; Smith, Fay; Lambert, Trevor

2013-03-01

Recruitment of adequate numbers of doctors to psychiatry is difficult. To report on career choice for psychiatry, comparing intending psychiatrists with doctors who chose other clinical careers. Questionnaire studies of all newly qualified doctors from all UK medical schools in 12 qualification years between 1974 and 2009 (33 974 respondent doctors). One, three and five years after graduation, 4-5% of doctors specified psychiatry as their first choice of future career. This was largely unchanged across the 35 years. Comparing intending psychiatrists with doctors who chose other careers, factors with a greater influence on psychiatrists' choice included their experience of the subject at medical school, self-appraisal of their own skills, and inclinations before medical school. In a substudy of doctors who initially considered but then did not pursue specialty choices, 72% of those who did not pursue psychiatry gave 'job content' as their reason compared with 33% of doctors who considered but did not pursue other specialties. Historically, more women than men have chosen psychiatry, but the gap has closed over the past decade. Junior doctors' views about psychiatry as a possible career range from high levels of enthusiasm to antipathy, and are more polarised than views about other specialties. Shortening of working hours and improvements to working practices in other hospital-based specialties in the UK may have reduced the relative attractiveness of psychiatry to women doctors. The extent to which views of newly qualified doctors about psychiatry can be modified by medical school education, and by greater exposure to psychiatry during student and early postgraduate years, needs investigation.

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.

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…

Transdisciplinarity and Translation: Preparing Social Work Doctoral Students for High Impact Research

ERIC Educational Resources Information Center

Nurius, Paula S.; Kemp, Susan P.

2014-01-01

Contemporary research models are becoming increasingly transdisciplinary (TD), multilevel, community-connected, and bent on expediting the movement of research to impact. This requires not only fresh thinking about the science of social work but an educational architecture that fosters both cross-disciplinary understanding of complex underlying…

Social Work Preparation to Compete in Today's Scientific Marketplace

ERIC Educational Resources Information Center

Nurius, Paula S.

2017-01-01

As the scientific marketplace rapidly evolves, we must keep revisiting strategic preparation of our doctoral students and early career scholars to be successful innovators in these contexts. As an inherently integrative, change-oriented, community-engaged, and context-sensitive discipline, social work has enormous potential as a value-added…

Agency-University Partnership for Evidence-Based Practice in Social Work

ERIC Educational Resources Information Center

Bellamy, Jennifer L.; Bledsoe, Sarah E.; Mullen, Edward J.; Fang, Lin; Manuel, Jennifer I.

2008-01-01

Little is known about evidence-based practice (EBP) in social service agencies beyond studies of researcher, practitioner, and educator opinions. The Bringing Evidence for Social Work Training (BEST) Project involved 16 participants from 3 social service agencies. The experiential training, delivered by 2 doctoral students, focused on a…

Teaching Note--Incorporating Journal Clubs into Social Work Education: An Exploratory Model

ERIC Educational Resources Information Center

Moore, Megan; Fawley-King, Kya; Stone, Susan I.; Accomazzo, Sarah M.

2013-01-01

This article outlines the implementation of a journal club for master's and doctoral social work students interested in mental health practice. It defines educational journal clubs and discusses the history of journal clubs in medical education and the applicability of the model to social work education. The feasibility of implementing…

The Changing Pattern of Doctoral Education in Public Health From 1985 to 2006 and the Challenge of Doctoral Training for Practice and Leadership

PubMed Central

Declercq, Eugene; Caldwell, Karen; Hobbs, Suzanne Havala; Guyer, Bernard

2008-01-01

We examined trends in doctoral education in public health and the challenges facing practice-oriented doctor of public health (DrPH) programs. We found a rapid rise in the numbers of doctoral programs and students. Most of the increase was in PhD students who in 2006 composed 73% of the total 5247 current public health doctoral students, compared with 53% in 1985. There has also been a substantial increase (40%) in students in DrPH programs since 2002. Challenges raised by the increased demand for DrPH practice-oriented education relate to admissions, curriculum, assessment processes, and faculty hiring and promotion. We describe approaches to practice-based doctoral education taken by three schools of public health. PMID:18633094

Satisfaction among Current Doctoral Students in Special Education

ERIC Educational Resources Information Center

Wasburn-Moses, Leah

2008-01-01

Despite the growing demand for professionals with doctoral degrees in special education, doctoral programs are not producing enough graduates to fulfill this need. Although large attrition rates exist in doctoral study across discipline, very little is known about the attrition or satisfaction of doctoral students in special education. This…

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.

[Learning and supervision in Danish clerkships--a qualitative study].

PubMed

Wichmann-Hansen, Gitte; Mørcke, Anne Mette; Eika, Berit

2007-10-15

The medical profession and hospital practice have changed over the last decades without a concomitant change in Danish clerkships. Therefore, the aim of this study was to analyze learning and supervision in clerkships and to discuss how traditional clerkship learning matches a modern effective hospital environment. A qualitative field study based on 38 days of observations ( asymptotically equal to 135 hours) with 6 students in 8th Semester in 2 internal medical and 3 surgical wards at 2 teaching hospitals in Aarhus County during 2003. The 6 students were interviewed prior to and following clerkship. Data were coded using Ethnograph and analyzed qualitatively. The students typically participated in 6 learning activities: morning reports, ward rounds, out-patient clinics, on call, clerking, and operating theatres. A common feature for the first 3 activities was the students' observational role in contrast to their more active role in the latter 3 activities. Supervision was primarily indirect as the doctors worked and thereby served as tacit role models. When direct, the supervision was didactic and characterized by information transfer. A clerkship offers important learning opportunities for students. They are exposed to many patients and faced with various clinical problems. However, the benefit of students learning in authentic environments is not fully utilized, and the didactic supervision used by doctors hardly matches the learning conditions in a busy hospital. Consequently, we need to reassess the students' roles and doctors' supervisory methods.

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…

Ph.D. shortage

NASA Astrophysics Data System (ADS)

The late 1990s will see a shortage of Ph.D. graduates, according to the Association of American Universities, Washington, D.C. AAU's new comprehensive study, “The Ph.D. Shortage: The Federal Role,” reports that competition for new Ph.D.s is already intense and can only intensify because demand is greater than supply in both academic and nonacademic markets.Doctoral education plays an increasingly important role in U.S. research and development programs. Students have a pivotal part in doing research and enriching it with new ideas. The AAU report says that graduate students are “major determinants of the creativity and productivity of U.S. academic research, the source of more than 50% of the nation's basic research.’ The market for doctoral education extends beyond the university. In 1985, about 43% of all Ph.D.s employed in this country were working outside higher education; the demand for doctorate recipients in nonacademic sectors continues to grow.

Making clinical academic careers more attractive: views from questionnaire surveys of senior UK doctors.

PubMed

Lambert, Trevor W; Smith, Fay; Goldacre, Michael J

2015-08-01

To report on doctors' reasons, as expressed to our research group, for choosing academic careers and on factors that would make a career in clinical academic medicine more attractive to them. Postal, email and web questionnaires. UK. A total of 6936 UK-trained doctors who graduated in 1996, 1999 and 2000. Open-ended comments about a career in clinical academic medicine. Of doctors who provided reasons for pursuing a long-term career in clinical academic medicine, the main reasons were enjoyment of academic work and personal satisfaction, whether expressed directly in those terms, or in terms of intellectual stimulation, enjoyment of research, teaching and the advancement of medicine, and the job being more varied than and preferable to clinical work alone. Doctors' suggestions for making clinical academic medicine more attractive included improved pay and job security, better funding of research, greater availability of academic posts, more dedicated time for research (and less service work) and more support and mentoring. Women were more likely than men to prioritise flexible working hours and part-time posts. Medical schools could provide more information, as part of student teaching, about the opportunities for and realities of a career in clinical academic medicine. Women, in particular, commented that they lacked the role models and information which would encourage them to consider seriously an academic career. Employers could increase academic opportunities by allowing more time for teaching, research and study and should assess whether job plans make adequate allowance for academic work.

[Sexual harassment of medical students during their period of work placement].

PubMed

van den Muijsenbergh, M E T C; Lagro-Janssen, A L M

2005-04-02

To investigate the incidence, type and consequences of sexual harassment of medical students at the Radboud University in Nijmegen, the Netherlands, during their period of work placement, as well as the students' need for care thereafter. Questionnaire. During the period from 1 July to 31 December 2003, 5th and 6th year medical students were asked about their experiences with sexual harassment by means of a questionnaire. Sexual harassment was defined as unwelcome, sexually-coloured attention. Of the 183 questionnaires distributed, 113 (62%) were returned. 15 (20%) of the 75 female students and none of the 38 male students had experienced sexual harassment. The offenders included 9 patients and 6 doctors (54 men and 1 woman). In 7 of the 15 cases the harassment consisted of combinations of unwanted behaviour and unwanted sexually-coloured remarks. 9 of the 15 students had discussed their experiences with their peers, 7 with a supervisor and 3 with nobody. The most important reason to discuss it first in their peer group was that, despite the fact that the students were convinced that the offender's behaviour was unacceptable, they still doubted their own judgement. 5 students felt inhibited in their contacts with patients after the incident. 8 of the 15 offenders were not confronted with their behaviour. 6 of the 15 students were not satisfied with the way their case was handled. The problem of sexual harassment of medical students during their period of work placement should not be underestimated. It has a negative impact on the personal and professional conduct of future doctors. This subject should be part of the training of both medical students and their supervisors.

Transition: health professionals as medical students.

PubMed

Gallagher, Peter; Hoare, Kath

2016-06-01

It has long been acknowledged that health professionals who retrain as doctors make a significant contribution to the medical profession. Having a background as a health professional sets this group apart from the other medical students, including mature students. It is therefore important to understand more about how health professionals adapt to their role as medical students. A qualitative approach was adopted, in which interviews were conducted with 12 of the possible 30 medical students who met the inclusion criterion: namely that they were or had been registered health professionals. The most common driver to retrain was a desire to seek a fresh challenge, and they described their previous roles as limited; however, returning to student status after life as an autonomous health professional was initially very uncomfortable. Once they loosened their grip on their previous role and embraced life as a medical student the students eventually realised that, irrespective of their previous health profession, they had a set of core professional abilities that they could bring to their role as a doctor. There has been considerable focus on the support required for mature students, graduate students and students from disadvantaged backgrounds. Little attention has been afforded to the experience of health professionals as medical students. This category of individual already possesses a wealth of experience, knowledge and attitudes relevant to health care work. This experience should be built upon so that the transition from 'expert' to 'novice' is as comfortable as possible for all parties. Health professionals who retrain as doctors make a significant contribution to the medical profession. © 2015 John Wiley & Sons Ltd.

Challenges in Teaching Space Physics to Different Target Groups From Space Weather Forecasters to Heavy-weight Theorists

NASA Astrophysics Data System (ADS)

Koskinen, H. E.

2008-12-01

Plasma physics as the backbone of space physics is difficult and thus the space physics students need to have strong foundations in general physics, in particular in classical electrodynamics and thermodynamics, and master the basic mathematical tools for physicists. In many universities the number of students specializing in space physics at Master's and Doctoral levels is rather small and the students may have quite different preferences ranging from experimental approach to hard-core space plasma theory. This poses challenges in building up a study program that has both the variety and depth needed to motivate the best students to choose this field. At the University of Helsinki we require all beginning space physics students, regardless whether they enter the field as Master's or Doctoral degree students, to take a one-semester package consisting of plasma physics and its space applications. However, some compromises are necessary. For example, it is not at all clear, how thoroughly Landau damping should be taught at the first run or how deeply should the intricacies of collisionless reconnection be discussed. In both cases we have left the details to an optional course in advanced space physics, even with the risk that the student's appreciation of, e.g., reconnection may remain at the level of a magic wand. For learning experimental work, data analysis or computer simulations we have actively pursued arrangements for the Master's degree students to get a summer employments in active research groups, which usually lead to the Master's theses. All doctoral students are members of research groups and participate in experimental work, data analysis, simulation studies or theory development, or any combination of these. We emphasize strongly "learning by doing" all the way from the weekly home exercises during the lecture courses to the PhD theses which in Finland consist typically of 4-6 peer-reviewed articles with a comprehensive introductory part.

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

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.

Supervisors' On-Script Feedback Comments on Drafts of Dissertations: Socialising Students into the Academic Discourse Community

ERIC Educational Resources Information Center

Basturkmen, Helen; East, Martin; Bitchener, John

2014-01-01

Supervising masters and doctoral dissertations is a key function of teaching in higher education and giving written feedback on draft sections is an essential component of this function. However, the specific types of response that supervisors give to their dissertation students' written work have received limited research interest to date. The…

The Perceived Benefits and Problems Associated with Teaching Activities Undertaken by Doctoral Students

ERIC Educational Resources Information Center

Jordan, Katy; Howe, Christine

2018-01-01

Postgraduate students involved in delivering undergraduate teaching while working toward a research degree are known as graduate teaching assistants (GTAs). This study focused upon the problems and benefits arising from this dual role as researchers and teachers, as perceived by GTAs at the University of Cambridge. To this end, GTAs at Cambridge…

Challenging How English Is Done: Engaging the Ethical and the Human in a Community Literacies Seminar

ERIC Educational Resources Information Center

Weinstein, Susan; Cornelius, Jeremy; Kenny, Shannon; Leung, Muriel; Liew, Grace Shuyi; Lyons, Kieran; Torres, Alejandra; Tougas, Matthew; Webb, Sarah

2016-01-01

Eight English graduate students and a professor reflect on their semester-long exploration of community literacy studies. The students, some in a MFA Creative Writing program and some doing doctoral work in literature, rhetoric, or English Education, discuss how the community literacies lens unsettled their relationship to English Studies.

Extended Candidature and Non-Completion of a Ph.D. at Makerere University, Uganda

ERIC Educational Resources Information Center

Wamala, Robert; Ocaya, Bruno; Oonyu, Joseph C.

2012-01-01

Although student persistence in graduate programs is widely regarded as an important topic in the literature of higher education, many such works focus on the completion of studies. This paper examines the dynamics of attrition resulting in either delayed or non-completion of doctoral studies. Administrative data of 294 Ph.D. students at Makerere…

Making Sense of How Physician Preceptors Interact with Medical Students: Discourses of Dialogue, Good Medical Practice, and Relationship Trajectories

ERIC Educational Resources Information Center

van der Zwet, J.; Dornan, T.; Teunissen, P. W.; de Jonge, L. P. J. W. M.; Scherpbier, A. J. J. A.

2014-01-01

Work based learning and teaching in health care settings are complex and dynamic. Sociocultural theory addresses this complexity by focusing on interaction between learners, teachers, and their environment as learners develop their professional identity. Although social interaction between doctors and students plays a crucial role in this…

A British Graphic Designer Teaching and Learning in South-East Asia.

ERIC Educational Resources Information Center

McWhinnie, Louise

This paper is the work of an international student studying within the School of Art Education at the University of New South Wales, Sydney (Australia), who has undertaken doctoral research on the teaching and learning experiences of international Asian graphic design students within the setting of an overseas university. It identifies the nature…

The Role of Collaborative Scholarship in the Mentorship of Doctoral Students

ERIC Educational Resources Information Center

Zipp, Genevieve Pinto; Cahill, Terrance; Clark, MaryAnn

2009-01-01

The work of a professor is the "scholarship of teaching" (Boyer, 1990). The strength of the teaching and learning environment is fostered by a dynamic interplay between the mentor (scholar) and the mentee (student). Boyer (1990) suggests that in order to be a scholar, one must have "a recognition that knowledge is acquired through research,…

Situational Leadership Applied to the Dissertation Process

ERIC Educational Resources Information Center

Holsinger, James W., Jr.

2008-01-01

For more than 40 years, concern has been expressed over the attrition rate of students in Ph.D. programs in American universities. Although there are a number of significant factors at work, attrition of doctoral students in sciences such as anatomy may lead to a dearth of trained teaching anatomists as well as research scientists in the…

Does growing up with a physician influence the ethics of medical students' relationships with the pharmaceutical industry? The cases of the US and Poland.

PubMed

Makowska, Marta

2017-08-10

Medical schools have a major impact on future doctors' ethics and their attitudes towards cooperation with the pharmaceutical industry. From childhood, medical students who are related to a physician are exposed to the characteristics of a medical career and learn its professional ethics not only in school but also in the family setting. The present paper sought to answer the research question: 'How does growing up with a physician influence medical students' perceptions of conflicts of interest in their relationships with industry?' An anonymous questionnaire was completed by 451 medical students from four Philadelphia medical schools and 554 medical students from Warsaw Medical University during 2013. Medical schools in these two cities were chosen because they are both university cities with similar population sizes. Students who had and who did not have a family member working as a physician were compared using chi-square analysis. Data were analysed for each country separately. For both the US and Poland, there were statistically significant differences (p < .05) between medical students with a physician as a family member and other students with respect to views regarding relationship with the pharmaceutical industry. In both groups, this difference occurred for three important dimensions: students' relationship with the pharmaceutical industry; students' views on physicians' rights to cooperate with the pharmaceutical industry; trust in the pharmaceutical industry. In the US, students related to a doctor were characterized by more restrictive opinions on all three dimensions than other students (e.g., 27.8% of the former students vs. 31.4% of the latter students thought doctors had unrestricted rights to cooperate with the industry). However, the contrary was observed in Poland: students with a physician in the family had less strict views than their colleagues (e.g., 56.8% of the former vs. 39.7% of the latter thought that doctors should have unrestricted rights of cooperation). In Poland, a former communist country, physicians transmit a more liberal approach towards collaboration with the pharmaceutical industry to their student relatives than those in the US.

