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

Science.gov (United States)

Falls, Leigh; Jara, Teresa; Sever, Tim

2009-01-01

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

Critical and Creative Thinking Nexus: Learning Experiences of Doctoral Students

Science.gov (United States)

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…

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

Directory of Open Access Journals (Sweden)

Asamenew Demessie Bireda

2015-11-01

Full Text Available 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 University of South Africa Ethiopia campus participated in the study. The results identified three major areas of concern such as: academic, psychosocial and home/work related. Specifically, female doctoral students reported concerns surrounding quality of supervision support, inadequate academic skill, nature or system of education, stress, motivation, isolation, balancing personal and professional life, relationship problems, home and work related concerns. Hence, universities must provide opportunities and resourceful strategies to meet the challenges posed by women scholars in the doctoral journey.

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

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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…

The Perspectives of Two First-Generation College Students Pursuing Doctoral Degrees in Music Education

Science.gov (United States)

Vasil, Martina; McCall, Joyce M.

2018-01-01

The purpose of this autoethnographic multiple case study was to compare experiences of two first-generation college students pursuing doctoral degrees in music education. Motivations for pursuing an advanced degree were to enact change in the field of music education and fulfill personal ambitions. Participants encountered two challenges,…

The quality of doctoral nursing education in South Africa

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Siedine K. Coetzee

2015-07-01

Full Text Available Background: The number of doctoral programmes in nursing has multiplied rapidly throughout the world. This has led to widespread concern about nursing doctoral education, specifically with regard to the quality of curricula and faculty, as well as to the availability of appropriate institutional resources. In South Africa, no study of these issues has been conducted at a national level. Objective: To explore and describe the quality of nursing doctoral education in South Africa from the perspectives of deans, faculty, doctoral graduates and students. Method: A cross-sectional survey design was used. All deans (N = 15; n = 12, faculty (N = 50; n = 26, doctoral graduates (N = 43; n = 26 and students (N = 106; n = 63 at South African nursing schools that offer a nursing doctoral programme (N = 16; n = 15 were invited to participate. Data were collected by means of structured email-mediated Quality of Nursing Doctoral Education surveys. Results: Overall, the graduate participants scored their programme quality most positively of all the groups and faculty scored it most negatively. All of the groups rated the quality of their doctoral programmes as good, but certain problems related to the quality of resources, students and faculty were identified. Conclusion: These evaluations, by the people directly involved in the programmes, demonstrated significant differences amongst the groups and thus provide valuable baseline data for building strategies to improve the quality of doctoral nursing education in South Africa.

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

Science.gov (United States)

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…

Doctoral education in the nuclear sector

International Nuclear Information System (INIS)

Minguez, E.

2013-01-01

Doctoral education is a major priority for European universities. In the context of the Bologna Process the importance of doctoral education as the third cycle of higher education and the first stage of a young researchers career, and thus in linking the European Higher Education and Research Areas, was first highlighted in the 2003 Berlin Report. The core component of doctoral training is the advancement of knowledge through original research. considering the need for structured doctoral programs and the need for transparent supervision and assessment, we note that the normal workload of the third cycle in most countries would correspond 3-4 years full time. This is spirit of the new Spanish Doctoral Law. Then, universities should ensure that their doctoral programmes promote interdisciplinary training and the development of transferable skills, thus meeting the needs of the wider employment market. We need to achieve and overall increase in the numbers of doctoral candidates taking up research careers as early stage researchers and also increase the employability as a normal way as it is the case of other advance countries. In Spain, universities with doctoral nuclear programmes and the CIEMAT, with the sponsorship of the nuclear sector, a doctoral school in nuclear science and engineering should be created to enhance the research careers of Young students for the future of nuclear activities in Spain. (Author)

The hundredth Gentner Doctoral Student has started at CERN

CERN Multimedia

CERN Bulletin

2016-01-01

Almost ten years after the start of the programme in 2007, the hundredth Gentner Doctoral Student started his PhD at CERN.   The hundredth Gentner Doctoral Student, Christian Zimmer, in front of the AEgIS detector in the AD hall, where he will spend a significant portion of the next 3 years. In 2007, the German Gentner Doctoral Student Programme was established at CERN, named in honour of the celebrated nuclear physicist Wolfgang Gentner, President of the CERN Council from 1972-74. On 1 July 2016, the 100th Gentner Doctoral Student, Christian Zimmer, started his PhD at CERN, where he will work on setting up the sympathetic laser cooling of antiprotons at the AEgIS experiment. CERN’s Doctoral Student Programme has been running for many years, with 200 students currently enrolled. The Gentner programme is fully integrated into the general CERN Doctoral Student Programme, but is entirely funded by the German Federal Ministry of Education and Research (BMBF). The programme sponsors 30 to 40...

Student assistantships: bridging the gap between student and doctor

Directory of Open Access Journals (Sweden)

Crossley JGM

2015-06-01

Full Text Available James GM Crossley,1,2 Pirashanthie Vivekananda-Schmidt1 1University of Sheffield School of Medicine, Sheffield, 2Chesterfield Royal Hospital NHS Foundation Trust, Chesterfield, UK Abstract: 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

The delivery of distance education--is it time for doctoral programs in gerontology?

Science.gov (United States)

Heinz, Melinda; Martin, Peter; Doll, Gayle; Pearson-Scott, Jean

2015-01-01

The delivery of higher education in gerontology is changing; students are now able to receive an education solely online. Perhaps it is time to consider offering this option at the doctoral level. A needs assessment was conducted to assess whether a doctoral program in gerontology should be created in the Great Plains Interactive Distance Education Alliance (GPIDEA) program. An online survey was sent to 247 students enrolled in the GPIDEA program and to students who had taken a GPIDEA course in gerontology but were not currently enrolled in the program. One hundred and twenty-three students began the survey, although only 120 students completed the survey. Findings indicated students are interested in a doctoral program in gerontology. Approximately 65% of students were interested in obtaining a PhD from a distance education program. However, an applied program focusing on community outreach and leadership was of most interest to students. Students were less interested in research-based programs or in research residency. Therefore, the development of distance education doctoral degree programs in gerontology may need to be created differently than "traditional" formats.

The master degree: A critical transition in STEM doctoral education

Science.gov (United States)

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

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

Science.gov (United States)

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

2012-08-01

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

Obstacles to Success--Doctoral Student Attrition in South Africa

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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…

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

Science.gov (United States)

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",…

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

Science.gov (United States)

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…

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

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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…

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

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

2016-01-01

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

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

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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…

Doctoral education in the nuclear sector; La formacion de doctores en el sector nuclear

Energy Technology Data Exchange (ETDEWEB)

Minguez, E.

2013-03-01

Doctoral aducation is a major priority for European universities. In the context of the Bologna Process the importance of doctoral education as the third cycle of higher education and the first stage of a young researchers career, and thus in linking the European Higher Education and Research Areas, was first highlighted in the 2003 Berlin Report. The core component of doctoral training is the advancement of knowledge through original research. considering the need for structured doctoral programs and the need for transparent supervision and assessment, we note that the normal workload of the third cycle in most countries would correspond 3-4 years full time. This is spirit of the new Spanish Doctoral Law. Then, universities should ensure that their doctoral programmes promote interdisciplinary training and the development of transferable skills, thus meeting the needs of the wider employment market. We need to achieve and overall increase in the numbers of doctoral candidates taking up research careers as early stage researchers and also increase the employability as a normal way as it is the case of other advance countries. In Spain, universities with doctoral nuclear programmes and the CIEMAT, with the sponsorship of the nuclear sector, a doctoral school in nuclear science and engineering should be created to enhance the research careers of Young students for the future of nuclear activities in Spain. (Author)

Towards a Marketing Communication Recruitment Plan for the Rowan University Educational Leadership Doctoral Program

Science.gov (United States)

Kanyi, Titus Kamau

2009-01-01

Doctoral studies are at the apex of the education system. Attracting, recruiting, enrolling, and graduating the best suited students in doctoral education is, therefore, critical in ensuring the highest academic standards and service to society. Focusing on Rowan University's Doctor of Education (Ed.D.) in Educational Leadership program, this…

Political Transformation and Research Methodology in Doctoral Education

Science.gov (United States)

Herman, Chaya

2010-01-01

This paper examines the relationship between political change and epistemologies and methodologies employed at doctorate level. It does so by analysing the range of topics, questions and methodologies used by doctoral students at the University of Pretoria's Faculty of Education between 1985 and 2005--a time-frame that covers the decade before and…

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

Science.gov (United States)

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

2013-01-01

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

The Carnegie Project on the Education Doctorate

Science.gov (United States)

Perry, Jill Alexa

2015-01-01

Beginning with 21 US schools of education, the Carnegie Project on the Education Doctorate (CPED) has created a network of education faculty who are differentiating the EdD from the PhD in order to better meet the needs of their practitioner-scholar students. Their discussions center on two questions: "What are the knowledge, skills, and…

Professional and Personal Development in Contemporary Gerontology Doctoral Education

Science.gov (United States)

Ewen, Heidi H.; Rowles, Graham D.; Watkins, John F.

2012-01-01

This article reports on the Gerontology Doctoral Student Assessment Model (GDSAM), a comprehensive web-based system premised on developing an evaluation mechanism attuned to the special requirements of advanced graduate education at the doctoral level. The system focuses on longitudinal tracking of selected dimensions of intellectual,…

The ‘torn curriculum’ in globalised doctoral education

DEFF Research Database (Denmark)

Bengtsen, Søren Smedegaard

of future researchers, mainly through doctoral education, has become of heightened interest. In this process several global trends and related drivers of such changes can be identified, e.g. professionalization and quality assurance of doctoral education, and researcher mobility. With the European...... for students during the PhD – when at the same time political fractions state that “[o]verregulation of doctoral programs should be avoided” as doctoral education is seen as “a source for human capital for research but is also an extremely important part of the research itself” (Gudmundsson, 2008, p. 77). Also...... the PhD to not only international disciplinary arenas, but also to a world beyond the campus made manifest through a culturally diverse and existentially enhanced PhD process and learning environment. I argue that we should acknowledge that globalisation does not only make possible ‘standardisation...

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

Science.gov (United States)

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

2016-01-01

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

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

Science.gov (United States)

Gwekwerere, Yovita Netsai

Doctoral programs play a significant role in preparing future leaders. Science Education doctoral programs play an even more significant role preparing leaders in a field that is critical to maintaining national viability in the face of global competition. The current science education reforms have the goal of achieving science literacy for all students and for this national goal to be achieved; we need strong leadership in the field of science education. This qualitative study investigated how doctoral programs are preparing their graduates for leadership in supporting teachers to achieve the national goal of science literacy for all. A case study design was used to investigate how science education faculty interpreted the national reform goal of science literacy for all and how they reformed their doctoral courses and research programs to address this goal. Faculty, graduate students and recent graduates of three science education doctoral programs participated in the study. Data collection took place through surveys, interviews and analysis of course documents. Two faculty members, three doctoral candidates and three recent graduates were interviewed from each of the programs. Data analysis involved an interpretive approach. The National Research Council Framework for Investigating Influence of the National Standards on student learning (2002) was used to analyze interview data. Findings show that the current reforms occupy a significant part of the doctoral coursework and research in these three science education doctoral programs. The extent to which the reforms are incorporated in the courses and the way they are addressed depends on how the faculty members interpret the reforms and what they consider to be important in achieving the goal of science literacy for all. Whereas some faculty members take a simplistic critical view of the reform goals as a call to achieve excellence in science teaching; others take a more complex critical view where they question

Exploring talent development environments –inspirations to medical education at doctoral level

DEFF Research Database (Denmark)

Christensen, Mette Krogh; Lund, Ole; Mørcke, Anne Mette

Introduction: Doctoral students may be considered some of our most talented students. In order to maintain high quality in doctoral education we should be aware of optimizing the talent development environment in which the students develop their competencies. In this paper we explore the features...... has been on cognitive skills of individual talents and to a minor degree on institutional conditions and constraints within talent development environments. However, recent studies on talent development in sport recognize ‘talent’ as a social construction (1) and institutional and environmental...... features playing a decisive role in talent development (2). Our research question is: do concepts and models for talent development environments in sport apply to medical education at doctoral level? Considering the uniqueness of the two domains (they refer to different overall social fields: education...

Advisory Relationship as a Moderator between Research Self-Efficacy, Motivation, and Productivity among Counselor Education Doctoral Students

Science.gov (United States)

Kuo, Patty Beyrong; Woo, Hongryun; Bang, Na Mi

2017-01-01

The authors examined the relationship between research self-efficacy, motivation, and productivity, as well as advisory relationship as a moderator, among 190 counselor education doctoral students. Research self-efficacy and motivation predicted productivity. Advisory relationship moderated the relationship between intrinsic and failure avoidance…

Enhancing Doctoral Research Education through the Institution of ...

African Journals Online (AJOL)

: academy, doctoral research education, Ghana, graduate writing course, support .... courses draw international students from various departments throughout the .... know how to apply critical thinking to transform and create knowledge as well.