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…

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…

How do workplaces, working practices and colleagues affect UK doctors’ career decisions? A qualitative study of junior doctors’ career decision making in the UK

PubMed Central

Pearson, Emma; Gibson, Jonathan; Checkland, Kath

2017-01-01

Objectives This study draws on an in-depth investigation of factors that influenced the career decisions of junior doctors. Setting Junior doctors in the UK can choose to enter specialty training (ST) programmes within 2 years of becoming doctors. Their specialty choices contribute to shaping the balance of the future medical workforce, with views on general practice (GP) careers of particular interest because of current recruitment difficulties. This paper examines how experiences of medical work and perceptions about specialty training shape junior doctors’ career decisions. Participants Twenty doctors in the second year of a Foundation Training Programme in England were recruited. Purposive sampling was used to achieve a diverse sample from respondents to an online survey. Results Narrative interviewing techniques encouraged doctors to reflect on how experiences during medical school and in medical workplaces had influenced their preferences and perceptions of different specialties. They also spoke about personal aspirations, work priorities and their wider future. Junior doctors’ decisions were informed by knowledge about the requirements of ST programmes and direct observation of the pressures under which ST doctors worked. When they encountered negative attitudes towards a specialty they had intended to choose, some became defensive while others kept silent. Achievement of an acceptable work-life balance was a central objective that could override other preferences. Events linked with specific specialties influenced doctors’ attitudes towards them. For example, findings confirmed that while early, positive experiences of GP work could increase its attractiveness, negative experiences in GP settings had the opposite effect. Conclusions Junior doctors’ preferences and perceptions about medical work are influenced by multiple intrinsic and extrinsic factors and experiences. This paper highlights the importance of understanding how perceptions are formed and preferences are developed, as a basis for generating learning and working environments that nurture students and motivate their professional careers. PMID:29074517

[Perceptual comparison of the "good doctor" image between faculty and students in medical school].

PubMed

Yoo, Hyo Hyun; Lee, Jun-Ki; Kim, Arem

2015-12-01

The purpose of this study is to analyze the differences in the perception of the "good doctor" image between faculty and students, based on the competencies of the "Korean doctor's role." The study sample comprised 418 students and 49 faculty members in medical school. They were asked to draw images of a "good doctor," and the competencies were then analyzed using the Draw-A-Scientist test and the social network program Netminer 4.0. Of the competency areas, "communication and collaboration with patient" and "medical knowledge and clinical skills" were the most frequently expressed, and "education and research," "professionalism," and "social accountability" were less commonly expressed. Images of a good doctor by the faculty focused on competencies that were directly related to current clinical doctors. Conversely, those by the students expressed various competencies equally. We have provided basic data for faculties and schools to plan various education strategies to help students establish the image of a good doctor and develop the necessary competencies as physicians.

Attitudes of oncologists, family doctors, medical students and lawyers to euthanasia.

PubMed

Radulovic, S; Mojsilovic, S

1998-07-01

The purpose of this survey was to define attitudes and opinions of two types of physicians, medical students and lawyers in the area of euthanasia and related issues and problems. A questionnaire was used as the source of data. There were four groups of test persons: oncologists, home care physicians (family doctors), third-year medical students and lawyers. The questionnaire included 22 questions, 4 of which concerned general characteristics of tested persons (including religious belief), while 18 referred to the problems of euthanasia. The total number of tested persons was 123, 55 men and 68 women with a median age of 38 +/- 11 years ( +/- SD). There were 30 test persons in the group of oncologists, 31 in the group of family doctors, 31 in the group of third-year students, and 31 in the group of lawyers. Between 97% and 100% of individuals gave scored responses to most items. More than half of the individuals (57%) were against euthanasia, and 61% are against the legalization of euthanasia. The views of doctors and medical students were similar (2/3 against) and significantly different from the view of lawyers (2/3 for, P < 0.01). The legalization of euthanasia is favored by 61% of lawyers, in contrast to 43%, 30% and 23% of oncologists, family doctors and medical students, respectively. Overall, 31% sais they would apply euthanasia if they were asked for it, and 36% that would if it had been legalized. Lawyers are twice as willing to perform euthanasia as students or physicians. The least ready to apply euthanasia are physicians working as oncologists (only 1 in 5). Compared with oncologists, one-third of home-care physicians would perform euthanasia anyway, whether legalized or not. Most of the test persons were of the opinion that euthanasia should be performed in the case of children born with a severe anomaly. None of the tested groups considered invalidity or being a burden to the family important reasons for the termination of somebody's life. Approximately 40% of responders believed that the decision for euthanasia should be made by the patient alone. Only lawyers were of the opinion that the misuse of euthanasia could be controlled. Our study shows that it is probably more important to determine factors associated with behavior pertaining to euthanasia in physicians working closely with suffering patients. Reducing suffering and launching a hospice movement and palliative care services might be the most appropriate way to deal with the problem of euthanasia.

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.

Doctoral Students' Perceived Barriers That Slow the Progress toward Completing a Doctoral Dissertation: A Mixed Analysis

ERIC Educational Resources Information Center

Hwang, Eunjin; Smith, Rachel N.; Byers, Valerie Tharp; Dickerson, Shirley; McAlister-Shields, Leah; Onwuegbuzie, Anthony J.; Benge, Cindy

2015-01-01

The non-completion of doctoral degrees has been a concern due to its economic, social, and personal consequences. In the current study, the researchers investigated perceived barriers of select doctoral students in completing their doctoral degrees by utilizing a fully mixed sequential mixed research design. The quantitative and qualitative data…

Psychology Doctoral Students' Interest in Working with Older Adults: The Roles of Knowledge, Ageism, Aging Anxiety and Contact

ERIC Educational Resources Information Center

Dobbin, Carrie B.

2012-01-01

Given the growing population of older adults with more reported mental health needs, there are not sufficient psychologists interested in working with this population. This study looked at why interest is so low, looking particularly at the correlations between interest in working with older adults and knowledge about aging, ageism, aging anxiety…

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.

Measuring Achievement Goal Orientations of Pharmacy Students

PubMed Central

Muthart, Thomas; Khan, Ghous M.

2014-01-01

Objectives. To measure the achievement goal orientations of pharmacy students attending a 3-year (accelerated) doctor of pharmacy (PharmD) program. Methods. A 16-item survey based on the Achievement Goal Questionnaire (AGQ) was administered to first-year (P1) and second-year (P2) pharmacy students at the Appalachian College of Pharmacy (ACP). Students were instructed to indicate to what degree each statement was true for them using a 7-point Likert scale (1=not true of me, 7=very true of me). Results. One hundred twenty of the 155 students (77%) completed the survey. Most students had mastery-approach, mastery-avoidance, performance-approach, and/or performance-avoidance goal orientations; few had work-avoidance goal orientations. Second-year students and male students had higher work-avoidance mean scores than did P1 students and female students (p<0.05). Conclusion. Pharmacy students were mastery- and performance-oriented learners, and most did not have work-avoidance goal orientations. Male students and P2 students had higher work-avoidance than did female students and P1 students, respectively. More longitudinal studies are needed to confirm these findings. PMID:24761015

Teaching mindfulness in medical school: where are we now and where are we going?

PubMed

Dobkin, Patricia L; Hutchinson, Tom A

2013-08-01

Mindfulness has the potential to prevent compassion fatigue and burnout in that the doctor who is self-aware is more likely to engage in self-care activities and to manage stress better. Moreover, well doctors are better equipped to foster wellness in their patients. Teaching mindfulness in medical school is gaining momentum; we examined the literature and related websites to determine the extent to which this work is carried out with medical students and residents. A literature search revealed that 14 medical schools teach mindfulness to medical and dental students and residents. A wide range of formats are used in teaching mindfulness. These include simple lectures, 1-day workshops and 8-10-week programmes in mindfulness-based stress reduction. Two medical schools stand out because they have integrated mindfulness into their curricula: the University of Rochester School of Medicine and Dentistry (USA) and Monash Medical School (Australia). Studies show that students who follow these programmes experience decreased psychological distress and an improved quality of life. Although the evidence points to the usefulness of teaching mindful practices, various issues remain to be considered. When is it best to teach mindfulness in the trajectory of a doctor's career? What format works best, when and for whom? How can what is learned be maintained over time? Should mindfulness training be integrated into the medical school core curriculum? © 2013 John Wiley & Sons Ltd.

Reimagining the 21st-Century Land-Grant University

ERIC Educational Resources Information Center

Fischer, Karin

2009-01-01

Over the last two years, University of Georgia students and faculty members have worked with community leaders in Sandersville and surrounding Washington County to tackle some of the area's most pressing problems, among them, reversing a doctor shortage and improving air quality to meet federal standards. Their work is part of an effort, now in…

Factors Associated with Success in Doctoral Social Work Education

ERIC Educational Resources Information Center

Johnson-Motoyama, Michelle; Petr, Christopher G.; Mitchell, Felicia M.

2014-01-01

Although admission criteria such as GRE scores and undergraduate GPAs (UGPAs) have been shown to moderately predict success in graduate school for students in other academic disciplines and in MSW programs, no published research has examined factors associated with success in social work PhD programs. This article reports the findings of a pilot…

Considerations of education in the field of biophotonics in engineering: the experience of the subject fundamentals of biophotonics

NASA Astrophysics Data System (ADS)

Fanjul-Vélez, F.; Arce-Diego, J. L.

2017-12-01

Education in the field of photonics is usually somehow complex due to the fact that most of the programs include just a few subjects on the field, apart from specific Master programs in Photonics. There are also specific doctorate programs dealing with photonics. Apart from the problems shared with photonics in education in general, biophotonics specifically needs an interdisciplinary approach between biomedical and technical or scientific fields. In this work, we present our education experience in teaching the subject Fundamentals of Biophotonics, intended preferentially to engineering Bachelor and Master degrees students, but also to science and medicine students. First it was necessary to join a teaching group coming from the scientific technical and medical fields, working together in the subject. This task was easier as our research group, the Applied Optical Techniques group, had previous contacts and experience in working with medicine professors and medical doctors at hospitals. The orientation of the subject, intended for both technical and medical students, has to be carefully selected. All this information could be employed by other education institutions willing to implement studies on biomedical optics.

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.

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…

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.

Professional identity formation in the transition from medical school to working life: a qualitative study of group-coaching courses for junior doctors.

PubMed

de Lasson, Lydia; Just, Eva; Stegeager, Nikolaj; Malling, Bente

2016-06-24

The transition from student to medical doctor is challenging and stressful to many junior doctors. To practice with confidence and professionalism the junior doctors have to develop a strong professional identity. Various suggestions on how to facilitate formation of professional identity have been offered including the possible positive effect of group-coaching courses. The purpose of this study was to explore how group-coaching might facilitate professional identity formation among junior doctors in the transition period. Group-coaching courses comprising three whole-day sessions and five 2 h sessions during a period of 4 months were offered to junior doctors in the first years after graduation. The purpose was to support the participants' professional development, ability to relate to patients, relatives and staff and career development. The coaches in this study had a background as health professionals combined with coaching educations. Data was obtained through observations, open-ended questionnaires and interviews. A generic thematic analysis was applied. Forty-five doctors participated in six coaching groups. The three main themes emerging in the sessions were: Adoption to medical culture, career planning, and work/life-balance. The junior doctors found the coaching intervention highly useful in order to cope with these challenges. Furthermore, the group was a forum where the junior doctors could share thoughts and feelings with colleagues without being afraid that this would endanger their professional career. Many found new ways to respond to everyday challenges mainly through a new awareness of patterns of thinking and feeling. The participants found that the group-coaching course supported their professional identity formation (thinking, feeling and acting as a doctor), adoption to medical culture, career planning and managing a healthy work/life-balance. Further studies in different contexts are recommended as well as studies using other methods to test the results of this qualitative study.

Developing non-technical ward-round skills.

PubMed

Harvey, Rachel; Mellanby, Edward; Dearden, Effie; Medjoub, Karima; Edgar, Simon

2015-10-01

Conducting clinical 'rounds' is one of the most onerous and important duties that every junior doctor is expected to perform. There is evidence that newly qualified doctors are not adequately prepared by their undergraduate experiences for this task. The aim of this study was to analyse the challenges pertaining to non-technical skills that students would face during ward rounds, and to create a model that facilitates the transition from medical student to doctor. A total of 217 final-year medical students completed a simulated ward round. Free-text responses were analysed using template analysis applying an a priori template developed from the literature by the research team. This drew on the generic categories of non-technical skills suggested by Flin et al. Ninety-seven per cent of students agreed or strongly agreed that the simulated ward round improved their insight into the challenges of ward rounds and their perceived ability to work efficiently as an active member of the ward round. The responding students (206) submitted written feedback describing the learning that they planned to use: 800 learning points were recorded, and all could be categorised into one of seven non-technical skills. Conducting clinical 'rounds' is one of the most onerous and important duties that every junior doctor is expected to perform We believe that improved task efficiency and insight into the challenges of the ward round gained by medical students will lead to an enhancement in performance during clinical rounds, and will have a positive impact on patient safety. We would suggest that undergraduate medical schools consider this model in the preparation for the clinical practice element of the curriculum. © 2015 John Wiley & Sons Ltd.

Promoting interdisciplinary education - the Vienna Doctoral Programme on Water Resource Systems

NASA Astrophysics Data System (ADS)

Blöschl, G.; Carr, G.; Bucher, C.; Farnleitner, A. H.; Rechberger, H.; Wagner, W.; Zessner, M.

2011-11-01

The Vienna Doctoral Programme on Water Resource Systems (DK-WRS) is a programme that aims to educate students in interdisciplinary water science through cutting edge research at an international level. It is funded by the Austrian Science Fund and designed to run over a period of 12 yr during which 80 doctoral students are anticipated to graduate. This paper reports on our experiences of setting up and implementing the Programme. We identify three challenges: integrating the disciplines, maintaining depth in an interdisciplinary programme, and teaching subjects remote to each student's core expertise. To address these challenges we adopted a number of approaches. We use three levels of instruments to foster integration across the disciplines: joint groups (e.g. a joint study programme), joint science questions (e.g. developed in annual symposia), and joint study sites. To maintain depth we apply a system of quality control including regular feedback sessions, theses by journal publications and international study exchange. For simultaneously teaching students from civil and environmental engineering, biology, geology, chemistry, mathematics we use visually explicit teaching, learning by doing, extra mentoring and by cross relating associated subjects. Our initial assessment of the Programme shows some very positive outcomes. Joint science questions formed between students from various disciplines indicate integration is being achieved. The number of successful publications in top journals suggests that depth is maintained. Positive feedback from the students on the variety and clarity of the courses indicates the teaching strategy is working well. Our experiences have shown that implementing and running an interdisciplinary doctoral programme has its challenges and is demanding in terms of time and human resources but seeing interactions progress and watching people grow and develop their way of thinking in an interdisciplinary environment is a valuable reward.

Promoting interdisciplinary education - the Vienna Doctoral Programme on Water Resource Systems

NASA Astrophysics Data System (ADS)

Blöschl, G.; Carr, G.; Bucher, C.; Farnleitner, A. H.; Rechberger, H.; Wagner, W.; Zessner, M.

2012-02-01

The Vienna Doctoral Programme on Water Resource Systems (DK-WRS) is a programme that aims to educate students in interdisciplinary water science through cutting edge research at an international level. It is funded by the Austrian Science Fund and designed to run over a period of 12 yr during which 80 doctoral students are anticipated to graduate. This paper reports on our experiences of setting up and implementing the Programme. We identify three challenges: integrating the disciplines, maintaining depth in an interdisciplinary programme, and teaching subjects remote to each student's core expertise. To address these challenges we adopt a number of approaches. We use three levels of instruments to foster integration across the disciplines: joint groups (e.g. a joint study programme), joint science questions (e.g. developed in annual symposia), and joint study sites. To maintain depth we apply a system of quality control including regular feedback sessions, theses by journal publications and international study exchange. For simultaneously teaching students from civil and environmental engineering, biology, geology, chemistry, mathematics we use visually explicit teaching, learning by doing, extra mentoring and by cross relating associated subjects. Our initial assessment of the Programme shows some very positive outcomes. Joint science questions formed between students from various disciplines indicate integration is being achieved. The number of successful publications in top journals suggests that depth is maintained. Positive feedback from the students on the variety and clarity of the courses indicates the teaching strategy is working well. Our experiences have shown that implementing and running an interdisciplinary doctoral programme has its challenges and is demanding in terms of time and human resources but seeing interactions progress and watching people grow and develop their way of thinking in an interdisciplinary environment is a valuable reward.

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.

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…

Why are junior doctors deterred from choosing a surgical career?