On Doctoral Student Development: Exploring Faculty Mentoring in the Shaping of African American Doctoral Student Success

Science.gov (United States)

Felder, Pamela

2010-01-01

This study examines the influence of faculty mentorship in the shaping of African American doctoral student success. A case analysis framework is used to investigate the belief systems that doctoral students held about their doctoral experience. Data collection involved a one-phase semi-structured interview protocol used to gather information…

Writing for Scholarly Publication as "Tacit Knowledge": A Qualitative Focus Group Study of Doctoral Students in Education

Science.gov (United States)

Jalongo, Mary Renck; Boyer, Wanda; Ebbeck, Marjory

2014-01-01

Expectations for academic writing and publication have intensified in Academia. Doctoral students in colleges of education are advised to publish even before they graduate and evidence of successful publication is influential in hiring, tenure, and promotion decisions. The purpose of this research was to study the process of writing for…

An Approach for Doctoral Students Conducting Context-Specific Review of Literature in IT, ICT, and Educational Technology

Science.gov (United States)

Pretto, Gabriella; Curró, Gina

2017-01-01

Since 1980s the rate of technological change has been phenomenal, creating an impact on the information-seeking behaviors of doctoral students and other researchers. When searching the three fields of Information Technology (IT), Information and Communication Technology (ICT), and Educational Technology (EdTech), it is like opening a Pandora's…

Doctoral Education

DEFF Research Database (Denmark)

Ridder, Hanne Mette Ochsner

2015-01-01

Doctoral education covers the “third cycle” of degrees following the bachelor’s and the master’s degree. The education of researchers is necessary for developing music therapy as a scientific discipline and calls for a certain research culture that not only brings knowledge on research...... with an integration of science and practice. This leads to a description of the principles of problem-based learning as a social constructive approach, problematization, self-directed learning and learning community. The chapter is concluded with an example of a model of doctoral education, the Aalborg model, where...... the coursework, supervision, and curriculum is based on problem-based learning. About the book: 'International Perspectives in Music Therapy Education and Training: Adapting to a Changing World,' the first anthology of its kind, edited by Professor Karen Goodman, brings noted educators from Brazil, Canada...

Women's Doctoral Student Experiences and Degree Progress in Education versus Engineering

Science.gov (United States)

Masterman, Ann Katherine

2014-01-01

This study's purpose was to compare the lived experiences of doctoral women studying Education, a prototypically female field, with women studying Engineering, a prototypically male field to illustrate the phenomenon of doctoral degree progress in the two fields. Using critical feminist theory and Valian's (1999) concept of gender schemas, this…

Leveraging Sociocultural Theory to Create a Mentorship Program for Doctoral Students

Science.gov (United States)

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…

Is ‘friendship’ educationally relevant in doctoral pedagogy?

DEFF Research Database (Denmark)

Bengtsen, Søren Smedegaard

pedagogies: To what extent does the personal and social relation between doctoral supervisors and students influence the learning outcome of the PhD, and how do doctoral supervisors reflect this pedagogical element? During my research stay at the Oxford Learning Institute, University of Oxford, in the spring...... the personal (private) and professional sides of the supervisor-student relationship. This group of supervisors find an emotional bond between supervisors and students to be potentially dangerous and threatening the sober and Socratic academic relation in the supervision process. The second category contains...... of trust and honesty in the supervision process, which hightens the quality of the research and the probability for timely completion. The variety of supervisor perspectives show that even within a small sample of a relatively homogenous educational context the pedagogical implications for the research...

Design-based research and doctoral students: Guidelines for preparing a dissertation proposal

NARCIS (Netherlands)

Herrington, Jan; Montgomerie, C.; McKenney, Susan; Seale, J.; Reeves, Thomas C.; Oliver, Ron

2007-01-01

At first glance, design-based research may appear to be such a long-term and intensive approach to educational inquiry that doctoral students, most of whom expect to complete their Ph.D. degree in 4-5 years, should not attempt to adopt this approach for their doctoral dissertations. In this paper,

'And you'll suddenly realise 'I've not washed my hands': medical students', junior doctors' and medical educators' narratives of hygiene behaviours.

Science.gov (United States)

Cresswell, Penelope; Monrouxe, Lynn V

2018-03-22

Compliance to hygiene behaviours has long been recognised as important in the prevention and control of healthcare associated infections, but medical doctors still display some of the lowest rates of compliance of all healthcare workers. We aim to understand compliance to hygiene behaviours by analysing medical students', junior doctors' and medical educators' narratives of these behaviours to identify their respective attitudes and beliefs around compliance and how these are learnt during training. Such an understanding can inform future interventions to improve compliance targeted to areas of greatest need. A qualitative study, using narrative interviews (nine focus groups and one individual interview). Data were analysed thematically using inductive framework analysis. Teaching hospitals in the UK. Convenience sample of 25 participants: third-year medical students in their first clinical year (n=13), junior doctors (n=6) and medical educators (n=6). We identified four main themes: (1) knowledge, (2) constraints, (3) role models/culture and (4) hygiene as an added extra. Knowledge varied across participant groups and appeared to influence behaviours; medical students relied on what they have been told by seniors, while medical educators relied on their own knowledge and experience. There was a strong belief that evidence for the effectiveness of good hygiene behaviours is lacking. Furthermore, medical educators' behaviour appears to strongly influence others. Finally, hygiene was predominately viewed as an added extra rather than an integral part of the process. Awareness of the evidence around good hygiene needs to be improved at all levels. Medical students and junior doctors should be encouraged to consider why they are asked to perform certain hygiene behaviours in order to improve ownership of those behaviours. Medical educators need to recognise their responsibilities as role models for their junior counterparts, thereby understanding their role in

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

Science.gov (United States)

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…

Preparing students to be doctors: introduction of a sub-internship program.

LENUS (Irish Health Repository)

Robb, W B

2011-04-05

Preparing graduates for the transformation from medical student to doctor provides medical schools with a real challenge. Medical educators advocate a process of graduated delegation of responsibility in the clinical years of medical school. This is best exemplified in the North American system of sub-internship programmes; an educational approach which European medical schools have been slow to adopt. This study reports on the introduction of an intensive two-week surgical sub-internship for final medical year students. "Sub-interns" were asked to complete pre and post sub-internship online questionnaires assessing their readiness to perform clinical and practical skills, attitudes towards the program, and how well it prepared students for internship. Forty-nine students completed a questionnaire pre sub-internship and 47 completed the post-questionnaire. Student confidence towards practical and clinical skills and their first day at work increased over the two weeks. Mean Iikert scores for all 6 practical and clinical skills improved post sub-internship. The introduction of a surgical sub-internship is timely and welcomed by medical students. Its development helps bridge the gap in responsibilities between medical student and doctor.

Mentoring Matters: An Exploratory Survey of Educational Leadership Doctoral Students' Perspectives

Science.gov (United States)

Welton, Anjalé D.; Mansfield, Katherine Cumings; Lee, Pei-Ling

2014-01-01

There is limited research on quantitative differences between men and women's experiences in doctoral programs. We aim to fill that gap by sharing findings from a web-based exploratory survey of perceived gender differences on quality mentoring in educational leadership doctoral programs. According to survey results, there is limited…

Building doctoral ecologies

DEFF Research Database (Denmark)

Bengtsen, Søren Smedegaard

2018-01-01

heavily from the support from informal and extra-curricular researcher communities and non-formal support systems even beyond the institution in the private and societal lifeworlds. The chapter describes and analyses such forms of organizational and existential darkness within doctoral education...... and professionalization of doctoral education, with Graduate schools increasing in size and organizational complexity. Paradoxically, we see in contemporary research into doctoral students’ learning experiences that the students do not favour the formalized support systems and supervision, but on the contrary draw most......, and discusses how institutions and doctoral programmes could use such sprawling spaces for learning to build doctoral ecologies and to strengthening existentially based pedagogies within doctoral education....

Health-related doctoral distance education programmes: A review of ...

African Journals Online (AJOL)

Health-related doctoral distance education programmes: A review of ethical scholarship considerations. ... Universities should encourage and support supervisors and students to publish research findings in academic journals and to present these at conferences. However, communities that participated in a research project ...

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

Science.gov (United States)

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

2018-01-01

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

Doctoral Students Becoming Researchers: An Innovative Curriculum

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Deborah S. Garson

2016-12-01

Full Text Available Creating a quality literature review is fundamental to doctoral student professionalization, yet research into how the literature review is taught, learned, or experienced is limited.  Responding to this under-addressed but critical key to doctoral education, the focus of this mixed methods study is on students’ perceptions of a year-long course, co-taught by a faculty member and embedded librarian, devoted specifically to addressing the literature review.  Analysis of students’ course evaluations and written reflections/feedback over an eight year period revealed four primary themes: 1 Entering students’ technological know-how does not guarantee effective information literacy skill and without the requisite skills one-shot library workshops are insufficient for making learning whole;  2 Rather than conceiving of the literature review as a product, constructing a literature review represents a pivotal process in doctoral students’ research and literacy skill development; 3 Creating a literature review, and the process it entails, signals in students the development of their professional researcher identity, involving movement beyond “how to” to address questions of “why” and “for whom”; 4 The literature review course was experienced as a substantively different course than is typical in the doctoral experience, mirroring the course’s  foundational assumption that librarians, instructors, and learners share agency in creating the literature review process. The course curriculum is framed by two simultaneous learning streams: information literacy competencies and student research agenda. The course curriculum aligns information literacy competencies and research methodology with the goal of exploring and purposefully integrating creativity and curiosity in the search and research construction process.

Feasible utopias in doctoral education

DEFF Research Database (Denmark)

Elliot, Dely; Guccione, Kay; Bengtsen, Søren Smedegaard

-Martek, Chen & McAlpine, 2011). PGRs’ motivation, creativity, resilience and momentum during their long and intense doctoral journey are often strongly sustained by unseen informal structures, social support systems and extra-curricular activities tacitly providing emotional, social, pastoral and academic......Part 1 Abstract Ongoing educational and psycho-social challenges in doctoral education (e.g. psychological distress, attrition and delay in completion) warrant a more comprehensive understanding of the expanded doctoral education context and how the different facets of doctoral support mechanisms......, 2016b; Bengtsen & Barnett, 2017; Bryan & Guccione, 2018; Elliot et al., 2016b, 2016c; Wisker et al., 2017). Yet, there remains a somewhat limited understanding not only of these multifaceted components but how they interact with already existing formal and informal support mechanisms offered...

The Plight of the Woman Doctoral Student

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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)

TRAINING COURSES AND PROFESSIONAL INTEGRATION OF DOCTORS IN EDUCATION: PATHS AND DESTINATION OF GRADUATES

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Altair Alberto Fávero

2016-12-01

Full Text Available This study aimed to investigate the trajectories and institutional destinations of graduates of doctoral programs in Education from Brazilian public universities in the last twelve years (2000-2012. The research is characterized as Mixed Methods (CRESWELL and CLARK, 2013 and was developed from data available in the electronic site of the CAPES, referring to graduate programs and Lattes Platform. Of the 3,598 graduates surveyed, a small number represents researchers who went straight to masters and doctorate degrees shortly after undergraduate studies. Almost one-third of respondents obtained doctorate degrees in between 10 and 15 years after graduation. About 15% held a doctorate between 20 and 25 years after graduation. We found that less than 25% of respondents were master's degree students in 2013 and less than 10% have contributed to the training of young doctors. We believe that the development of this research, unprecedented on this scale in the area of education, can contribute to the evaluation of expansion conditions and qualification programs and courses. In addition to taking a look at the activities and the working arrangements of the young doctors in Education in Brazil and prepare analytical frameworks that can contribute to the proposition of strategic funding policies and the setting of teachers in disadvantaged regions. Keywords: Postgraduate studies. Education. Graduate student training. Employability.

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

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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

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

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Karsten Münstedt

2011-01-01

Full Text Available 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.

Elusive Equity in Doctoral Education in South Africa

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Herman, Chaya

2011-01-01

This paper explores the drive to expand the quantity and quality of PhD's in South Africa and the impact this has had on under-represented groups, in particular black graduates. Based on both qualitative and quantitative data, the paper argues that while there has been a significant increase in the number of black students in doctoral education,…

What Do Postgraduate Students Think about Special Education?

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Ozcan, Deniz; Gur, Pelin

2016-01-01

The aim of this study was to determine the opinions of students receiving postgraduate education in special education area about special education. 35 students receiving postgraduate education at Near East University participated in this research. 8 of these students were doctorate student, and 27 of them were master student. This research was…

Financing physical therapy doctoral education: methods used by entry-level students and the financial impact after graduation.

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Thompson, Kris; Coon, Jill; Handford, Leandrea

2011-01-01

With the move to the doctor of physical therapy (DPT) degree and increasing tuition costs, there is concern about financing entry-level education. The purposes of this study were to identify how students finance their DPT education and to describe the financial impact after graduation. A written survey was used to collect data on financing DPT education, student debt, and the financial impact on graduates. There were 92 subjects who had graduated from one program. Frequencies as well as nonparametric statistics using cross-tabulations and chi-squared statistics were calculated. The response rate was 55%. Of the respondents, 86% had student loans, 66% worked during school, 57% received some family assistance, and 21% had some scholarship support. The amount of monthly loan repayment was not statistically related to the ability to save for a house, the ability to obtain a loan for a house or car, or the decision to have children. Saving for the future (p = 0.016) and lifestyle choices (p = 0.035) were related to the amount of monthly loan repayment. Major sources of funding were student loans, employment income, and/or family assistance. Respondent's ability to save for the future and lifestyle choices were negatively impacted when loan debt increased. Physical therapist education programs should consider offering debt planning and counseling.