PubMed

Rogers, Mary E; Creed, Peter A; Searle, Judy

2012-05-01

To identify the reasons why interns would not choose a surgical career. This qualitative study used semi-structured telephone interviews to explore the future career choices of 41 junior doctors (14 men, 27 women). Doctors were asked to identify specialties they would not take up, and state why this was the case. Thirty (73.2%) of the 41 interns nominated surgery as a specialty they would not choose. Themes relating to reasons for not wanting to pursue a surgical career included the lifestyle associated with surgery (66.7%), the culture within the surgical work environment (53.3%), the lack of interest in performing surgical work (36.7%), and the training requirements associated with surgery (33.3%). Both sexes had similar reasons for not wanting to choose a surgical career; but additionally, women referred to the male domination of surgery, and the difficulty and inflexibility of the training program as deterrents. Efforts are needed to promote interest in surgery as a career especially for women, to improve the surgical work environment so that medical students and junior doctors have exposure to positive role models and surgical placements, and to provide a more flexible approach to surgical training.

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.

Educating Educators: Perceptions of Preceptors and Clinical Education Coordinators Regarding Training at a Division II Athletic Training Program

ERIC Educational Resources Information Center

Bomar, Renae Ellen; Mulvihill, Thalia

2016-01-01

Context: Clinical experiences give the student athletic trainer the opportunity to relate and apply didactic information to a real-world setting. During these experiences student athletic trainers are supervised by certified, licensed health care providers working in a variety of settings (e.g., hospital, physical therapy clinic, doctor's office).…

The Dissertation Examination: Identifying Critical Factors in the Success of Indigenous Australian Doctoral Students

ERIC Educational Resources Information Center

Harrison, Neil; Trudgett, Michelle; Page, Susan

2017-01-01

Indigenous Australians represent 2.2% of the working age population, yet account for only 1.4% of all university enrolments. In relation to higher degree research students, Indigenous Australians account for 1.1% of enrolments, but only 0.8% of all higher degree research completions. This paper reports on findings that emerged from an Australian…

First year doctors experience of work related wellbeing and implications for educational provision

PubMed Central

2014-01-01

Objectives: To explore factors which affect newly qualified doctors’ wellbeing and look at the implications for educational provision. Methods Data were collected by free association narrative interviews of nine Foundation doctors and analysed using a grounded theory approach. Two Foundation programme directors were interviewed to verify data validity. Results Two main themes emerged: newly qualified doctors’ wellbeing is affected by 1) personal experience and 2) work related factors. They start work feeling unprepared by medical school, work experience (“shadowing”) or induction programmes at the beginning of the post. Senior colleague support and feedback are much valued but often lacking with little discussion of critical incidents and difficult issues. Challenges include sick patients, prescribing, patient/relative communication and no consistent team structure. Working shift patterns affects personal and social life. Enjoyment and reward come from helping patients, feelings of making a difference or teaching medical students. Conclusions Whilst becoming familiar with their roles, newly qualified doctors search for identity and build up resilience. The support given during this process affects their wellbeing including coping with day to day challenges, whether posts are experienced as rewarding and how work influences their personal and social lives. PMID:25341219

Assessment of students' critical-thinking and problem-solving abilities across a 6-year doctor of pharmacy program.

PubMed

Gleason, Brenda L; Gaebelein, Claude J; Grice, Gloria R; Crannage, Andrew J; Weck, Margaret A; Hurd, Peter; Walter, Brenda; Duncan, Wendy

2013-10-14

To determine the feasibility of using a validated set of assessment rubrics to assess students' critical-thinking and problem-solving abilities across a doctor of pharmacy (PharmD) curriculum. Trained faculty assessors used validated rubrics to assess student work samples for critical-thinking and problem-solving abilities. Assessment scores were collected and analyzed to determine student achievement of these 2 ability outcomes across the curriculum. Feasibility of the process was evaluated in terms of time and resources used. One hundred sixty-one samples were assessed for critical thinking, and 159 samples were assessed for problem-solving. Rubric scoring allowed assessors to evaluate four 5- to 7-page work samples per hour. The analysis indicated that overall critical-thinking scores improved over the curriculum. Although low yield for problem-solving samples precluded meaningful data analysis, it was informative for identifying potentially needed curricular improvements. Use of assessment rubrics for program ability outcomes was deemed authentic and feasible. Problem-solving was identified as a curricular area that may need improving. This assessment method has great potential to inform continuous quality improvement of a PharmD program.

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.

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…

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…

Understanding Latina Doctoral Student Experiences: Negotiating Ethnic Identity and Academic Success

ERIC Educational Resources Information Center

Arocho, Omayra

2017-01-01

Latinas currently attain the lowest number of terminal degrees in the United States when compared to White, African American, and Asian American women. While Latina doctoral students share common struggles with other minority/female doctoral students, the unique cultural expectations associated with their racial/ethnic and gender related…

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…

Student perception about working in rural United States/Canada after graduation: a study in an offshore Caribbean medical school.

PubMed

Shankar, P Ravi; Dubey, Arun K; Nandy, Atanu; Herz, Burton L; Little, Brian W

2014-01-01

Rural residents of the United States (US) and Canada face problems in accessing healthcare. International medical graduates (IMGs) play an important role in delivering rural healthcare. IMGs from Caribbean medical schools have the highest proportion of physicians in primary care.  Xavier University School of Medicines admits students from the US, Canada and other countries to the undergraduate medical (MD) course and also offers a premedical program. The present study was conducted to obtain student perception about working in rural US/Canada after graduation.   The study was conducted among premedical and preclinical undergraduate medical (MD) students during October 2014. The questionnaire used was modified from a previous study. Semester of study, gender, nationality, place of residence and occupation of parents were noted. Information about whether students plan to work in rural US/Canada after graduation, possible reasons why doctors are reluctant to work in rural areas, how the government can encourage rural practice, possible problems respondents anticipate while working in rural areas were among the topics studied. Ninety nine of the 108 students (91.7%) participated. Forty respondents were in favor of working in rural US/Canada after graduation. Respondents mentioned good housing, regular electricity, water supply, telecommunication facilities, and schools for education of children as important conditions to be fulfilled. The government should provide higher salaries to rural doctors, help with loan repayment, and provide opportunities for professional growth.  Potential problems mentioned were difficulty in being accepted by the rural community, problems in convincing patients to follow medical advice, lack of exposure to rural life among the respondents, and cultural issues. About 40% of respondents would consider working in rural US/Canada. Conditions required to be fulfilled have been mentioned above. Graduates from Caribbean medical schools have a role in addressing rural physician shortage. Similar studies in other offshore Caribbean medical schools are required as Caribbean IMGs make an important contribution to the rural US and Canadian health workforce.

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

Productivity, impact, and collaboration differences between transdisciplinary and traditionally trained doctoral students: A comparison of publication patterns.

PubMed

Keck, Anna-Sigrid; Sloane, Stephanie; Liechty, Janet M; Fiese, Barbara H; Donovan, Sharon M

2017-01-01

Transdisciplinary (TD) approaches are increasingly used to address complex public health problems such as childhood obesity. Compared to traditional grant-funded scientific projects among established scientists, those designed around a TD, team-based approach yielded greater publication output after three to five years. However, little is known about how a TD focus throughout graduate school training may affect students' publication-related productivity, impact, and collaboration. The objective of this study was to compare the publication patterns of students in traditional versus TD doctoral training programs. Productivity, impact, and collaboration of peer-reviewed publications were compared between traditional (n = 25) and TD (n = 11) students during the first five years of the TD program. Statistical differences were determined by t-test or chi square test at p < 0.05. The publication rate for TD students was 5.2 ± 10.1 (n = 56) compared to 3.6 ± 4.5 per traditional student (n = 82). Publication impact indicators were significantly higher for TD students vs. traditional students: 5.7 times more citations in Google Scholar, 6.1 times more citations in Scopus, 1.3 times higher journal impact factors, and a 1.4 times higher journal h-index. Collaboration indicators showed that publications by TD students had significantly more co-authors (1.3 times), and significantly more disciplines represented among co-authors (1.3 times), but not significantly more organizations represented per publication compared to traditional students. In conclusion, compared to doctoral students in traditional programs, TD students published works that were accepted into higher impact journals, were more frequently cited, and had more cross-disciplinary collaborations.

The views of doctors in their first year of medical practice on the lasting impact of a preparation for house officer course they undertook as final year medical students.

PubMed

Matheson, Catherine B; Matheson, David J; Saunders, John H; Howarth, Claire

2010-06-23

The UK General Medical Council recommends that medical students have the opportunity of shadowing the outgoing new doctor whose post they will soon undertake. At the University of Nottingham the two-week shadowing period was preceded by two weeks of lectures/seminars wherein students followed sessions on topics such as common medical/surgical emergencies, contracts, time management, surviving the first two years of clinical practice, careers advice and so on. The present study aimed to gain a better knowledge and understanding of the lasting impact of a four-week preparation course for new Foundation Year 1 doctors [F1 s - interns]. The objectives chosen to achieve this aim were: 1/ to determine the extent to which the lecture/seminar course and shadowing period achieved their stated aim of smoothing the transition from life as a medical student to work as a new doctor; 2/ to evaluate perceptions of the importance of various forms of knowledge in easing the transition between medical student and new doctor In the spring of 2007, 90 graduates from Nottingham were randomly selected and then emailed a link to a short, online survey of quantitative and qualitative questions. Of these 76 responded. Analysis of quantitative data was carried out using SPSS 16.0 and employed McNemar's test. Analysis of the qualitative data was carried out using the constant comparative method. Only 31% of respondents strongly agreed or agreed that the lecture/seminar part of the course prepared them well for their first FY1 post; 14% agreed that during their first job they drew on the knowledge gained during the lecture/seminar course; 94% strongly agreed or agreed that the shadowing part of the course was more useful than the lecture/seminar part. Experiential knowledge gained in the shadowing was the most highly valued, followed by procedural knowledge with propositional knowledge coming far behind. Our study shows that new doctors retrospectively value most the knowledge they are able to transfer to the workplace and value least material which seems to repeat what they had learned for their final exams.

The training and professional expectations of medical students in Angola, Guinea-Bissau and Mozambique

PubMed Central

2011-01-01

Background The purpose of this paper is to describe and analyze the professional expectations of medical students during the 2007-2008 academic year at the public medical schools of Angola, Guinea-Bissau and Mozambique, and to identify their social and geographical origins, their professional expectations and difficulties relating to their education and professional future. Methods Data were collected through a standardised questionnaire applied to all medical students registered during the 2007-2008 academic year. Results Students decide to study medicine at an early age. Relatives and friends seem to have an especially important influence in encouraging, reinforcing and promoting the desire to be a doctor. The degree of feminization of the student population differs among the different countries. Although most medical students are from outside the capital cities, expectations of getting into medical school are already associated with migration from the periphery to the capital city, even before entering medical education. Academic performance is poor. This seems to be related to difficulties in accessing materials, finances and insufficient high school preparation. Medical students recognize the public sector demand but their expectations are to combine public sector practice with private work, in order to improve their earnings. Salary expectations of students vary between the three countries. Approximately 75% want to train as hospital specialists and to follow a hospital-based career. A significant proportion is unsure about their future area of specialization, which for many students is equated with migration to study abroad. Conclusions Medical education is an important national investment, but the returns obtained are not as efficient as expected. Investments in high-school preparation, tutoring, and infrastructure are likely to have a significant impact on the success rate of medical schools. Special attention should be given to the socialization of students and the role model status of their teachers. In countries with scarce medical resources, the hospital orientation of students' expectations is understandable, although it should be associated with the development of skills to coordinate hospital work with the network of peripheral facilities. Developing a local postgraduate training capacity for doctors might be an important strategy to help retain medical doctors in the home country. PMID:21473778

The Doktabörse - an innovative online platform for research projects at the medical faculty of the LMU Munich.

PubMed

Nicolai, Leo; Gradel, Maximilian; Antón, Sofia; Pander, Tanja; Kalb, Anke; Köhler, Lisa; Fischer, Martin R; Dimitriadis, Konstantinos; von der Borch, Philip

2017-01-01

Introduction: One of the most important extracurricular aspects of medical studies in Germany is a research thesis completed by most students. This research project often times conveys relevant competencies for the physician's role as scientist. Nevertheless, the choice of the right project remains a challenge. Reasons for this are among others, missing structures for a comprehensive overview of research groups and their respective projects. Description of the project: We developed the online platform Doktabörse as an online marketplace for doctoral research projects. The platform enables authorized researchers to create working groups and upload, deactivate and change research projects within their institute. For interested students, a front end with integrated search function displays these projects in a structured and well-arranged way. In parallel, the Doktabörse provides for a comprehensive overview of research at the medical faculty. We evaluated Researchers' and students' use of the platform. Results: 96,6% of students participating in the evaluation (n=400) were in favor of a centralized research platform at the medical faculty. The platform grew at a steady pace and included 120 research groups in June 2016. The students appreciated the structure and design of the Doktabörse. Two thirds of all uploaded projects matched successfully with doctoral students via the platform and over 94% of researchers stated that they did not need technical assistance with uploading projects and handling the platform. Discussion : The Doktabörse represents an innovative and well accepted platform for doctoral research projects. The platform is perceived positively by researchers and students alike. However, students criticized limited extent and timeliness of offered projects. In addition, the platform serves as databank of research at the medical faculty of the LMU Munich. The future potential of this platform is to provide for an integrated management solution of doctoral thesis projects, possibly beyond the medical field and faculty.

Associations between perceived institutional support, job enjoyment, and intentions to work in the United Kingdom: national questionnaire survey of first year doctors.

PubMed

Lachish, Shelly; Goldacre, Michael J; Lambert, Trevor

2016-05-23

Identifying factors that improve job satisfaction of new doctors and ease the difficult transition from student to doctor is of great interest to public health agencies. Studies to date have focused primarily on the value of changes to medical school curricula and induction processes in this regard, but have overlooked the extent to which institutional support can influence new doctors' enjoyment of and attitude to work. Here, we examine variation in the perceived level of support received by new medical graduates in the United Kingdom (UK) from their employer and whether this influences enjoyment of and attitudes to the first postgraduate year, and whether doctors who perceived a lower level of support were less inclined to intend a long term career in medicine in the UK. All UK medical graduates of 2012 were surveyed in 2013 in a cross-sectional study, towards the end of their first post-graduate year (the 'F1' year of the 2-year Foundation Training Programme for new UK doctors). We used linear regression to assess whether the level of support doctors reported receiving from their employing Trust (Very Good, Good, Adequate, Poor, or Very Poor) was associated with the extent to which they enjoyed their F1 year. Similarly, we assessed the strength of associations between self-reported level of Trust support and doctors' responses to 12 statements about fundamental aspects of their working lives, each assessed on a 5-point scale of agreement. Using χ (2) tests we examined whether doctors' intentions to practise medicine in the UK varied with the level of support they reported receiving from their Trust. The response rate was 45 % (2324/5171). Of 2324 responding junior doctors, 63.8 % reported receiving 'Very Good' (23.6 %) or 'Good' (40.2 %) initial support from their Trust, while a further 27.4 % stated they received 'Adequate' support. 'Poor' support was reported by 5.8 % and 'Very Poor' support by 2.2 %. We found very strong positive associations between the institutional support doctors reported receiving and their enjoyment of the F1 year and their self-expressed attitudes to aspects of their first year of work. Crucially, doctors who reported receiving lower levels of support ('Poor' or 'Very Poor') were significantly less likely to express intentions to continue practising medicine in the UK. The provision of effective institutional support for graduate doctors may promote workplace satisfaction and could help safeguard the long-term retention of junior doctors.

[Realities and professional expectations of medical students attending Guinea Bissau's medical school in 2007 school year].

PubMed

Fronteira, Inês; Rodrigues, Amabélia; Pereira, Camilo; Silva, Augusto P; Mercer, Hugo; Dussault, Guilles; Ferrinho, Paulo

2011-01-01

In Guinea Bissau, the majority of university level professionals are still being trained abroad and most of them do not return to their country. This was a major incentive for creating Guinea Bissau's Medical School. An observational, cross-sectional, analytic study was conducted on the second trimester of 2007 to characterize the socio-demographic, familial and educational profile of medical students, their satisfaction levels, difficulties and expectations concerning the medicine course. A questionnaire was used and a response rate of 63% achieved (81 students). Data was analyzed using SPSS v.17 for descriptive statistics. Students are very committed to their education. They tend to decide to take the medicine course early in their lives and are influenced by their relatives. They choose to be medical doctors because they like it but also for altruistic reasons and the desire to save lives. Although many face financial and material difficulties, they tend to have success in their academic live. They live with their parents, do not have children and some have side jobs to provide for extra income to help with their education. They expect their education to make them good doctors in any part of the world and want to work simultaneously in the public (to serve their country and pay their debt to the State) and in the private sector (to enhance their income). The large majority wants to work in a hospital, in Bissau, and to be a pediatrician or obstetrician. They have unreasonably high expectations concerning their future income as medical doctors.

Choice and rejection of psychiatry as a career: surveys of UK medical graduates from 1974 to 2009†

PubMed Central

Goldacre, Michael J.; Fazel, Seena; Smith, Fay; Lambert, Trevor

2013-01-01

Background Recruitment of adequate numbers of doctors to psychiatry is difficult. Aims To report on career choice for psychiatry, comparing intending psychiatrists with doctors who chose other clinical careers. Method Questionnaire studies of all newly qualified doctors from all UK medical schools in 12 qualification years between 1974 and 2009 (33 974 respondent doctors). Results One, three and five years after graduation, 4–5% of doctors specified psychiatry as their first choice of future career. This was largely unchanged across the 35 years. Comparing intending psychiatrists with doctors who chose other careers, factors with a greater influence on psychiatrists’ choice included their experience of the subject at medical school, self-appraisal of their own skills, and inclinations before medical school. In a substudy of doctors who initially considered but then did not pursue specialty choices, 72% of those who did not pursue psychiatry gave ‘job content’ as their reason compared with 33% of doctors who considered but did not pursue other specialties. Historically, more women than men have chosen psychiatry, but the gap has closed over the past decade. Conclusions Junior doctors’ views about psychiatry as a possible career range from high levels of enthusiasm to antipathy, and are more polarised than views about other specialties. Shortening of working hours and improvements to working practices in other hospital-based specialties in the UK may have reduced the relative attractiveness of psychiatry to women doctors. The extent to which views of newly qualified doctors about psychiatry can be modified by medical school education, and by greater exposure to psychiatry during student and early postgraduate years, needs investigation. PMID:23099446

Easing the transition from student to doctor: how can medical schools help prepare their graduates for starting work?

PubMed

Cave, Judith; Woolf, Katharine; Jones, Alison; Dacre, Jane

2009-05-01

In 2000/1, a survey found that 42% of newly qualified UK doctors felt their medical training had not prepared them well for starting work. To determine factors associated with preparedness. A questionnaire to all 5143 newly qualified doctors in May 2005. The response rate was 2062/4784 = 43.1%. 15% of respondents felt poorly prepared by medical school for starting work. There were no associations between gender or graduate entry status and preparedness. The personality traits of conscientiousness (r=0.14; p < 0.001) and extraversion (r=0.15; p < 0.001) were associated with high preparedness. Neuroticism was associated with low preparedness (r= -0.16; p < 0.001).Respondents who had done shadowing attachments were more likely to feel prepared (58.6% vs 48.5% felt prepared; 2=4.0; p=0.05), as were graduates of problem based learning courses (61.3% vs 56.1%; 2=5.0; p=0.03). Preparedness correlated with agreement with the statements 'My teaching was relevant to real life as a doctor' (rho=0.36; p < 0.001), and 'As a house officer I found it easy to get help when I needed it' (rho=0.29; p < 0.001). Improvements in the preparedness of UK medical school graduates may be due to increased relevance of undergraduate teaching to life as a junior doctor and increased support in the workplace.

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.

Basic Research in Orbital Debris Detection and Estimation

NASA Technical Reports Server (NTRS)

Culp, Robert D.

1999-01-01

The research conducted under NASA Research Grant has been reported periodically throughout the duration of this grant. This research has been coordinated with the work supported by NASA Graduate Student Research Grant awarded to further the graduate doctoral program of Kira Jorgensen. This work will continue through the completion of Kira Jorgensen's Ph.D. program in May, 2000.

The Experienced Meaning of Working with a PhD Thesis

ERIC Educational Resources Information Center

Stubb, Jenni; Pyhalto, Kirsi; Lonka, Kirsti

2012-01-01

There is a variation in terms of how researchers perceive the nature of research work. Previous research has mainly looked at the members of academia who already have established themselves in the scholarly community. We aimed at exploring the ways in which doctoral students perceived their thesis project and further, the relations of such…

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…

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…

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…

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…

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…

Towards the Professionalization of Teaching in Africa

ERIC Educational Resources Information Center

Obidi, Sam S.

1975-01-01

An argument is made for the professionalization of teachers in Africa, based on the proposition that the student-teacher relationship is similar to the doctor-patient relationship. Teachers' associations must work to professionalize teaching in order to promote societal development. (LBH)

Understanding Health Workers' Job Preferences to Improve Rural Retention in Timor-Leste: Findings from a Discrete Choice Experiment.

PubMed

Smitz, Marc-Francois; Witter, Sophie; Lemiere, Christophe; Eozenou, Patrick Hoang-Vu; Lievens, Tomas; Zaman, Rashid U; Engelhardt, Kay; Hou, Xiaohui

2016-01-01

Timor-Leste built its health workforce up from extremely low levels after its war of independence, with the assistance of Cuban training, but faces challenges as the first cohorts of doctors will shortly be freed from their contracts with government. Retaining doctors, nurses and midwives in remote areas requires a good understanding of health worker preferences. The article reports on a discrete choice experiment (DCE) carried out amongst 441 health workers, including 173 doctors, 150 nurses and 118 midwives. Qualitative methods were conducted during the design phase. The attributes which emerged were wages, skills upgrading/specialisation, location, working conditions, transportation and housing. One of the main findings of the study is the relative lack of importance of wages for doctors, which could be linked to high intrinsic motivation, perceptions of having an already highly paid job (relative to local conditions), and/or being in a relatively early stage of their career for most respondents. Professional development provides the highest satisfaction with jobs, followed by the working conditions. Doctors with less experience, males and the unmarried are more flexible about location. For nurses and midwives, skill upgrading emerged as the most cost effective method. The study is the first of its kind conducted in Timor-Leste. It provides policy-relevant information to balance financial and non-financial incentives for different cadres and profiles of staff. It also augments a thin literature on the preferences of working doctors (as opposed to medical students) in low and middle income countries and provides insights into the ability to instil motivation to work in rural areas, which may be influenced by rural recruitment and Cuban-style training, with its emphasis on community service.

Understanding Health Workers’ Job Preferences to Improve Rural Retention in Timor-Leste: Findings from a Discrete Choice Experiment

PubMed Central

Smitz, Marc-Francois; Witter, Sophie; Lemiere, Christophe; Eozenou, Patrick Hoang-Vu; Lievens, Tomas; Zaman, Rashid U.; Engelhardt, Kay; Hou, Xiaohui

2016-01-01

Background Timor-Leste built its health workforce up from extremely low levels after its war of independence, with the assistance of Cuban training, but faces challenges as the first cohorts of doctors will shortly be freed from their contracts with government. Retaining doctors, nurses and midwives in remote areas requires a good understanding of health worker preferences. Methods The article reports on a discrete choice experiment (DCE) carried out amongst 441 health workers, including 173 doctors, 150 nurses and 118 midwives. Qualitative methods were conducted during the design phase. The attributes which emerged were wages, skills upgrading/specialisation, location, working conditions, transportation and housing. Findings One of the main findings of the study is the relative lack of importance of wages for doctors, which could be linked to high intrinsic motivation, perceptions of having an already highly paid job (relative to local conditions), and/or being in a relatively early stage of their career for most respondents. Professional development provides the highest satisfaction with jobs, followed by the working conditions. Doctors with less experience, males and the unmarried are more flexible about location. For nurses and midwives, skill upgrading emerged as the most cost effective method. Conclusions The study is the first of its kind conducted in Timor-Leste. It provides policy-relevant information to balance financial and non-financial incentives for different cadres and profiles of staff. It also augments a thin literature on the preferences of working doctors (as opposed to medical students) in low and middle income countries and provides insights into the ability to instil motivation to work in rural areas, which may be influenced by rural recruitment and Cuban-style training, with its emphasis on community service. PMID:27846242

Productivity, impact, and collaboration differences between transdisciplinary and traditionally trained doctoral students: A comparison of publication patterns

PubMed Central

Sloane, Stephanie; Liechty, Janet M.; Fiese, Barbara H.; Donovan, Sharon M.

2017-01-01

Transdisciplinary (TD) approaches are increasingly used to address complex public health problems such as childhood obesity. Compared to traditional grant-funded scientific projects among established scientists, those designed around a TD, team-based approach yielded greater publication output after three to five years. However, little is known about how a TD focus throughout graduate school training may affect students’ publication-related productivity, impact, and collaboration. The objective of this study was to compare the publication patterns of students in traditional versus TD doctoral training programs. Productivity, impact, and collaboration of peer-reviewed publications were compared between traditional (n = 25) and TD (n = 11) students during the first five years of the TD program. Statistical differences were determined by t-test or chi square test at p < 0.05. The publication rate for TD students was 5.2 ± 10.1 (n = 56) compared to 3.6 ± 4.5 per traditional student (n = 82). Publication impact indicators were significantly higher for TD students vs. traditional students: 5.7 times more citations in Google Scholar, 6.1 times more citations in Scopus, 1.3 times higher journal impact factors, and a 1.4 times higher journal h-index. Collaboration indicators showed that publications by TD students had significantly more co-authors (1.3 times), and significantly more disciplines represented among co-authors (1.3 times), but not significantly more organizations represented per publication compared to traditional students. In conclusion, compared to doctoral students in traditional programs, TD students published works that were accepted into higher impact journals, were more frequently cited, and had more cross-disciplinary collaborations. PMID:29244832

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…

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…

Complementary and Alternative Medicine: Comparison of Current Knowledge, Attitudes and Interest among German Medical Students and Doctors

PubMed Central

Münstedt, Karsten; Harren, Hildegard; von Georgi, Richard; Hackethal, Andreas

2011-01-01

Although it has been agreed that complementary and alternative medicine (CAM) should be included in the German medical curriculum, there is no consensus on which methods and how it should be taught. This study aimed to assess needs for CAM education by evaluating current knowledge, attitudes and interests of medical students, general physicians and gynecologists. Two instruments based on established and validated questionnaires were developed. One was given to seventh semester medical students and the other to office-based doctors. Data were analyzed by bivariate correlation and cross-tabulation. Altogether 550 questionnaires were distributed—280 to doctors and 270 to medical students. Completed questionnaires were returned by 80.4% of students and 78.2% of doctors. Although 73.8% (160/219) of doctors and 40% (87/217) of students had already informed themselves about CAM, neither group felt that they knew much about CAM. Doctors believed that CAM was most useful in general medicine, supportive oncology, pediatrics, dermatology and gynecology, while students believed that dermatology, general medicine, psychiatry and rheumatology offered opportunities; both recommended that CAM should be taught in these areas. Both groups believed that CAM should be included in medical education; however, they believed that CAM needed more investigation and should be taught “critically". German doctors and students would like to be better informed about CAM. An approach which teaches fundamental competences to students, chooses specific content based on evidence, demographics and medical conditions and provides students with the skills they need for future learning should be adopted. PMID:19098296

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.

[Burnout syndrome associated factors in gynecologists].

PubMed

Palmer-Morales, Yusvisaret; Prince-Vélez, Roberto; Searcy-Bernal, Roberto

2007-07-01

To determine risk factors associated to Burnout Syndrome in medical gynecologist staff who works at the Gynecology-pediatrics with Family Medicine Hospital number 31 of the IMSS at Mexicali city, Baja California. A cross sectional study was performed in 27 gynecologists (100% of the total gynecologist that works at that particular hospital). A validated survey instrument developed by Maslach was applied to them in order to identify the presence of the syndrome and a general questionnaire including sociodemographic information was also applied to the doctors. The statistical analysis was both descriptive and inferential including chi square, Student t and logistic regression. 74.1% of the doctors who showed signs of Burnout Syndrome were males and 25.9% were females. The average doctors age of the group who developed Burnout was 44.81 +/- 6.11 years. The mean time in years of work for the doctors with the syndrome was 15.56 +/- 7.11 years. Only one doctor was divorced and she presented Burnout Syndrome, on the other hand, 62.5% of the married doctors showed evidence of Burnout Syndrome (p > 0.05). The general prevalence was 59.2%. Of those who showed signs of burnout, 87.5% presented it in low degree, 6.2% presented moderate degree, 6.2% presented high burnout degree. Out of all the organizational factors type, none resulted significative. The prevalence of the reported syndrome is apparently high when compared to the medical anesthesiology staff of the same hospital; however this difference is not statistically significative. In the unvaried and multivariate analyses, no organizational factor shows significance as a potential risk. It is necessary to consider psychological support to the affected doctors and to value the organization of the service, looking for an administrative reengineering.

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.

The training and expectations of medical students in Mozambique

PubMed Central

Sousa, Fernando; Schwalbach, João; Adam, Yussuf; Gonçalves, Luzia; Ferrinho, Paulo

2007-01-01

Background This paper describes the socio-economic profile of medical students in the 1998/99 academic year at the Universidade Eduardo Mondlane (UEM) Medical Faculty in Maputo. It aims to identify their social and geographical origins in addition to their expectations and difficulties regarding their education and professional future. Methods The data were collected through a questionnaire administered to all medical students at the faculty. Results Although most medical students were from outside Maputo City and Maputo Province, expectations of getting into medical school were already associated with a migration from the periphery to the capital city, even before entering medical education. This lays the basis for the concentration of physicians in the capital city once their term of compulsory rural employment as junior doctors is completed. The decision to become a doctor was taken at an early age. Close relatives, or family friends seem to have been an especially important variable in encouraging, reinforcing and promoting the desire to be a doctor. The academic performance of medical students was dismal. This seems to be related to several difficulties such as lack of library facilities, inadequate financial support, as well as poor high school preparation. Only one fifth of the students reported receiving financial support from the Mozambican government to subsidize their medical studies. Conclusion Medical students seem to know that they will be needed in the public sector, and that this represents an opportunity to contribute to the public's welfare. Nevertheless, their expectations are, already as medical students, to combine their public sector practice with private medical work in order to improve their earnings. PMID:17445263

[Teamwork in teaching mental health in medical training].

PubMed

Perrier de Benedetti, Cristina; Beker, Ester; Cimadoro, Ana; Pausa, Cristina; Quintana, Irene

2007-01-01

In this paper we describe the methodology of teaching learning process that permits integration of theory and practice for the transmission of the three fundamental pillars of Mental Health Programme: learning doctor patient relationship, situational diagnosis and team work. The number and diversity of students in each course is a challenge for the teacher, who sustains the idea that the doctor patient relationship is learned starting from the teacher student relationship. Like patients, each student is unique. We describe the method used: to divide students into groups, that throughout the year become working-teams with the intention of practicing Medicine with an interpersonal relationship concept (with the patient, his or her family, his social circle, with colleagues, nursery, assistants and institutions). Each unit is coordinated by a group teacher. They have periodic meetings with the students (in the Balint Junior groups' method). The students have to create the contents and participate in the dynamics of the classes. This methodology changes the traditional vision and the teacher has the function of an organizer and facilitator of learning. It includes: a. Group division, b. Preparation of a file, c. Workshop, d. Teaching and e. Evaluation Teaching learning is conducive to a facilitating atmosphere through different resources like story telling, diagrams, drawings, movies, literature, use of plastic, role playing, elaborating scenes, characters and the file, evidence of all the activities.

Student motivation, stressors, and intent to leave nursing doctoral study: A national study using path analysis.

PubMed

Volkert, Delene; Candela, Lori; Bernacki, Matthew

2018-02-01

The demand for doctorally prepared nurses worldwide is higher than ever. Universities have responded with increased numbers of DNP and Ph.D. in Nursing programs. There are more doctoral nursing students than ever before yet they remain one of the least studied student populations. This is concerning given the high attrition rates reported in doctoral programs. The few studies that do exist are typically qualitative and exploratory in nature. The aim of this national study of Ph.D. and DNP students was to examine how the effects of environmental stressors predict the students' intent to leave their current program of doctoral study. A descriptive survey design was utilized for the study. Participation requests were sent by email to deans/directors of all Ph.D. and DNP programs across the United States, with the request to forward to all currently enrolled students. Eight hundred and thirty-five (n=835) Ph.D. and DNP participants responded to this survey. The survey was analyzed utilizing path analysis. Findings of the path analysis indicate that two types of stress significantly predicted students' intention to leave. First, stressors related to program issues, primarily relationships between student and faculty/advisor, significantly predict intent to leave. As program stressors rise, so does intent to leave. The other significant factor was related to support issues, specifically support from family/friends. This inverse relationship indicated as family support declines, intent to leave rises. It is impossible to remove all stressors from students' lives during their doctoral studies. A better understanding of the environmental stressors that affect them offers the potential for nursing programs looking to incorporate adequate resources and support which will help minimize attrition and promote persistence of their doctoral students. Specific recommendations are provided that may assist programs looking to decrease doctoral nursing student attrition. Copyright © 2017 Elsevier Ltd. All rights reserved.

Evaluating the learning experience of non medical prescribing students with their designated medical practitioners in their period of learning in practice: results of a survey.