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

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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.

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

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Payne Karl Frederick

2012-10-01

Full Text Available Abstract 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 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.

"Con todo mi corazón": Mentoring Latinas in Educational Leadership Doctoral Programs

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Rodríguez, Mariela A.

2016-01-01

Personal narrative essays were used to analyze the experiences of four Latina doctoral students who completed their first year in an educational leadership doctoral program in a Hispanic-Serving Institution (HSI) in the southwestern U.S. Four themes emerged from their "testimonios" 1) "Con todo el corazón"; 2) "Somos como…

Evaluation of doctoral nursing programs in Japan by faculty members and their educational and research activities.

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Arimoto, Azusa; Gregg, Misuzu F; Nagata, Satoko; Miki, Yuko; Murashima, Sachiyo

2012-07-01

Evaluation of doctoral programs in nursing is becoming more important with the rapid increase in the programs in Japan. This study aimed to evaluate doctoral nursing programs by faculty members and to analyze the relationship of the evaluation with educational and research activities of faculty members in Japan. Target settings were all 46 doctoral nursing programs. Eighty-five faculty members from 28 programs answered the questionnaire, which included 17 items for program evaluation, 12 items for faculty evaluation, 9 items for resource evaluation, 3 items for overall evaluations, and educational and research activities. A majority gave low evaluations for sources of funding, the number of faculty members and support staff, and administrative systems. Faculty members who financially supported a greater number of students gave a higher evaluation for extramural funding support, publication, provision of diverse learning experiences, time of supervision, and research infrastructure. The more time a faculty member spent on advising doctoral students, the higher were their evaluations on the supportive learning environment, administrative systems, time of supervision, and timely feedback on students' research. The findings of this study indicate a need for improvement in research infrastructure, funding sources, and human resources to achieve quality nursing doctoral education in Japan. Copyright © 2011 Elsevier Ltd. All rights reserved.

[Significance of the doctorate in scientific medical education].

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Frosch, Matthias

2018-02-01

According to European and German law, the medical education of physicians must take place in a scientific degree program at a university or under the supervision of a university. To keep up the ideal of a scientific degree program, various organizations and associations, such as the German Research Foundation, the German Council of Science and Humanities and the German Medical Faculty Association, see the need for an even stronger anchoring of academic learning content in the course of study. Traditionally, a scientific project, which is carried out during the studies, provides the basis for the Doctor of Medicine (Dr. med.) after graduation, although the research projects as a basis for medical degrees are currently not obligatory parts of the curricula. The number of medical students performing such research projects is significantly decreasing, thus they are missing major skills for working in science. To counteract these developments, faculties of medicine are currently developing model curricula including deepened scientific education. Despite these efforts, the German Association of Faculties of Medicine argues that the performance of research projects leading to the doctoral degree is most suitable for obtaining expertise in scientific work. According to recommendations by the German Council of Science on the requirements for quality assurance of graduation doctoral degree programs have been introduced. This and further measures, like MD/PhD programs or research-based additional study programs serving the scientific qualification of medical students, are the subject of this article.

Doctoral Advising or Mentoring? Effects on Student Outcomes

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Lunsford, Laura

2012-01-01

This study investigated the extent to which doctoral advisors provided mentoring to their students and if mentor support influenced doctoral student outcomes. Survey results from 477 respondents, across disciplines at two universities, indicated that most students believed mentoring was important and over half of them received mentoring support…

Part-Time Doctoral Student Socialization through Peer Mentorship

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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…

First Doctoral student assembly and poster session at CERN

CERN Multimedia

2010-01-01

Presently, 130 doctoral students at CERN do their research on “technical” subjects such as magnets and cryogenics, beam and detector physics, computing and vacuum, among others.   Student present  their scientific achievements at the first doctoral student assembly. To present their scientific achievements and to bring together the students with CERN supervisors and CERN’s management was the main objective of the first doctoral student assembly and poster session, held June 30. The photograph shows about half of those who presented posters, all in their second year of assignment, and ready to attach their work to the panels. Another aim of the assembly was to discuss the outcome of the anonymous questionnaire and to gain feedback for the improvement of the doctoral student program. While there is vast overall satisfaction, improvements should aim at strengthening the links between students, CERN supervisors, and university professors. With 24 posters prese...

Focusing on Doctoral Students' Experiences of Engagement in Thesis Work

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Vekkaila, Jenna; Pyhältö, Kirsi; Lonka, Kirsti

2013-01-01

Little is known about what inspires students to be involved in their doctoral process and stay persistent when facing challenges. This study explored the nature of students' engagement in the doctoral work. Altogether, 21 behavioural sciences doctoral students from one top-level research community were interviewed. The interview data were…

A case study of teaching social responsibility to doctoral students in the climate sciences.

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Børsen, Tom; Antia, Avan N; Glessmer, Mirjam Sophia

2013-12-01

The need to make young scientists aware of their social responsibilities is widely acknowledged, although the question of how to actually do it has so far gained limited attention. A 2-day workshop entitled "Prepared for social responsibility?" attended by doctoral students from multiple disciplines in climate science, was targeted at the perceived needs of the participants and employed a format that took them through three stages of ethics education: sensitization, information and empowerment. The workshop aimed at preparing doctoral students to manage ethical dilemmas that emerge when climate science meets the public sphere (e.g., to identify and balance legitimate perspectives on particular types of geo-engineering), and is an example of how to include social responsibility in doctoral education. The paper describes the workshop from the three different perspectives of the authors: the course teacher, the head of the graduate school, and a graduate student. The elements that contributed to the success of the workshop, and thus make it an example to follow, are (1) the involvement of participating students, (2) the introduction of external expertise and role models in climate science, and (3) a workshop design that focused on ethical analyses of examples from the climate sciences.

Community-Based Research (CBR in the Education Doctorate: Lessons Learned and Promising Practices

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Laurie Stevahn

2016-12-01

Full Text Available Community-based research (CBR is an advanced form of academic service-learning through which university students, faculty, and community organizations collaborate to conduct inquiry projects aimed at producing social change. Despite its potential for advancing learning in graduate studies, little research exists on CBR implementations or outcomes in doctoral programs. This study examined the effectiveness of integrating CBR into an educational leadership doctorate across three consecutive cohorts in which students worked in teams to conduct CBR projects, each in partnership with a community organization pursuing a social justice initiative. A mixed-methods developmental case study design produced quantitative and qualitative data on students’ perceived effectiveness of cooperative/collaborative interaction and team decision making in CBR, experience with and learning from CBR in the education doctorate, and development of CBR competencies. Triangulated results overall revealed students’ (a positive attitudes toward CBR, (b enhanced understanding of and commitment to CBR and how to conduct it, (c expanded understanding and application of technical research skills, (d growth in coopera-tive/collaborative and conflict resolution skills, and (e development of leadership project management skills. These findings may assist faculty in planning innovative, authentic, applied, professional training in the education doctorate capable of advancing students’ graduate inquiry skills while also enhancing competencies for successful leadership in the field.

Changing organisational routines in doctoral education: an intervention to infuse social justice into a social welfare curriculum

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Shapiro, Valerie B.

2015-02-01

Full Text Available This paper describes one effort to infuse a social justice framework into a social work doctoral education programme in a prominent research university of the United States. The “Social Justice in Doctoral Education” (SJDE Project identified Social Justice Learning Objectives (SJLOs in the categories of scholarship, teaching, and service. Doctoral students were surveyed in 2010 to determine the extent to which the SJLOs were being systematically facilitated by their doctoral programme. The forms that guide and shape the milestones of doctoral education at that institution were revised in 2011 in an attempt to create new opportunities for social justice learning. A second survey of doctoral students in 2013 resulted in two findings. First, doctoral students reported using the SJLOs to guide their education. Second, a pre/post comparison of student perceptions indicated an increase in opportunities for social justice learning through doctoral education. This case study provides preliminary support for the modification of organisational routines to expand social justice education in social work.En este artículo se describe el esfuerzo para infundir un marco de justicia social en un programa doctoral de trabajo social dentro de una universidad prominente de investigación de los Estados Unidos. El proyecto de investigación “Justicia Social en la Educación Doctoral” (SJDE identificó los Objetivos de Aprendizaje de la Justicia Social (SJLOs en una serie de categorías de la investigación científica, como la enseñanza y el servicio. Los estudiantes de doctorado respondieron a una encuesta en 2010 para determinar el grado en el que los SJLOs se facilitaban sistemáticamente en el programa de doctorado. En 2011 se revisaron los formularios que guían y dan forma a los hitos de la educación doctoral en esa institución, en un intento de crear nuevas oportunidades para la justicia social de aprendizaje. En 2013, una encuesta seguimiento a

Effective Doctoral Education: Interpreting Factors and Outcomes of Success through a New Framework, Autoethnography, and Quantitative Study of Passion

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Anderson, Nathan Charles

2013-01-01

The purpose of this disquisition is to increase knowledge about the factors and outcomes of success in doctoral education. Enhanced understanding about the factors and outcomes of success could help optimize effectiveness of the complex systems that educate doctoral students. To achieve the purpose of this disquisition, three manuscripts were…

Mentoring Factors in Doctoral Programs of Mexican American and American Indian Students.

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Williamson, Madeline J.; Fenske, Robert H.

The purpose of this study was to determine factors affecting satisfaction of Mexican American (MA) and American Indian (AI) students with their doctoral programs. Faculty mentoring plays an extremely significant role in minority education. Previous research indicates differences between males and females in their interaction with faculty. Minority…

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

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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…

Examining the Predictive Validity of GRE Scores on Doctoral Education: Students' Success and Methodology Choices in the Dissertation Process

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Rockinson-Szapkiw, Amanda J.; Bray, Oliver R., Jr.; Spaulding, Lucinda S.

2014-01-01

This study examines how GRE scores can be used to better understand Education doctoral candidates' methodology choices for the dissertation as well as their persistence behaviors. Candidates' of one online doctoral education program were examined. Results of a MANOVA suggested that there is no difference in GRE scores based on doctoral candidates'…

Drivers and Interpretations of Doctoral Education Today: National Comparisons

DEFF Research Database (Denmark)

Andres, Lesley; Bengtsen, Søren Smedegaard; Castano, Liliana Del Pilar Gallego

2015-01-01

In the last decade, doctoral education has undergone a sea change with several global trends increasingly apparent. Drivers of change include massification and professionalization of doctoral education and the introduction of quality assurance systems. The impact of these drivers, and the forms...... that they take, however, are dependent on doctoral education within a given national context. This paper is frontline in that it contributes to the literature on doctoral education by examining the ways in which these global trends and drivers are being taken up in policies and practices by various countries. We...... do so by comparing recent changes in each of the following countries: Canada, Colombia, Denmark, Finland, the UK, and the USA. Each country case is based on national education policies, policy reports on doctoral education (e.g., OECD and EU policy texts), and related materials. We use the same...

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

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Hopwood, Nick

2010-01-01

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

Leadership Competence Educational Model for a Twenty-First Century Nursing Doctoral Education in Contemporary Turkey

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Terzioglu, Fusun

2011-01-01

In this article, the author proposes a nursing education model about leadership that can be used to improve the leadership skills of nursing doctoral students. This model is developed at the University of Michigan School of Nursing. In developing this model, the author had the opportunity to observe the University of Michigan, School of Nursing…

Inequality and Doctoral Education: Exploring the "Rules" of Doctoral Study through Bourdieu's Notion of Field

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Gopaul, Bryan

2015-01-01

While studies have examined a myriad of issues in doctoral study, much of this research has not employed the tools of major social and cultural thinkers to the dynamics of doctoral education. This paper explores the use of Bourdieu's notion of field to render visible the practices and contexts of doctoral education that produce inequalities across…

Another successful Doctoral Student Assembly

CERN Multimedia

Katarina Anthony

2014-01-01

On Wednesday 2 April, CERN hosted its third Doctoral Student Assembly in the Council Chamber.   CERN PhD students show off their posters in CERN's Main Building. Speaking to a packed house, Director-General Rolf Heuer gave the assembly's opening speech and introduced the poster session that followed. Seventeen CERN PhD students presented posters on their work, and were greeted by their CERN and University supervisors. It was a very successful event!

Exporting doctoral education: experience of a state-supported university.

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Stoskopf, Carleen H; Xirasagar, Sudha; Han, Whiejong M; Snowdon, Sonja

2007-01-01

There is a demand for non-traditional doctoral education in healthcare management and policy among many countries in support of their health system reform efforts. Healthcare professionals need retooling to provide stewardship to complex new health financing systems. Most health service leaders are mid career professionals and cannot transplant themselves to study on American university campuses. They demand high quality programs, designed to enable most coursework to be completed overseas. Aided by recent distance education technology, the University of South Carolina's Department of Health Services Policy and Management developed and provides doctoral programs for working professionals in Taiwan and South Korea with a minimal and convenient campus attendance requirement. This paper presents the experience of setting up the programs, management, quality control, and benefits for both students overseas and for our Department's mission and on-campus programs. Our experience is that there are many challenges, but it is also rewarding from academic, scholarly, and financial perspectives.