PubMed

Ahuja, Jaya

2009-11-01

To evaluate the learning experience of non medical prescribing (NMP) students during their period of learning in practice and to explore strategies for improvement. A self-administered questionnaire was used to collect data from two consecutive NMP student cohorts. Of 57 NMP students, the majority (64.9%) worked in primary care setting. In contrast to those from primary care setting, the students working in secondary/tertiary care setting had significantly greater chance of knowing their designated medical practitioner (DMP) prior to starting their course (p=0.044). However, this did not influence whether the student did a learning agreement and time schedule agreement with the DMP at the beginning of practice setting. A learning agreement and time schedule was done by 91.2% and 57.9% students, respectively, at beginning of the course. Prior time schedule agreement was a significant determinant in determining the number of hours that student spent subsequently under direct supervision of DMP: 75.8% of those who did a prior time schedule spent >30% of practice hours under the direct supervision of DMP as compared to only 50% of those who did not. Spending >30% of the practice hours under direct supervision of the DMP was significantly associated with student satisfaction (p=0.025). There was greater likelihood of a student being assessed formatively if a prior learning agreement had been done (p=0.035) resulting in increased student satisfaction. Time and workload constraints, organisational issues and peer support emerged as barriers to student learning. Students commented on difficulties in getting doctors as a DMP; and therefore suggested that learning experience can be enhanced if a qualified practicing Non Medical Prescriber could act as a "co-mentor". There were also suggestions of providing incentives to doctors and giving them more information about the role of NMP to encourage more doctors to act as DMP. Learning agreement and a time schedule with DMP at the beginning of the supervised period in practice significantly improved the students' learning experience, and was a major determinant of subsequent student satisfaction. Those who spent at least 30% of practice development time under direct supervision of their DMP were likely to be more satisfied with the learning process.

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,…

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.…

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,…

Near-peer medical student simulation training.

PubMed

Cash, Thomas; Brand, Eleanor; Wong, Emma; Richardson, Jay; Athorn, Sam; Chowdhury, Faiza

2017-06-01

There is growing concern that medical students are inadequately prepared for life as a junior doctor. A lack of confidence managing acutely unwell patients is often cited as a barrier to good clinical care. With medical schools investing heavily in simulation equipment, we set out to explore if near-peer simulation training is an effective teaching format. Medical students in their third year of study and above were invited to attend a 90-minute simulation teaching session. The sessions were designed and delivered by final-year medical students using clinical scenarios mapped to the Sheffield MBChB curriculum. Candidates were required to assess, investigate and manage an acutely unwell simulated patient. Pre- and post-simulation training Likert scale questionnaires were completed relating to self-reported confidence levels. There is growing concern that medical students are inadequately prepared for life as a junior doctor RESULTS: Questionnaires were completed by 25 students (100% response rate); 52 per cent of students had no prior simulation experience. There were statistically significant improvements in self-reported confidence levels in each of the six areas assessed (p < 0.005). Thematic analysis of free-text comments indicated that candidates enjoyed the practical format of the sessions and found the experience useful. Our results suggest that near-peer medical student simulation training benefits both teacher and learner and that this simplistic model could easily be replicated at other medical schools. As the most junior members of the team, medical students are often confined to observer status. Simulation empowers students to practise independently in a safe and protected environment. Furthermore, it may help to alleviate anxiety about starting work as a junior doctor and improve future patient care. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

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…

"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…

Occupational factors for mood and anxiety disorders among junior medical doctors.

PubMed

Pougnet, R; Di Costanzo, Laurence Pougnet; Kerrien, Margaux; Jousset, D; Loddé, B; Dewitte, J D; Garlantézec, R

2015-09-09

Junior doctors are exposed to multiple occupational risks. The aim of this study was to assess the risk factors and protective factors for mood and anxiety disorders among junior doctors. We conducted a cross-sectional study via an anonymous online questionnaire between October 2011 and June 2012. All the junior doctors in our faculty were included. The questionnaire inquired about demographic and health data. It contained four validated scales: the Center for Epidemiologic Studies Depression Scale (CES-D), the Spielberger anxiety questionnaire, the WHO quality of life (WHO - QOL) questionnaire and the Job Content Questionnaire. Finally, it sought to clarify the conditions of professional practice and the interactions between university programmes and junior doctorate students (change of specialty, pregnancy, leave of absence, etc.). 192 juniors doctors participated in the study, 68.2% of whom were women. Out of the group, 13.0% presented a depressive syndrome, while 28.7% presented an anxiety disorder, 32.8% were experiencing Job Strain and 29.7% Iso Strain. The risk factor for anxiety was competition between junior doctors: OR=4.23 (1.06 ‒ 16.82). The protective factors for mood disorders were the help provided by senior physicians and the respect shown by patients: OR=0.21 (0.06-0.74) and 0.20 (0.06-0.75), respectively. This study demonstrated the impact of the relationships with senior physicians and patients on junior doctors' health at work. Consequently, prevention should not be focused uniquely on work organization, but should increase physicians' awareness of the importance of this relationship.

Developing an academic health department in Northeast Tennessee: a sustainable approach through student leadership.

PubMed

Brooks, Billy; Blackley, David; Masters, Paula; May, Andrew Stephen; Mayes, Gary; Williams, Christian; Pack, Robert

2014-01-01

In an effort to bridge the gap between public health practice and academia, the Health Resources and Services Administration-funded Tennessee Public Health Training Center (LIFEPATH) has supported establishment of an academic health department (AHD) involving the East Tennessee State University College of Public Health (COPH) and the Sullivan County Regional Health Department (SCRHD). The SCRHD identified a need to increase internal capacity to conduct ongoing community health assessment and community-centered practice. Similarly, the COPH recognized the need to expand evidence-based practice implementation and evaluation opportunities for public health students. Personnel from the SCRHD, LIFEPATH, and the COPH developed a formal AHD agreement during the summer of 2012 and launched the program the subsequent fall semester. One aspect of the COPH/SCRHD/LIFEPATH model that addresses financial barriers experienced by other AHDs is the competitive awarding of the coordinator position to a doctor of public health student from the COPH, demonstrating investment in the model by the college. The doctor of public health student gains leadership experience through project management, coordination of the local health council, and day-to-day facilitation of undergraduate and master's student interns. The SCRHD benefits from the formal academic background of graduate-level interns dedicated to working in the community. This AHD framework offers an opportunity for doctoral-level students to develop practical leadership skills in a health department while enhancing the capacity of the SCRHD and the COPH to serve their community and stakeholders.

Pathways to the PhD in Nursing: An Analysis of Similarities and Differences.

PubMed

Nehls, Nadine; Barber, Gale; Rice, Elizabeth

2016-01-01

New educational pathways are needed to increase the number of doctor of philosophy (PhD)-prepared nurses. To address this need, an early-entry PhD option designed to engage students in PhD coursework and research during the undergraduate nursing major was developed at the University of Wisconsin-Madison. An evaluation comparing the early-entry option with two more conventional entry points was conducted. Three groups (N = 84) comprised the sample: (a) early-entry students admitted as undergraduates or immediately upon graduation (N = 29), (b) mid-entry students with baccalaureate degrees and at least 1 year of work experience (N = 27), and (c) delayed-entry students with master's degrees and 1 or more years of work experience (N = 28). Qualitative and quantitative data were collected from the 3 groups of students who were admitted from 2002 to 2011. The sources of data were transcriptions of individual interviews and reviews of existing data. Seventy-seven percent of the sample participated in the individual interviews. The database review included all students who matriculated into the PhD program. Common themes among the 3 groups included a need for educational funding, the importance of a faculty mentor, and concern about preparation for the teaching role and the academic work environment. The groups were also comparable in terms of research productivity during doctoral study and postgraduation employment. Differences were found on measures of diversity, program progression, and perceptions of clinical competence. The findings provide needed data for the development and expansion of educational pathways to the PhD in nursing. Copyright © 2016 Elsevier Inc. All rights reserved.

The Scholars We Need: Preparing Transdisciplinary Professionals by Leveraging the Scholarship of Practice

ERIC Educational Resources Information Center

McDaniels, Melissa; Skogsberg, Erik

2017-01-01

In this chapter we call for immediate action to prepare more dynamic transdisciplinary professionals by leveraging the scholarship of practice. Transdisciplinary refers to contexts both inside and outside of the academy where today's doctoral students will work.

[Generation Y in ENT: leading a young generation of doctors].

PubMed

Schmidt, K; Meyer, J; Liebeneiner, J; Schmidt, C E; Hüttenbrink, K B

2012-11-01

The shortage of qualified doctors and nurses has led to a competition between hospitals. Analyzing the circumstances of the competition, nurses and doctors of so-called generation Y are important. These employees are mainly female and have different requirements compared to previous generations. Therefore, knowledge of these requirements will become a critical success factor for hospitals in the future. We interviewed medical students in Kiel and Hannover from 2005 to 2011 about the clinical department chosen, the criteria for choosing a specific clinic, and the importance of MD and PhD programs. In addition, we conducted an internet and Medline search for scientific studies on labor shortage, generation Y, and demographics. The data were sorted by main categories and relevance for hospitals. Statistical analyses were performed using descriptive measures. We received 1,097 answers which represents approx. 75% of all students. Sixty-seven percent of the students were female, 33% male. Preferences for departments revealed internal medicine, pediatrics, and anesthesiology as the top three. ENT followed at rank 10. The main criteria for choosing a clinic were working climate, structure and broadness of education, family friendliness, and respect. MD programs were rated 2.6, while PhD programs were rated 3.6. Staff members of Generation Y "live while working" and disagree with hierarchies. Internet and computers are part of their daily routine. Employees of Generation Y challenge leadership in hospitals by increasing demands. However, Generation Y can increase professionalization and competitiveness for hospitals significantly.

Teaching fellowships for UK foundation doctors.

PubMed

Qureshi, Shaun

2015-01-01

Teaching Fellowships for junior doctors in their second post-graduate (FY2) year should be considered by medical students and junior doctors in UK. FY2 Teaching Fellowships are available in many foundation schools as part of the UK Academic Foundation Programme. Although programme structures differ between schools, they are designed to allow junior trainees to take time out from clinical practice to develop their teaching skills and gain insights into medication education careers. The advantages of an FY2 teaching fellowship include valuable experience of teaching and formal feedback not available to other trainees; the opportunity to further develop your portfolio; further development of the trainee's own knowledge and skills; the stimulation of working with students. Potential drawbacks to be considered are reduced direct clinical contact; reduced salary; difficulty carrying out education research in the allocated time frame; occasional difficulties establishing the teacher-student relationship while the trainee is at a relatively junior level. Experience of medical education as an FY2 trainee provides a helpful stepping stone whether or not the trainee further pursues education as a career, because the teaching skills are transferable to any specialty, and the unique experience enhances the trainee's confidence as a role model for junior colleagues.

The Impact of Prematriculation Admission Characteristics on Graduation Rates in an Accelerated Doctor of Pharmacy Program.

PubMed

Steinberg, Michael; Morin, Anna K

2015-10-25

Objective. To evaluate the impact of admission characteristics on graduation in an accelerated doctor of pharmacy (PharmD) program. Methods. Selected prematriculation characteristics of students entering the graduation class years of 2009-2012 on the Worcester and Manchester campuses of MCPHS University were analyzed and compared for on-time graduation. Results. Eighty-two percent of evaluated students (699 of 852) graduated on time. Students who were most likely to graduate on-time attended a 4-year school, previously earned a bachelor's degree, had an overall prematriculation grade point average (GPA) greater than or equal to 3.6, and graduated in the spring just prior to matriculating to the university. Factors that reduced the likelihood of graduating on time were also identified. Work experience had a marginal impact on graduating on time. Conclusion. Although there is no certainty in college admission decisions, prematriculation characteristics can help predict the likelihood for academic success of students in an accelerated PharmD program.

The Impact of Prematriculation Admission Characteristics on Graduation Rates in an Accelerated Doctor of Pharmacy Program

PubMed Central

Morin, Anna K.

2015-01-01

Objective. To evaluate the impact of admission characteristics on graduation in an accelerated doctor of pharmacy (PharmD) program. Methods. Selected prematriculation characteristics of students entering the graduation class years of 2009-2012 on the Worcester and Manchester campuses of MCPHS University were analyzed and compared for on-time graduation. Results. Eighty-two percent of evaluated students (699 of 852) graduated on time. Students who were most likely to graduate on-time attended a 4-year school, previously earned a bachelor’s degree, had an overall prematriculation grade point average (GPA) greater than or equal to 3.6, and graduated in the spring just prior to matriculating to the university. Factors that reduced the likelihood of graduating on time were also identified. Work experience had a marginal impact on graduating on time. Conclusion. Although there is no certainty in college admission decisions, prematriculation characteristics can help predict the likelihood for academic success of students in an accelerated PharmD program. PMID:26689686

'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.

Job satisfaction and job values among beginning nurses: a questionnaire survey.

PubMed

Daehlen, Marianne

2008-12-01

Concepts such as the theory-practice gap and reality shock call attention to the challenges nurses experience in their professional lives. These challenges seem to be particularly acute in the transition from nursing school to work. Based on an assumption that the theories and skills taught in school are not directly applicable to nursing practice, beginning nurses may find that they are not prepared to do the work for which they have trained. Consequently, nurses may experience challenges to their work ideals, and their level of job satisfaction may decline. In addition, major life changes, such as buying a house/apartment, becoming a parent or getting married are likely to occur in the first year after graduation. Consequently, the emphasis on economic rewards may increase in the transition from school to work. To examine the relationship between work ideals, experiences of work and job satisfaction through a vital period in nurses' careers. To compare beginning nurses' job satisfaction, perceived job rewards and values with those of beginning doctors and teachers. Survey data were collected from two cohorts of students in several educational programs in Norway. The survey was repeated among the same respondents, as workers, 3 years after graduation. Almost 3000 students were originally invited to participate. The response rate in the surveys varied from 59% to 80%. Tabular analyses and linear regression models. The results indicate similarities in nurses', doctors' and teachers' preferences for work, but differences in what they obtain. In the transition from school to work, nurses increase their emphasis on high income and job security, and 3 years after graduating, nurses' emphasis on these two job values is higher than that of doctors and teachers. Nurses were fairly satisfied with their present job. In terms of level of job satisfaction and their preferences for work, the transition from school to work for nurses seems less dramatic than initially assumed.

Preparing Doctoral Students in Rhetoric and Composition for Faculty Careers that Contribute to the Public Good

ERIC Educational Resources Information Center

Quinn, Stephanie Anderson

2010-01-01

This descriptive study re-examines the graduate education of doctoral students in rhetoric and composition in light of the field's civic tradition. This project explores the current preparation of rhetoric and composition students in Ph.D. programs and then focuses primarily on how doctoral programs are preparing aspiring new faculty members to…

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…

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…

Medical student experiences in prison health services and social cognitive career choice: a qualitative study.

PubMed

Brooker, Ron; Hu, Wendy; Reath, Jennifer; Abbott, Penelope

2018-01-02

One of the purposes of undergraduate medical education is to assist students to consider their future career paths in medicine, alongside the needs of the societies in which they will serve. Amongst the most medically underserved groups of society are people in prison and those with a history of incarceration. In this study we examined the experiences of medical students undertaking General Practice placements in a prison health service. We used the theoretical framework of the Social Cognitive Career Theory (SCCT) to explore the potential of these placements to influence the career choices of medical students. Questionnaire and interview data were collected from final year students, comprising pre and post placement questionnaire free text responses and post placement semi-structured interviews. Data were analysed using inductive thematic analysis, with reference to concepts from the SCCT Interest Model to further develop the findings. Clinical education delivered in a prison setting can provide learning that includes exposure to a wide variety of physical and mental health conditions and also has the potential to stimulate career interest in an under-served area. While students identified many challenges in the work of a prison doctor, increased confidence (SCCT- Self-Efficacy) occurred through performance success within challenging consultations and growth in a professional approach to prisoners and people with a history of incarceration. Positive expectations (SCCT- Outcome Expectations) of fulfilling personal values and social justice aims and of achieving public health outcomes, and a greater awareness of work as a prison doctor, including stereotype rejection, promoted student interest in working with people in contact with the criminal justice system. Placements in prison health services can stimulate student interest in working with prisoners and ex-prisoners by either consolidating pre-existing interest or expanding interest into a field they had not previously considered. An important aspect of such learning is the opportunity to overcome negative preconceptions of consultations with prisoners.

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.

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…

'I wouldn't want it on my CV or their records': medical students' experiences of help-seeking for mental health problems.

PubMed

Chew-Graham, Carolyn A; Rogers, Anne; Yassin, Nuha

2003-10-01

Medical education is reported to be demanding and stressful and previous work with doctors suggests that there is a resistance within the profession to help-seeking and an ad hoc approach to dealing with stress and distress. To explore the attitudes of medical students at the University of Manchester, UK to the causes of stress and to examine their views on help-seeking. A qualitative study using semistructured interviews, with analysis of the data using the technique of constant comparison. Medical students at the University of Manchester were invited to participate in the study. Sampling made the research representative of medical students in terms of gender, ethnicity and UK/overseas students. Semistructured interviews, with open questions, were conducted and audio-taped with consent. The tapes were transcribed verbatim. The schedule was revised in the light of the emerging themes. Medical students recognised that studying medicine contributes to stress, as experienced in their undergraduate careers. Students reported that perceptions of stigma associated with mental illness, including stress, were prevalent in the student body and were perceived to continue throughout the medical profession. Avoidance of appropriate help-seeking behaviour starts early and is linked to perceived norms which dictate that experiencing a mental health problem may be viewed as a form of weakness and has implications for subsequent successful career progression. The preparation of medical students for life as doctors involves more than facilitation of the acquisition of knowledge and skills, so that new doctors can conform to the principals of professional conduct. Support and mentoring are required so that stress can be identified early and dealt with appropriately.

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.