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

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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

The Rise of Professional Doctorates: Case Studies of the Doctorate in Education in China, Iceland and Australia

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Wildy, Helen; Peden, Sanna; Chan, Karyn

2015-01-01

Doctoral education is going through a period of transition. This transition is evident in the many varieties of doctoral degrees currently offered in higher education institutions worldwide, from the traditional research-based Doctor of Philosophy (PhD) to the Professional Doctorate and the New Route PhD. This article reports on a study which…

The complex thinking and prospect of actions of future doctors

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Patrícia Segtowich

2011-12-01

Full Text Available This paper aims at discussing prospects of actions manifested by future doctors in the beginning of their doctoral training. The research started through my involvement in the ambit of doctoral education in the curriculum component Epistemological Basis of Research on Education in Science and Mathematics, offered in the Postgraduate Course in Science and Mathematics Education, at Federal University of Pori (UFPA in 2010 academic year. At these meetings, the teachers trainers requested the doctoral students, in pairs, to elaborate three questions about the following positioning: "HOW DO I SEE MYSELF AS A DOCTOR?" These questions were discussed by all the doctoral students and subsequently reduced to five to be answered by all individually. The responses to this questionnaire provided the data for this research. The answers revealed that doctoral students are not tied to methodologies or unique processes, this positioning being demonstrated through prospects of performance in ways that were diverse and interactive

Gender Differences in Educational Attainment: The Case of Doctoral Degrees in Norway

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Mastekaasa, Arne

2005-01-01

Despite strong trends in most Western countries towards gender equality in educational attainments, men are still considerably more likely to obtain doctoral degrees. Using data comprising nearly all students graduating from Norwegian universities during 1981-1996, separate event history analyses are carried out of recruitment to and completion of…

What does it means to be a critical scholar? A metalogue between science education doctoral students

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Cian, Heidi; Dsouza, Nikeetha; Lyons, Renee; Alston, Daniel

2017-06-01

This manuscript is written in response to Lydia Burke and Jesse Bazzul's article Locating a space of criticality as new scholars in science education. As doctoral students finding our place in the culture of science education, we respond by discussing our journeys towards the development of a scholarly identity, with particular focus on whether or how we see ourselves as critical scholars. Since each of us authoring this paper has a different perspective, a metalogue format is utilized to ensure all of our voices and journeys are represented. We use the Burke and Bazzul article as a platform for conversations about challenges faced for emerging scholars in the field of science education and explore how we see our role in responding to these challenges. Specifically, we discuss the barriers to publication, dissemination of research to practitioners, and how to approach these problems from a grounding in critical theory. As a result of our conversations, we conclude that there is a need to reshape the field of science education to invite more unorthodox research perspectives, methodologies, and publication formats. To do so, the issues we explore require a continued conversation between emerging scholars, practicing researchers, and practicing educators.

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

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Wheeler, Rebecca McCombs; Eichelberger, Lisa Wright

2017-08-01

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

Peer Mentoring among Doctoral Students of Science and Engineering in Taiwan

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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…

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

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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.…

What Works for Doctoral Students in Completing Their Thesis?

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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…

Doctoral Education in Nursing: Future Directions

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Downs, Florence S.

1978-01-01

Problems that confront nursing education and the quality of doctoral preparation are discussed in this article and include the steep rise in requests from nurses for admission into doctoral programs and tight university budgets; other concerns are the development of scholars and sharing research findings. (TA)

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

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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'…

An Exploration of the Scientific Writing Experience of Nonnative English-Speaking Doctoral Supervisors and Students Using a Phenomenographic Approach

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Elizabeth Dean

2015-01-01

Full Text Available Nonnative English-speaking scholars and trainees are increasingly submitting their work to English journals. The study’s aim was to describe their experiences regarding scientific writing in English using a qualitative phenomenographic approach. Two focus groups (5 doctoral supervisors and 13 students were conducted. Participants were nonnative English-speakers in a Swedish health sciences faculty. Group discussion focused on scientific writing in English, specifically, rewards, challenges, facilitators, and barriers. Participants were asked about their needs for related educational supports. Inductive phenomenographic analysis included extraction of referential (phenomenon as a whole and structural (phenomenon parts aspects of the transcription data. Doctoral supervisors and students viewed English scientific writing as challenging but worthwhile. Both groups viewed mastering English scientific writing as necessary but each struggles with the process differently. Supervisors viewed it as a long-term professional responsibility (generating knowledge, networking, and promotion eligibility. Alternatively, doctoral students viewed its importance in the short term (learning publication skills. Both groups acknowledged they would benefit from personalized feedback on writing style/format, but in distinct ways. Nonnative English-speaking doctoral supervisors and students in Sweden may benefit from on-going writing educational supports. Editors/reviewers need to increase awareness of the challenges of international contributors and maximize the formative constructiveness of their reviews.

Toward a Consensus in Ethics Education for the Doctor of Nursing Practice.

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Laabs, Carolyn A

2015-01-01

The purpose of this study was to begin to develop a consensus as to the essential content and methods of ethics education for advanced practice nurses. An online Delphi technique was used to survey ethics experts to determine whether items were essential, desirable, or unnecessary to ethics education for students in doctor of nursing practice programs. Only the American Nurses Association Code of Ethics and ethics terminology were deemed essential foundational knowledge.

[Assessing bioethics education: Teaching to be virtuous doctors or just doctors with practical ethical skills].

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Esquerda, Montse; Pifarré, Josep; Roig, Helena; Busquets, Ester; Yuguero, Oriol; Viñas, Joan

2018-04-04

In the last decades, bioethics has been incorporated into the academic training of the Medical Schools. Some studies analyze the ethical-moral development of medical students and the effect of ethical education in other countries. This evaluation is done by measuring Kohlberg's moral reasoning (virtuous doctors), or ethical sensitivity to resolve clinical cases (physicians with ethical skills). The following study is proposed to assess the impact of bioethics training on these two variables, in Spanish medical students. Observational cross-sectional study. SITE: Faculty of Medicine, University of Lleida. 175 students from third year of medicine (78 before bioethics and 97 after bioethics, in different courses) were conducted. Bioethics course. A socio-demographic questionnaire, the Rest Defining Issue test scale, and Problem Identification Test with clinical vignettes were administered. A consistent and significant correlation has been found between moral reasoning and ethical sensitivity. Women presented greater post-conventional reasoning. There were no changes in Kohlberg's stage of global moral reasoning with ethical training. There were changes in ethical sensitivity with bioethical training, with a significantly and globally improvement. In our study, training in bioethics does not improve moral development but rather the ethical problem solving skills. It is asked if this improvement is enough to train doctors prepared for the new challenges. Copyright © 2018 The Authors. Publicado por Elsevier España, S.L.U. All rights reserved.