Cognitive emotions: depression and anxiety in medical students and staff.

PubMed

Ahmed, Isra; Banu, Haseena; Al-Fageer, Reem; Al-Suwaidi, Reem

2009-09-01

Medical students represent a highly educated population under significant pressures. They encounter multiple emotions during the transformation from insecure student to young knowledgeable physician. During the transition to clinical settings in the third year, the student may experience a loss of external control and may counter this with an increase in depression and/or anxiety symptoms. Studies suggest that mental health worsens after students begin medical school and remains poor throughout training. It is not just the undergraduate study period, which brings about these changes; it may continue later in internship, postgraduate study, and in physicians' practical life, and it may reach burnout level. The greater the psychosocial health, the greater is the well-being and the capacity for adaptation and overcoming problems and common life frustrations in family, relationships, and work. Medical students and practicing physicians, in comparison with the general population and that of other professions, are exposed to academic and professional stress and therefore are vulnerable to psychosocial health problems and certain specific dysfunctions that may compromise their physical, mental, and social health. Our study examines the phenomenology of depression and anxiety in medical doctors in 3 government hospitals, 3 primary health care centers and the students (all years) and staff of Dubai Medical College for Girls (DMCG). This cross-sectional study was conducted in November 2008. One hundred sixty-five medical students of DMCG and 93 doctors (including medical staff of DMCG) completed a set of 2 questionnaires regarding Beck Depression Inventory (BDI) & Beck Anxiety Inventory (BAI). Results were analyzed using SPSS 11, and adequate statistical significant tests were done. A P value of <.05 was considered statistically significant. Of medical students, 28.6% showed depression and 28.7% showed anxiety. Of medical staff, 7.8% showed depression and 2.2% of them showed anxiety. The second-year medical students exhibited the highest percentage of depression and anxiety. There was a significant correlation between depression and anxiety among medical students (r = 0.6). "Crying" was the most common depressive symptom, and "fear of worst happening" was the most common anxiety manifestation in medical students. The considerable amount of depression and anxiety found among doctors and students in this study should trigger further work. Studies using more powerful designs would help to illuminate the factors leading to depression and anxiety.

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.

How do rural placements affect urban-based Australian junior doctors' perceptions of working in a rural area?

PubMed

Brodribb, Wendy; Zadoroznyj, Maria; Martin, Bill

2016-01-01

Objectives The aim of the present study was to provide qualitative insights from urban-based junior doctors (graduation to completion of speciality training) of the effect of rural placements and rotations on career aspirations for work in non-metropolitan practices. Methods A qualitative study was performed of junior doctors based in Adelaide, Brisbane and Melbourne. Individual face-to-face or telephone semistructured interviews were held between August and October 2014. Thematic analysis focusing on participants' experience of placements and subsequent attitudes to rural practice was undertaken. Results Most participants undertook rural placements in the first 2 years after graduation. Although experiences varied, positive perceptions of placements were consistently linked with the degree of supervision and professional support provided. These experiences were linked to attitudes about working outside metropolitan areas. Participants expressed concerns about being 'forced' to work in non-metropolitan hospitals in their first postgraduate year; many received little warning of the location or clinical expectations of the placement, causing anxiety and concern. Conclusions Adequate professional support and supervision in rural placements is essential to encourage junior doctors' interests in rural medicine. Having a degree of choice about placements and a positive and supported learning experience increases the likelihood of a positive experience. Doctors open to working outside a metropolitan area should be preferentially allocated an intern position in a non-metropolitan hospital and rotated to more rural locations. What is known about the topic? The maldistribution of the Australian medical workforce has led to the introduction of several initiatives to provide regional and rural experiences for medical students and junior doctors. Although there have been studies outlining the effects of rural background and rural exposure on rural career aspirations, little research has focused on what hinders urban-trained junior doctors from pursuing a rural career. What does this paper add? Exposure to medical practice in regional or rural areas modified and changed the longer-term career aspirations of some junior doctors. Positive experiences increased the openness to and the likelihood of regional or rural practice. However, junior doctors were unlikely to aspire to non-metropolitan practice if they felt they had little control over and were unprepared for a rural placement, had a negative experience or were poorly supported by other clinicians or health services. What are the implications for practitioners? Changes to the process of allocating junior doctors to rural placements so that the doctors felt they had some choice, and ensuring these placements are well supervised and supported, would have a positive impact on junior doctors' attitudes to non-metropolitan practice.

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)

A Heterogeneous High-Performance System for Computational and Computer Science

DTIC Science & Technology

2016-11-15

Patents Submitted Patents Awarded Awards Graduate Students Names of Post Doctorates Names of Faculty Supported Names of Under Graduate students supported...team of research faculty from the departments of computer science and natural science at Bowie State University. The supercomputer is not only to...accelerated HPC systems. The supercomputer is also ideal for the research conducted in the Department of Natural Science, as research faculty work on

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

Understanding the 'four directions of travel': qualitative research into the factors affecting recruitment and retention of doctors in rural Vietnam.

PubMed

Witter, Sophie; Thi Thu Ha, Bui; Shengalia, Bakhuti; Vujicic, Marko

2011-08-17

Motivation and retention of health workers, particularly in rural areas, is a question of considerable interest to policy-makers internationally. Many countries, including Vietnam, are debating the right mix of interventions to motivate doctors in particular to work in remote areas. The objective of this study was to understand the dynamics of the health labour market in Vietnam, and what might encourage doctors to accept posts and remain in-post in rural areas. This study forms part of a labour market survey which was conducted in Vietnam in November 2009 to February 2010. The study had three stages. This article describes the findings of the first stage - the qualitative research and literature review, which fed into the design of a structured survey (second stage) and contingent valuation (third stage). For the qualitative research, three tools were used - key informant interviews at national and provincial level (6 respondents); in-depth interviews of doctors at district and commune levels (11 respondents); and focus group discussions with medical students (15 participants). The study reports on the perception of the problem by national level stakeholders; the motivation for joining the profession by doctors; their views on the different factors affecting their willingness to work in rural areas (including different income streams, working conditions, workload, equipment, support and supervision, relationships with colleagues, career development, training, and living conditions). It presents findings on their overall satisfaction, their ranking of different attributes, and willingness to accept different kinds of work. Finally, it discusses recent and possible policy interventions to address the distribution problem. Four typical 'directions of travel' are identified for Vietnamese doctors - from lower to higher levels of the system, from rural to urban areas, from preventive to curative health and from public to private practice. Substantial differences in income from formal and informal sources all reinforce these preferences. While non-financial attributes are also important for Vietnamese doctors, the scale of the difference of opportunities presents a considerable policy challenge. Significant salary increases for doctors in hard-to-staff areas are likely to have some impact. However, addressing the differentials is likely to require broader market reforms and regulatory measures.

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…

Problem-based learning: a review of the educational and psychological theory.

PubMed

Onyon, Clare

2012-02-01

Problem-based learning (PBL) is a teaching method where the use of clinical problems is the starting point for learning, and it is through the process of working through these problems that students acquire the knowledge and skills required to be a doctor. Many advantages of PBL over traditional curricula have been proposed. On reviewing the evidence on the results of PBL curricula for producing better doctors, students tend to perform either a little better or a little worse in examinations. In this article the educational and psychological theories supporting PBL are described. There is a wealth of theory underpinning the use of PBL to teach clinical medicine, despite disappointing results. Future research should concentrate on the reasons behind this uncoupling of theory and outcomes. © Blackwell Publishing Ltd 2012.

Taking on the doctor role in whole-task simulation.

PubMed

Bartlett, Maggie; Gay, Simon P; Kinston, Ruth; McKinley, Robert

2018-06-01

Untimed simulated primary care consultations focusing on safe and effective clinical outcomes were first introduced into undergraduate medical education in Otago, New Zealand, in 2004. We extended this concept and included a secondary care version for final-year students. We offer students opportunities to manage entire consultations, which include making and implementing clinical decisions with simulated patients (SPs). Formative feedback is given by SPs on the achievement of pre-determined outcomes and by faculty members on clinical decision making, medical record keeping and case presentation. We explored students' perceptions of the educational value of the sessions using post-session questionnaires (n = 194) and focus groups (n = 36 participants overall). Students are offered opportunities to manage entire consultations with simulated patients RESULTS: Students perceived that the sessions were useful, enjoyable and relevant to early postgraduate practice. They identified useful learning in time management, communication, decision making, prescribing and managing uncertainty. Students identified gaps in their knowledge and recognised that they had been offered opportunities to develop decision-making skills by having to take responsibility for whole consultations and all the decisions included within them. Most students reported positive impacts on learning, although a small minority reported negative impacts on their perceptions of their ability to cope as a junior doctor. These simulated consultation sessions appear to lead to the effective learning of a range of skills that students need in order to work as junior doctors. Facilitators leading such sessions must be alert to the possibility of educational harm arising from such simulations, and the need to address this during the debriefing. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Marilyn Zurmuehlen's Working Papers in Art Education, 1993. Number 12.

ERIC Educational Resources Information Center

Zurmuehlen, Marilyn, Ed.; Thunder-McGuire, Steve, Ed.

This collection of doctoral student research papers begins with a biographic dedication to Marilyn Zurmuehlen. The papers and their authors are introduced in brief discourse by a faculty mentor (mentor's introduction). Articles include: (1) "Feminism < > Dialogic Interaction < > Research (Miriam Cooley), introduced by Elizabeth J.…

Assessing Adult Learners in Project-Based Learning

ERIC Educational Resources Information Center

Scott, Joyce A.

2016-01-01

Jones International University (JIU) offers online programs from the associate degree to the doctorate. JIU students are working professionals who seek to improve employability and prospects for advancement. Recognizing that learning in adulthood is social and embedded in the learner's life context, JIU designed instruction to give learners…

Models for Theory-Based M.A. and Ph.D. Programs.

ERIC Educational Resources Information Center

Botan, Carl; Vasquez, Gabriel

1999-01-01

Presents work accomplished at the 1998 National Communication Association Summer Conference. Outlines reasons for theory-based education in public relations. Presents an integrated model of student outcomes, curriculum, pedagogy, and assessment for theory-based master's and doctoral programs, including assumptions made and rationale for such…

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…

[Suffering at work among medical students: qualitative study using semi-structured interviews].

PubMed

Le Provost, A-S; Loddé, B; Pietri, J; De Parscau, L; Pougnet, L; Dewitte, J-D; Pougnet, R

2018-01-01

Suffering at work among health professionals is a hot topic. Medical students, doctors of tomorrow, are far from being spared. Prevalence of anxiety and mood disorders range from 20.3 to 69 % for the former and from 12 to 30 % for the latter. The purpose of this article is to determine these factors by qualitative research, according to medical students' points of view. It is a qualitative study using semistructured interviews. The analysis is done according to the Grounded Theory. 12 medical students are interviewed. They expressed difficulties at work and positive factors. Three major themes are identified in selective coding: occupational factors, " study " factors and individual factors. All themes are both a source of well-being and ill-being according to the situations specified in the results. Studying medicine includes positive and negative aspects. Abandonment issues, lack of recognition and insufficient coaching emerge from our study. Screening of suffering at work should be systematic for medical students.

The future of optometric practice? The results of a survey of optometrists and optometry students.

PubMed

Silverman, Morton W; Woodruff, Chris; Hardigan, Patrick C

2004-10-01

There is an apparent increase in the number of private optometry practices that are closing due to a lack of interested buyers. We examined some of the factors that influence the market for optometry practices in a survey of practicing optometrists and third- and fourth-year optometry students. Optometrists in six states, and students at four schools and colleges of optometry, completed a mailed or faxed survey regarding attitudes toward optometric practice, including fair/reasonable compensation for a new optometrist, the value of optometric practices, and preferred mode of practice on graduation. Doctors and students differed significantly in the amount of money they reported as fair/reasonable compensation for a recently graduated optometrist joining a practice. Comparing students to doctors in specific categories of compensation, students chose a higher fair/reasonable compensation compared to doctors. Students were more likely than doctors to choose >$70,000 as fair/reasonable compensation, while doctors were more likely than students to choose $40,000 to $69,000. Doctors tended to overvalue their practices for the purpose of selling the practice when using percentage of gross income as a valuation method. Students' choices for mode of practice changed dramatically from their ideal when taking their current financial situation into consideration. Students were more likely to choose corporate practice as their preferred practice mode when considering their current financial situation than when not restricted. There are many factors that affect the value and marketability of an optometric practice. In order to sell a practice, the owner must consider the effects of the needs and desires of recently graduated optometrists.

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.

Limits of 'patient-centredness': valuing contextually specific communication patterns.

PubMed

Mole, Tom B; Begum, Hasna; Cooper-Moss, Nicola; Wheelhouse, Rebecca; MacKeith, Pieter; Sanders, Tom; Wass, Valerie

2016-03-01

Globally, doctor-patient communication is becoming synonymous with high-quality health care in the 21st century. However, what is meant by 'good communication' and whether there is consensus internationally remain unclear. Here, we characterise understandings of 'good communication' in future doctors from medical schools in three contextually contrasting continents. Given locally specific socio-cultural influences, we hypothesised that there would be a lack of global consensus on what constitutes 'good communication'. A standardised two-phase methodology was applied in turn to each of three medical schools in the UK, Egypt and India (n = 107 subjects), respectively, in which students were asked: 'What is good communication?' Phase I involved exploratory focus groups to define preliminary themes (mean number of participants per site: 17). Phase II involved thematic confirmation and expansion in one-to-one semi-structured interviews (mean number of participants per site: 18; mean hours of dialogue captured per site: 55). Findings were triangulated and analysed using grounded theory. The overarching theme that emerged from medical students was that 'good communication' requires adherence to certain 'rules of communication'. A shared rule that doctors must communicate effectively despite perceived disempowerment emerged across all sites. However, contradictory culturally specific rules about communication were identified in relation to three major domains: family; gender, and emotional expression. Egyptian students perceived emotional aspects of Western doctors' communication strikingly negatively, viewing these doctors as problematically cold and unresponsive. Contradictory perceptions of 'good communication' in future doctors are found cross-continentally and may contribute to prevalent cultural misunderstandings in medicine. The lack of global consensus on what defines good communication challenges prescriptively taught Western 'patient-centredness' and questions assumptions about international transferability. Health care professionals must be educated openly about flexible, context-specific communication patterns so that they can avoid cultural incompetence and tailor behaviours in ways that optimise therapeutic outcomes wherever they work around the globe. © 2016 John Wiley & Sons Ltd.

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…

The experimental teaching reform in biochemistry and molecular biology for undergraduate students in Peking University Health Science Center.

PubMed

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 participated in some original research work. There is a critical educational need to prepare these students for the increasing accessibility of research experience. The redesigned experimental curriculum of biochemistry and molecular biology was developed to fulfill such a requirement, which keeps two original biochemistry experiments (Gel filtration and Enzyme kinetics) and adds a new two-experiment component called "Analysis of anti-tumor drug induced apoptosis." The additional component, also known as the "project-oriented experiment" or the "comprehensive experiment," consists of Western blotting and a DNA laddering assay to assess the effects of etoposide (VP16) on the apoptosis signaling pathways. This reformed laboratory teaching system aims to enhance the participating students overall understanding of important biological research techniques and the instrumentation involved, and to foster a better understanding of the research process all within a classroom setting. Student feedback indicated that the updated curriculum helped them improve their operational and self-learning capability, and helped to increase their understanding of theoretical knowledge and actual research processes, which laid the groundwork for their future research work. © 2015 The International Union of Biochemistry and Molecular Biology.

Medical students' and facilitators' experiences of an Early Professional Contact course: active and motivated students, strained facilitators.

PubMed

von Below, Bernhard; Hellquist, Gunilla; Rödjer, Stig; Gunnarsson, Ronny; Björkelund, Cecilia; Wahlqvist, Mats

2008-12-02

Today, medical students are introduced to patient contact, communication skills, and clinical examination in the preclinical years of the curriculum with the purpose of gaining clinical experience. These courses are often evaluated from the student perspective. Reports with an additional emphasis on the facilitator perspective are scarce. According to constructive alignment, an influential concept from research in higher education, the learning climate between students and teachers is also of great importance. In this paper, we approach the learning climate by studying both students' and facilitators' course experiences.In 2001, a new "Early Professional Contact" longitudinal strand through term 1-4, was introduced at the Sahlgrenska Academy, University of Gothenburg, Sweden. General practitioners and hospital specialists were facilitators.The aim of this study was to assess and analyse students' and clinical facilitators' experiences of the Early Professional Contact course and to illuminate facilitators' working conditions. Inspired by a Swedish adaptation of the Course Experience Questionnaire, an Early Professional Contact Questionnaire was constructed. In 2003, on the completion of the first longitudinal strand, a student and facilitator version was distributed to 86 students and 21 facilitators. In the analysis, both Chi-square and the Mann-Whitney tests were used. Sixty students (70%) and 15 facilitators (71%) completed the questionnaire. Both students and facilitators were satisfied with the course. Students reported gaining iiration for their future work as doctors along with increased confidence in meeting patients. They also reported increased motivation for biomedical studies. Differences in attitudes between facilitators and students were found. Facilitators experienced a greater workload, less reasonable demands and less support, than students. In this project, a new Early Professional Contact course was analysed from both student and facilitator perspectives. The students experienced the course as providing them with a valuable introduction to the physician's professional role in clinical practice. In contrast, course facilitators often experienced a heavy workload and lack of support, despite thorough preparatory education. A possible conflict between the clinical facilitator's task as educator and member of the workplace is suggested. More research is needed on how doctors combine their professional tasks with work as facilitators.

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 Value of Teaching Preparation during Doctoral Studies: An Example of a Teaching Practicum

ERIC Educational Resources Information Center

Edwards, Jeffrey D.; Powers, Joelle; Thompson, Aaron M.; Rutten-Turner, Elizabeth

2014-01-01

For doctoral students who seek faculty appointments in academic settings upon graduation, it is imperative those students have access to quality mentoring, direct instruction, and experiential opportunities to apply effective teaching methods during their training. Currently, some doctoral programs are beginning to develop teaching practicums…

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…

[Status of the medical management of convulsive seizures at regular schools].

PubMed

Maruyama, Yuki; Takada, Satoshi

2010-09-01

The nurse-teachers have important roles in health care of the students in Japanese schools. Usually one nurse-teacher works in each regular primary and junior high school in order to manage health care of the students. We surveyed the medical care of the students who had a history of convulsions by the questionnaires to 319 nurse-teachers. One hundred thirty nine nurse-teachers (93%) of 150 responders replied that they were taking care of at least one student with a history of convulsion. In 26 (17.4%) of the schools surveyed, more than one convulsion occurred between the first of April 2006 and the 31st of March 2007. More than 65% of nurse-teachers had witnessed convulsions at school. Results of the present study show 59 nurse-teachers were asked by parents to keep the rectal diazepam to administer to their children in the event of a convulsion. However, only 16 nurse-teachers received the instructions from a doctor on the indication of rectal diazepam. Sixty eight per cent of nurse-teachers felt that they had no or little support from doctors. Although most of the nurse-teachers felt reluctant to administer rectal diazepam at school, they considered the administration was unavoidable for student's safety and comfort. Clear instructions and detailed consultation by the doctors and prompt response in case of emergency were desired by the nurse-teachers. The establishment of the support system for the students with a history of convulsions is required to maintain safe and comfortable school life.

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.

Student perception about working in rural United States/Canada after graduation: a study in an offshore Caribbean medical school

PubMed Central

Shankar, P Ravi; Dubey, Arun K; Nandy, Atanu; Herz, Burton L; Little, Brian W

2015-01-01

Introduction: Rural residents of the United States (US) and Canada face problems in accessing healthcare. International medical graduates (IMGs) play an important role in delivering rural healthcare. IMGs from Caribbean medical schools have the highest proportion of physicians in primary care.  Xavier University School of Medicines admits students from the US, Canada and other countries to the undergraduate medical (MD) course and also offers a premedical program. The present study was conducted to obtain student perception about working in rural US/Canada after graduation.   Methods: The study was conducted among premedical and preclinical undergraduate medical (MD) students during October 2014. The questionnaire used was modified from a previous study. Semester of study, gender, nationality, place of residence and occupation of parents were noted. Information about whether students plan to work in rural US/Canada after graduation, possible reasons why doctors are reluctant to work in rural areas, how the government can encourage rural practice, possible problems respondents anticipate while working in rural areas were among the topics studied. Results: Ninety nine of the 108 students (91.7%) participated. Forty respondents were in favor of working in rural US/Canada after graduation. Respondents mentioned good housing, regular electricity, water supply, telecommunication facilities, and schools for education of children as important conditions to be fulfilled. The government should provide higher salaries to rural doctors, help with loan repayment, and provide opportunities for professional growth.  Potential problems mentioned were difficulty in being accepted by the rural community, problems in convincing patients to follow medical advice, lack of exposure to rural life among the respondents, and cultural issues. Conclusions: About 40% of respondents would consider working in rural US/Canada. Conditions required to be fulfilled have been mentioned above. Graduates from Caribbean medical schools have a role in addressing rural physician shortage. Similar studies in other offshore Caribbean medical schools are required as Caribbean IMGs make an important contribution to the rural US and Canadian health workforce. PMID:25901275

Growing our own: building a native research team.

PubMed

Gray, Jacqueline S; Carter, Paula M

2012-01-01

In 2006, American Indian/Alaska Natives (AI/AN) made up less than 1% of the science, engineering and health doctorates in the U.S. Early introduction of AI/AN students to research and continued opportunities are necessary to develop successful AI/AN researchers who can better serve their communities. This team was developed to form a cohort of American Indian students, staff and faculty interested in research and becoming researchers. Since implementation, the program grew from one student to over 20 AI students ranging from freshmen just entering college to doctoral students working to complete their dissertations. This article highlights the team growth, increasing structure, student needs and the faculty and staff involved. It further addresses the support and educational aspects of growing an ongoing, multidisciplinary research team committed to ethical research in Native communities. The team addresses substance use prevalence, the relationship of substance abuse to other mental health diagnoses, and treatment issues. The team includes weekly team meetings, a Blackboard site on the Internet that is populated with resources and focused on sharing materials and information, a weekly journal club discussion of research articles, and collaborative discussions on each project and the barriers and challenges that need to be addressed to move forward.

Which non-technical skills do junior doctors require to prescribe safely? A systematic review.

PubMed

Dearden, Effie; Mellanby, Edward; Cameron, Helen; Harden, Jeni

2015-12-01

Prescribing errors are a major source of avoidable morbidity and mortality. Junior doctors write most in-hospital prescriptions and are the least experienced members of the healthcare team. This puts them at high risk of error and makes them attractive targets for interventions to improve prescription safety. Error analysis has shown a background of complex environments with multiple contributory conditions. Similar conditions in other high risk industries, such as aviation, have led to an increased understanding of so-called human factors and the use of non-technical skills (NTS) training to try to reduce error. To date no research has examined the NTS required for safe prescribing. The aim of this review was to develop a prototype NTS taxonomy for safe prescribing, by junior doctors, in hospital settings. A systematic search identified 14 studies analyzing prescribing behaviours and errors by junior doctors. Framework analysis was used to extract data from the studies and identify behaviours related to categories of NTS that might be relevant to safe and effective prescribing performance by junior doctors. Categories were derived from existing literature and inductively from the data. A prototype taxonomy of relevant categories (situational awareness, decision making, communication and team working, and task management) and elements was constructed. This prototype will form the basis of future work to create a tool that can be used for training and assessment of medical students and junior doctors to reduce prescribing error in the future. © 2015 The British Pharmacological Society.

Bias against foreign-born or foreign-trained doctors: experimental evidence.

PubMed

Louis, Winnifred R; Lalonde, Richard N; Esses, Victoria M

2010-12-01

Bias against foreign-born or -trained medical students and doctors is not well understood, despite its documented impact on recruitment, integration and retention. This research experimentally examines the interaction of location of medical education and nationality in evaluations of doctors' competence and trustworthiness. A convenience sample of prospective patients evaluated fictitious candidates for a position as a doctor in community practice at a new local health clinic. All applicants were described as having the same personality profile, legal qualifications to practise, a multi-degree education and relevant work experience. The location of medical education (the candidate's home country or the UK) and national background (Australia or Pakistan) of the applicants were independently experimentally manipulated. Consistent with previous research on skills discounting and bias, foreign-born candidates were evaluated less favourably than native-born candidates, despite their comparable education level, work experience and personality. However, overseas medical education obtained in the First World both boosted evaluations (of competence and trustworthiness) and attenuated bias based on nationality. The present findings demonstrate the selective discounting of foreign-born doctors' credentials. The data show an interaction of location of medical education and birth nationality in bias against foreign doctors. On an applied level, the data document that the benefits of medical education obtained in the First World can extend beyond its direct outcomes (high-quality training and institutional recognition) to the indirect benefit of the attenuation of patient bias based on nationality. © Blackwell Publishing Ltd 2010.

A new chapter in doctoral candidate training: The Helmholtz Space Life Sciences Research School (SpaceLife)

NASA Astrophysics Data System (ADS)

Hellweg, C. E.; Gerzer, R.; Reitz, G.

2011-05-01

In the field of space life sciences, the demand of an interdisciplinary and specific training of young researchers is high due to the complex interaction of medical, biological, physical, technical and other questions. The Helmholtz Space Life Sciences Research School (SpaceLife) offers an excellent interdisciplinary training for doctoral students from different fields (biology, biochemistry, biotechnology, physics, psychology, nutrition or sports sciences and related fields) and any country. SpaceLife is coordinated by the Institute of Aerospace Medicine at the German Aerospace Center (DLR) in Cologne. The German Universities in Kiel, Bonn, Aachen, Regensburg, Magdeburg and Berlin, and the German Sports University (DSHS) in Cologne are members of SpaceLife. The Universities of Erlangen-Nürnberg, Frankfurt, Hohenheim, and the Beihang University in Beijing are associated partners. In each generation, up to 25 students can participate in the three-year program. Students learn to develop integrated concepts to solve health issues in human spaceflight and in related disease patterns on Earth, and to further explore the requirements for life in extreme environments, enabling a better understanding of the ecosystem Earth and the search for life on other planets in unmanned and manned missions. The doctoral candidates are coached by two specialist supervisors from DLR and the partner university, and a mentor. All students attend lectures in different subfields of space life sciences to attain an overview of the field: radiation and gravitational biology, astrobiology and space physiology, including psychological aspects of short and long term space missions. Seminars, advanced lectures, laboratory courses and stays at labs at the partner institutions or abroad are offered as elective course and will provide in-depth knowledge of the chosen subfield or allow to appropriate innovative methods. In Journal Clubs of the participating working groups, doctoral students learn critical reading of scientific literature, first steps in peer review, scientific writing during preparation of their own publication, and writing of the thesis. The training of soft skills is offered as block course in cooperation with other Helmholtz Research Schools. The whole program encompasses 303 h and is organized in semester terms. The first doctoral candidates started the program in spring 2009.

'The nice thing about doctors is that you can sometimes get a day off school': an action research study to bring lived experiences from children, parents and hospice staff into medical students' preparation for practice.

PubMed

Spalding, Jessica; Yardley, Sarah

2016-12-01

Patient and public involvement in healthcare is important to ensure services meet their needs and priorities. Increasingly, patient experiences are being used to educate healthcare professionals. The potential contribution to medical education of children and parents using hospice services has not yet been fully explored. (1) To explore perceptions of what medical students must learn to become 'good doctors' among children, parents and staff in a hospice. (2) To collaborate with children/parents and staff to develop educational materials based on their lived experiences for medical students. (3) To assess feasibility of student-led action research in a children's hospice to develop research skills. Prospective ethical approval received. Volunteer children (n=7), parents (n=5) and staff (n=6) were recruited from a children's hospice. Data were generated in audio-recorded semistructured focus groups, individual interviews and/or activity workshops. Participants discussed what newly qualified doctors' needed to care for children with life-limiting conditions. Audio data were transcribed and combined with visual data for thematic analysis. Findings were refined by participant feedback. This paper presents thematic findings and educational material created from the project. Thematic analysis identified six learning themes: (1) treat children as individuals; (2) act as a person before being a doctor; (3) interpersonal communication; (4) appreciate the clinical environment; (5) learn from children, parents and other staff; (6) how to be a doctor as part of a team. The student researcher successfully developed qualitative research skills, coproducing materials with participants for sharing learning derived from lived experiences. All participants were willing and able to make valuable contributions, and believed that this was a worthwhile use of time and effort. Further work is required to understand how best to integrate the experiences of children in hospices into medical education. 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/.

Evaluation of Competencies Related to Personal Attributes of Resident Doctors by 360 Degree.

PubMed

Jani, Harsha; Narmawala, Wasea; Ganjawale, Jaishree

2017-06-01

Postgraduate teaching involves training the residents in all spheres including professionalism, communication and interpersonal skills in addition to the basic clinical skills. Therefore, 360 degree evaluation has gained focus due to increased standards of medical care as shown in this study. To evaluate interpersonal and communication skills and professionalism in residents doctors using 360 degree evaluation method. The present study was a descriptive study conducted at a tertiary care hospital affiliated with a medical college. Taking up as a pilot project, 26 residents from four departments were recruited in this study. A five point likert scale (1 to 5,1 meaning poor, 5 meaning excellent) was used for scoring them on for their interpersonal and communication skills and professionalism by the persons working around their sphere like teachers, peers, nursing staff, undergraduate students and patients/or relatives (360 degree). Though the ratings by the peers and consultants were found to be slightly lower compared with nursing staff, undergraduate students and patients, there was good agreement between all of them. The mean score of all traits showed an increasing trend over the years of residency. Regular orientation programs for professionalism with 360 degree evaluation and subsequent feedback to the resident doctor about their strength and weaknesses can definitely bring out behavioural change in the resident doctor in practice.

The Cultural Preparation of Teachers.

ERIC Educational Resources Information Center

Goddard, J. Tim

This paper describes an ongoing doctoral study on the preparation of teachers to work in a variety of student cultural populations. It will examine teachers from three distinctly different geographical and sociocultural areas. The three areas are urban, suburban/rural, and rural isolated school jurisdictions in Alberta and Saskatchewan (Canada).…

New Territory: Problems of Adjusting to the First Year of a Social Science PhD.

ERIC Educational Resources Information Center

Hockey, John

1994-01-01

Problems encountered by first-year social science doctoral students in adjusting to their new status as novice researchers are examined, including intellectual solitariness, professional and social isolation, new work organization requirements, anxiety concerning time and productivity, intellectual life, and supervision. Factors contributing to…

The Dissertation in Practice: A Student's Perspective

ERIC Educational Resources Information Center

Stacy, Jaime C.

2013-01-01

This article describes the impact that coursework related to Virginia Commonwealth University's inaugural EdD program had on a public school administrator; particularly how the Carnegie Project for the Educational Doctorate's (CPED) working principles continue to play a role in solving "Problems of Practice" in an at-risk school long…

How Medical School Did and Did Not Prepare Me for Graduate Medical Education.

ERIC Educational Resources Information Center

Mangione, Carol M.

1986-01-01

Four areas in which a resident felt least prepared by medical school are outlined: teaching medical students; working as an effective ambulatory care doctor; discussing the psycho-social issues that surround terminal illness, death, and dying; and functioning as a cost-conscious health care provider. (MLW)

Completing the Dissertation: It's Not Only about Academics

ERIC Educational Resources Information Center

Dominguez, Ramon

2006-01-01

The culminating project in completing a doctorate in education is the preparation and final defense of the dissertation. Specifically in educational administration and leadership, the student will have exerted hours of energy participating in course work, internships as well as in written and oral comprehensive examinations. By the time a student…

Socialization Experiences Resulting from Engineering Teaching Assistantships at Purdue University

ERIC Educational Resources Information Center

Mena, Irene B.

2010-01-01

The purpose of this study was to explore and understand the types of socialization experiences that result from engineering teaching assistantships. Using situated learning as the theoretical framework and phenomenology as the methodological framework, this study highlights the experiences of 28 engineering doctoral students who worked as…

Interaction Analysis: Theory, Research and Application.

ERIC Educational Resources Information Center

Amidon, Edmund J., Ed.; Hough, John J., Ed.

This volume of selected readings developed for students and practitioners at various levels of sophistication is intended to be representative of work done to date on interaction analysis. The contents include journal articles, papers read at professional meetings, abstracts of doctoral dissertations, and selections from larger monographs, plus 12…

Directors, Deans, Doctors, Divergers: The Four Career Paths of SSAOs

ERIC Educational Resources Information Center

Biddix, J. Patrick

2013-01-01

Career paths in student affairs generally follow a conventional course: graduate degree to entry-level position, progressive responsibility until middle management, and then a decision to remain, work to advance, or change fields. Studies on factors influencing career advancement have enlightened qualitative considerations individuals face when…

Interdisciplinary MSc and Doctoral Education in Climate System Science at the University of Hamburg

NASA Astrophysics Data System (ADS)

Dilly, Oliver; Stammer, Detlef; Pfeiffer, Eva-Maria

2010-05-01

Modern education in climate system sciences is based on a number of disciplines such as meteorology, geophysics, oceanography, geosciences and also economics and social sciences. Facts across these disciplines are required to address the faced key issues related to climate change effectively. Climate experts need to have profound knowledge that can only be achieved in interdisciplinary MSc and PhD programs. In Europe, graduate students who completed a BSc degree are typically proceeding with MSc programs to increase knowledge and qualification. Afterwards, the participation in a doctoral program may follow. Many doctoral programs include courses supporting disciplinary methodological and scientific background in particular. Those courses derive either from advanced MSc programs or specific trainings. Typically, interdisciplinary exchange is difficult to achieve at any stage of disciplinary graduate programs. Recent developments showed the need to educate climate experts in interdisciplinary MSc programs in climate system sciences for both researchers and professionals outside the university. The University of Hamburg offers an interdisciplinary 2-yr MSc program in Integrated System Sciences with 120 ECTS (30 compulsory, 90 eligible) in English language. If the MSc student decides to proceed with a PhD thesis, he/she may not necessarily complete the MSc program but may start to work on a specific and disciplinary doctoral thesis for 3 years. Each doctoral student is guided by an advisory panel (AP) which meets at least bi-annually. The AP consists of a Principal Advisor, a Co-Advisor and a Chair of the panel who come from neighboring disciplines. The structured doctoral program with only 12 CPs includes interdisciplinary compulsory courses and tailor-made eligible expert courses. Summer schools and soft skill courses add to both MSc and doctoral programs. Accordingly, the new graduate school concepts in climate system sciences at the University of Hamburg supports starting with the interdisciplinary MSc program Integrated Climate System Sciences and then get in-depth disciplinary expertise during PhD studies. The completion of the total MSc curriculum may not be essential. Advantages and limitations of this concept will be discussed.

[Willingness to work abroad among Hungarian medical students].

PubMed

Győrffy, Zsuzsa; Szél, Zsuzsanna

2018-01-01

Migration, drop-out and ageing of physicians are the most important challenges of the 21st century healthcare system. The young doctors' willingness to work abroad will become a decisive issue of the human resources of healthcare in the following decades. To explore the willingness of migration among medical university students. Quantitative and qualitative online survey of students from 4 Hungarian medical universities (n = 530). In the present study we investigated only the 5th- and 6th- year students' answers (n = 165). 40% of students plan to work abroad, mostly for a 2-5 year timeframe. The motivation of working abroad are the following: work conditions of medical system, inadequate pay and general living conditions in Hungary. The content analysis of open answers showed that the willingness to return depends mainly on family reasons and the objective working conditions (infrastructure, pay, abolition of the gratuity system). An equally important factor is the evolution of work culture. As opposed to previous studies, our results indicate a more prevalent willingness to work abroad while an unambiguous return is only possible with a drastic change in the healthcare system. Orv Hetil. 2018; 159(1): 31-37.

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…

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.

Building confidence for work as house officers: student experience in the final year of a new problem-based curriculum.

PubMed

Whitehouse, Carl R; O'Neill, Paul; Dornan, Tim

2002-08-01

Newly qualified doctors require an appropriate level of confidence for their new roles. Development of this confidence was a key objective in the final year of a new integrated course with an emphasis on student self-direction. There are 5 placements in the final year course. Students use a Learning Planner to help them choose suitable placements and objectives to serve their learning needs. Educational supervision focuses on helping students determine their objectives and assessing them against these. Course evaluation was by means of a questionnaire during final assessments. Cohorts of 310 and 316 students in successive years completed the evaluation. The interrelationship between variables was explored using logistic regression. 220/310 students in the 2000 cohort and 214/316 in the 2001 cohort agreed they felt confident with their prospective role as a pre-registration house officer (PRHO). Confidence was significantly associated with confidence in their clinical skills, belief in their ability to cope with uncertainty and feeling able to work as a team member. The experience of the 2 hospital placements and (in 2000 only) the elective was associated with increased confidence. In all placements helpful educational supervision and the achievement of the self-directed learning plan was associated with increased confidence as a potential doctor. Students perceive a relationship between learning experiences in the final year of a self-directed course and development of confidence for their future role. Whilst further elucidation of the nature of this relationship is required, this provides encouragement to curriculum planners to promote self-direction.

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…

An Analysis of Doctoral Students' Perceptions of Mentorship during Their Doctoral Studies

ERIC Educational Resources Information Center

Mazerolle, Stephanie M.; Bowman, Thomas G.; Klossner, Joanne C.

2015-01-01

Context: Mentorship has been established as a key facilitator of professional socialization for athletic trainers into various professional roles. Understanding how current doctoral students are trained to serve in future faculty roles is critical, as there is an increased demand for athletic trainers to serve in this capacity. Objective: Gain an…

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…

Supervising the Professional Doctoral Student: Less Process and Progress, More Peripheral Participation and Personal Identity

ERIC Educational Resources Information Center

Mawson, Kate; Abbott, Ian

2017-01-01

This article presents a discussion around issues of identity for part-time professional doctoral students. The current supervision arrangements of a professional doctoral programme were considered, using an exploratory study, to explore the idea that supervision for competent confident professionals should, in the early stages, focus on identity…

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.

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.

Pioneering Integrated Education and Research Program in Graduate School of Engineering and its Inquiry by Questionnaire

NASA Astrophysics Data System (ADS)

Minamino, Yoritoshi

Department of Adaptive Machine Systems, Department of Materials and Manufucturing Science and Department of Business engineering have constructed the educational programs of consecutive system from master to doctor courses in graduate school of engineering, “Pioneering Integrated Education and Research Program (PP) ”, to produce volitional and original mind researchers with high abilities of research, internationality, leader, practice, management and economics by cooperation between them for reinforcement of their ordinary curriculums. This program consists of the basic PP for master course students and the international exchange PP, leadership pp and tie-up PP of company and University for Doctor course students. In 2005th the basic PP was given to the master course students and then their effectiveness of the PP was investigated by questionnaire. The results of questionnaire proved that the graduate school students improved their various abilities by the practical lesson in cooperation between companies and our Departments in the basic PP, and that the old boys after basic PP working in companies appreciated the advantages to business planning, original conception, finding solution, patents, discussion, report skills required in companies.

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

Work hours and sleep/wake behavior of Australian hospital doctors.

PubMed

Ferguson, Sally A; Thomas, Matthew J W; Dorrian, Jillian; Jay, Sarah M; Weissenfeld, Adrian; Dawson, Drew

2010-07-01

The objective of the study was to describe the work and sleep patterns of doctors working in Australian hospitals. Specifically, the aim was to examine the influence of work-related factors, such as hospital type, seniority, and specialty on work hours and their impact on sleep. A total of 635 work periods from 78 doctors were analyzed together with associated sleep history. Work and sleep diary information was validated against an objective measure of sleep/wake activity to provide the first comprehensive database linking work and sleep for individual hospital doctors in Australia. Doctors in large and small facilities had fewer days without work than those doctors working in medium-sized facilities. There were no significant differences in the total hours worked across these three categories of seniority; however, mid-career and senior doctors worked more overnight and weekend on-call periods than junior doctors. With respect to sleep, although higher work hours were related to less sleep, short sleeps (< 5 h in the 24 h prior to starting work) were observed at all levels of prior work history (including no work). In this population of Australian hospital doctors, total hours worked do impact sleep, but the pattern of work, together with other nonwork factors are also important mediators.

Perceived tutor benefits of teaching near peers: insights from two near peer teaching programmes in South East Scotland.

PubMed

Qureshi, Z U; Gibson, K R; Ross, M T; Maxwell, S

2013-08-01

There is little evidence about the benefits to junior doctors of participating in teaching, or how to train doctors as teachers. We explore (through South East Scotland based teaching programmes): (a) How prepared do junior doctors feel to teach? (b) What junior doctors consider to be the main challenges of teaching? (c) What motivates the junior doctors to continue teaching, and what is the perceived impact of teaching on their professional development? 'Questionnaire 1', distributed at 'tutor training days', explored (i) attitudes towards teaching and (ii) tutors' preparedness to teach. 'Questionnaire 2', distributed after completion of a teaching programme, evaluated the tutor experience of teaching. Seventy-six per cent of tutors reported no previous teacher training; 10% were able to teach during allocated work hours. The strongest motivation for teaching was to help students with their learning and to develop teaching skills. Ninety one per cent of tutors felt more prepared to teach by the end of the programme. Tutors also improved their clinical skills from teaching. There is a body of junior doctors, who see teaching as an important part of their career, developing both teaching and clinical skills in the tutor. If teaching is expected of foundation doctors, rotas ought to be more flexible to facilitate both teaching and teacher training.

Competencies for master and doctoral students in epidemiology: what is important, what is unimportant, and where is there room for improvement?

PubMed

Brunner Huber, Larissa R; Fennie, Kristopher; Patterson, Holly

2015-06-01

In 2008, members of the American College of Epidemiology's Education Committee began work on a project to facilitate discussion on identifying domains and core competencies for epidemiologic training at the master and doctoral levels. Two online surveys were created and participants (N = 183; n = 147 [established epidemiologists] and n = 36 [recent graduates]) rated the importance of 19 domains and 66 competencies. A total of 17 competencies were viewed as important or very important for individuals earning various master- or doctoral-level degrees in epidemiology, whereas eight competencies were reported as being unimportant for all individuals earning graduate degrees in epidemiology. Twenty additional competencies were viewed as important or very important only for individuals receiving doctoral training. In addition, recent master-level graduates identified nine domains in which they felt less prepared, and recent doctoral-level graduates identified two such domains. Additional research is warranted to ensure that all epidemiologists receive sufficient training in identified areas. Copyright © 2015 Elsevier Inc. All rights reserved.

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

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.

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'…

Does doctors' workload impact supervision and ward activities of final-year students? A prospective study.

PubMed

Celebi, Nora; Tsouraki, Rodoula; Engel, Corinna; Holderried, Friederike; Riessen, Reimer; Weyrich, Peter

2012-06-11

Hospital doctors face constantly increasing workloads. Besides caring for patients, their duties also comprise the education of future colleagues. The aim of this study was to objectively investigate whether the workload arising from increased patient care interferes with student supervision and is associated with more non-medical activities of final-year medical students. A total of 54 final-year students were asked to keep a diary of their daily activities over a three-week period at the beginning of their internship in Internal Medicine. Students categorized their activities--both medical and non-medical--according to whether they had: (1) only watched, (2) assisted the ward resident, (3) performed the activity themselves under supervision of the ward resident, or (4) performed the activity without supervision. The activities reported on a particular day were matched with a ward specific workload-index derived from the hospital information system, including the number of patients treated on the corresponding ward on that day, a correction factor according to the patient comorbidity complexity level (PCCL), and the number of admissions and discharges. Both students and ward residents were blinded to the study question. A total of 32 diaries (59 %, 442 recorded working days) were handed back. Overall, the students reported 1.2 ± 1.3 supervised, 1.8 ± 1.6 medical and 3.6 ± 1.7 non-medical activities per day. The more supervised activities were reported, the more the number of reported medical activities increased (p < .0001). No relationship between the ward specific workload and number of medical activities could be shown. There was a significant association between ward doctors' supervision of students and the number of medical activities performed by medical students. The workload had no significant effect on supervision or the number of medical or non-medical activities of final-year students.

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 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…

Space Station Commander Talks to South Carolina Students

NASA Image and Video Library

2017-10-02

Aboard the International Space Station, Expedition 53 Commander Randy Bresnik of NASA discussed life and work aboard the orbital laboratory during an in-flight educational event Oct. 2 with students at The Citadel STEM Center at the Laing Middle School near Charleston, South Carolina. Bresnik holds a Bachelor of Arts degree in mathematics and an honorary doctorate in aeronautics from The Citadel. He launched to the station in July and will remain on board through mid-December.

The evolution of global health teaching in undergraduate medical curricula.

PubMed

Rowson, Mike; Smith, Abi; Hughes, Rob; Johnson, Oliver; Maini, Arti; Martin, Sophie; Martineau, Fred; Miranda, J Jaime; Pollit, Vicki; Wake, Rae; Willott, Chris; Yudkin, John S

2012-11-13

Since the early 1990s there has been a burgeoning interest in global health teaching in undergraduate medical curricula. In this article we trace the evolution of this teaching and present recommendations for how the discipline might develop in future years. Undergraduate global health teaching has seen a marked growth over the past ten years, partly as a response to student demand and partly due to increasing globalization, cross-border movement of pathogens and international migration of health care workers. This teaching has many different strands and types in terms of topic focus, disciplinary background, the point in medical studies in which it is taught and whether it is compulsory or optional. We carried out a survey of medical schools across the world in an effort to analyse their teaching of global health. Results indicate that this teaching is rising in prominence, particularly through global health elective/exchange programmes and increasing teaching of subjects such as globalization and health and international comparison of health systems. Our findings indicate that global health teaching is moving away from its previous focus on tropical medicine towards issues of more global relevance. We suggest that there are three types of doctor who may wish to work in global health - the 'globalised doctor', 'humanitarian doctor' and 'policy doctor' - and that each of these three types will require different teaching in order to meet the required competencies. This teaching needs to be inserted into medical curricula in different ways, notably into core curricula, a special overseas doctor track, optional student selected components, elective programmes, optional intercalated degrees and postgraduate study. We argue that teaching of global health in undergraduate medical curricula must respond to changing understandings of the term global health. In particular it must be taught from the perspective of more disciplines than just biomedicine, in order to reflect the social, political and economic causes of ill health. In this way global health can provide valuable training for all doctors, whether they choose to remain in their countries of origin or work abroad.

Adnexal Torsion

MedlinePlus

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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.

From Dissertation Defense to Dissemination: Jump Start Your Academic Career With a Scholar Mentor Group.

PubMed

Lehna, Carlee; Hermanns, Melinda; Monsivais, Diane B; Engebretson, Joan

2016-01-01

The dissertation provides an excellent source of scholarly productivity for new doctoral faculty, yet is often neglected because of the demands inherent in the faculty role. The purpose of this paper is to present a case study of a scholar mentor group composed of three graduates of a PhD nursing program and their shared dissertation chair, who acted as a senior scholar mentor to the group. By working together, we have been able to enhance our scholarly productivity by disseminating our dissertations through presentations and publications. The paper will present the evolving process of this working group, summarize outcomes, analyze the challenges, and provide suggestions for future doctoral students and faculty who are working with them. Our experience and scholar mentor model captures the best of both worlds-the benefits of interaction with academic peers and the benefits of having a senior scholar mentor. This was accomplished while all members were at different schools in different cities and states. Although other literatures that document successful collaborations using a peer-mentorship model are available, we were unable to locate any that documents a post-doctoral group with a senior scholar mentor who continued working together after graduation. © 2015 Wiley Periodicals, Inc.

Research Center for Optical Physics: Education and Technology for the 21st Century

NASA Technical Reports Server (NTRS)

2003-01-01

During the past eleven years since its inception, RCOP has excelled in its two primary goals: 1) training of the scientists and engineers needed for the twenty-first century with special emphasis on underrepresented citizens and 2) research and technological development in areas of relevance to NASA. In the category of research training, as of May 2003, RCOP produced 36 Bachelors degrees, 25 Masters degrees, and 13 Doctoral degrees. Of these, all 36 Bachelors degrees, 16 of the Masters degrees and 9 of the Doctoral degrees were awarded to African Americans. Four of the Doctoral graduates and one of the Masters graduates are working at NASA Field Centers. RCOP has also provided research experiences to 130 undergraduate students and 22 high school students through a number of outreach programs held during the summer and the academic year. RCOP has also been crucial to the development of the Ph.D. program in physics at Hampton University by providing high quality research training and technical electives required for a Doctoral degree in physics. RCOP has also excelled in research and technological development. Since 1992, RCOP researchers have leveraged over 8 million dollars in additional research funding, published 152 papers in refereed journals and proceedings, and given 125 presentations at refereed international conferences in the United States and eight other countries. RCOP also developed numerous collaborations with other research centers, universities and industries. In recognition of this outstanding work, RCOP is the first research center in the United States invited to join the Joint Open Laboratory for Laser Crystals and Precise Laser Systems headed by Dr. Alexander Kaminiskii of the Russian Academy of Sciences.

Review of the Year's Publications for 2008: Social Justice Education

ERIC Educational Resources Information Center

Adams, Maurianne; Brigham, Elaine; Whitlock, Elaine R. Cook; Johnson, Julie

2009-01-01

This article offers an annotated bibliographical review of the preceding year's publications in the field of social justice education. In this Year in Review for 2008 (YIR '08), the authors present the work of two Social Justice Education doctoral students and the editors of "Equity & Excellence in Education (EEE)," who together have…

The PhD Project: How Successful Is It?

ERIC Educational Resources Information Center

Schwartz, Bill N.; Williams, Satina V.; Walden, W. Darrell

2011-01-01

The PhD Project's mission to diversify the work force by increasing the diversity of business school faculty is quite admirable, but is the Project successful? To gather insights toward responding to that question and to offer suggestions, we reviewed three of the Project's objectives that relate most closely to minority doctoral students and…

Breaking Down Barriers

ERIC Educational Resources Information Center

Olson, Cathy Applefeld

2011-01-01

Don DeVito's arrival at the Sidney Lanier Center, a public school for students with special needs in Gainesville, Florida, 10 years ago was fortuitous. He'd been teaching in a traditional school nearby while earning his master's and working on his doctorate at the University of Florida. As part of his degree requirement, he went to Sidney Lanier…

Work Satisfaction: Critical Factors for Foreign-Born Faculty

ERIC Educational Resources Information Center

Paris, Susan G.

2017-01-01

Many higher education institutions seek to attract and retain diverse faculty in an effort to intentionally diversify campuses and make their college campuses more inclusive. The development of a diverse faculty body that matches the diversity of the student body is crucial, but the representation of foreign-born with doctoral degrees that are…

The Work of Scholars: An Institutional Ethnography of a McNair Scholars' Class

ERIC Educational Resources Information Center

Vaughan, Terry, III

2017-01-01

The McNair Scholars Program continues to be pivotal towards increasing diversity within graduate schools in the USA, particularly within doctoral programmes. The programme provides underrepresented undergraduate students with opportunities to learn about research and applying to graduate schools, which otherwise might not be available for these…

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…