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

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Svetla Loukanova

2014-07-01

Full Text Available 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

Personal Study Planning in Doctoral Education in Industrial Engineering

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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…

Signature Pedagogy in California State University Educational Doctorates

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Slater, Charles; Brown-Welty, Sharon; Cohn, Kathleen; Rodriguez, Jesus

2009-01-01

The purpose of this paper is to examine signature pedagogies for the education doctorate. Three California State University campuses that have started new Ed.D. programs examine practices that distinguish the education doctoral experience from other professions. Embedded field work, the professional seminar, and the research and writing support…

Awareness of cardiopulmonary resuscitation in medical-students and doctors in Rawalpindi-Islamabad, Pakistan

International Nuclear Information System (INIS)

Zamir, Q.; Nadeem, A.; Rizvi, A.H.

2012-01-01

Objective: To assess the level of awareness regarding basic and practical knowledge of cardiopulmonary resuscitation and its importance in the eyes of medical/dental students and doctors. Methods: The cross-sectional study was conducted in medical and dental colleges as well as hospitals of Rawalpindi and Islamabad, Pakistan, from June to September 2011. Non-probability convenience sampling was used and structured questionnaires on basic and practical knowledge of the procedure were distributed. The questionnaire had 26 items related to basic and advanced knowledge of the required skills. Doctors were divided into two groups based on their years of service and practice. Those with less than 5 years' experience were grouped as junior doctors, while rest as senior doctors. Descriptive statistics were employed to analyse the data using SPPS version 17 and Microsoft Excel. Percentages were worked out and the results were interpreted. Result: Of the 1000 questionnaires distributed, 646 (64.6%) were received duly filled and represented the study sample. Of the 646 participants, 34 (5.26%) were dentists, 424 (65.63%) were medical students, 92 (14.24%) were doctors and 96 (14.86%) were dental students. Basic knowledge of doctors was found to be better than that of dentists (n=96; 50% vs. n=8; 23%). Similarly, the advance knowledge of doctors was better than the dentists (n=53; 58% vs. n=11; 31%). The basic knowledge of junior doctors was found to be almost equal to the senior doctors (n=26; 44.75% vs. n=15; 45.5%). The advance knowledge of junior doctors was found to be better than the senior doctors (n=27; 45.37% vs. n=10; 29.48%). Among the students, 157 (37%) of the medical students had basic knowledge of CPR, while 36 (38%) dental students had basic knowledge of the topic. Medical students had more advanced knowledge (n=157; 37%) than dental students (n=34; 35%). Conclusion: The awareness of basic and advance knowledge of cardiopulmonary resuscitation skills in medical

Past Negative Time Perspective as a Predictor of Grade Point Average in Occupational Therapy Doctoral Students

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Pat J. Precin

2017-05-01

Full Text Available Time perspective is a fundamental dimension in psychological time, dividing human experiences into past, present, and future. Time perspective influences individuals’ functioning in all occupations, including education. Previous research has examined the relationship between time perspective and academic outcomes, but the same research has not been done, to date, with occupational therapy doctoral students. This quantitative, cross-sectional study investigated the relationship between time perspective and academic success in occupational therapy doctoral students across the United States. Data from the Zimbardo Time Perspective Inventory (ZTPI and grade point averages (GPAs were collected from 50 participants via surveymonkey.com. Past Negative time perspective statistically predicted GPA in the negative direction (p = .001 for students in pre-professional OTD programs, but did not predict GPA for post-professional students. Age, gender, and learning environment did not significantly influence the prediction of GPA in either group. The method and results of this study demonstrate that the ZTPI, an instrument used in the field of psychology, may have value in the profession of occupational therapy and occupational therapy doctoral programs.

The Lived Experiences of Female Educational Leadership Doctoral Students

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Mansfield, Katherine Cumings; Welton, Anjale; Lee, Pei-Ling; Young, Michelle D.

2010-01-01

Purpose: There is a meager body of research addressing the role educational leadership preparation programs in colleges and universities play in preparing women leaders. Also educational leadership preparation research has yet to explore ways in which mentorship provides additional capital for female graduate students. This study seeks to…

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

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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…

Knowledge Management in Doctoral Education toward Knowledge Economy

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Stamou, Adamantia

2017-01-01

Purpose: The purpose of this paper is to investigate the role and the scope of knowledge management (KM) in doctoral education, in the emerging knowledge economy (KE) context, and the recommendation of a framework for KM in doctoral education. Design/Methodology/Approach: An extended literature analysis was contacted to elaborate the role and the…

Professional identity in medical students: pedagogical challenges to medical education.

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Wilson, Ian; Cowin, Leanne S; Johnson, Maree; Young, Helen

2013-01-01

Professional identity, or how a doctor thinks of himself or herself as a doctor, is considered to be as critical to medical education as the acquisition of skills and knowledge relevant to patient care. This article examines contemporary literature on the development of professional identity within medicine. Relevant theories of identity construction are explored and their application to medical education and pedagogical approaches to enhancing students' professional identity are proposed. The influence of communities of practice, role models, and narrative reflection within curricula are examined. Medical education needs to be responsive to changes in professional identity being generated from factors within medical student experiences and within contemporary society.

Developing the professional competence of future doctors in the instructional setting of higher medical educational institutions.

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Morokhovets, Halyna Yu; Lysanets, Yuliia V

The main objectives of higher medical education is the continuous professional improvement of physicians to meet the needs dictated by the modern world both at undergraduate and postgraduate levels. In this respect, the system of higher medical education has undergone certain changes - from determining the range of professional competences to the adoption of new standards of education in medicine. The article aims to analyze the parameters of doctor's professionalism in the context of competence-based approach and to develop practical recommendations for the improvement of instruction techniques. The authors reviewed the psycho-pedagogical materials and summarized the acquired experience of teachers at higher medical institutions as to the development of instruction techniques in the modern educational process. The study is based on the results of testing via the technique developed by T.I. Ilyina. Analytical and biblio-semantic methods were used in the paper. It has been found that the training process at medical educational institution should be focused on the learning outcomes. The authors defined the quality parameters of doctors' training and suggested the model for developing the professional competence of medical students. This model explains the cause-and-effect relationships between the forms of instruction, teaching techniques and specific components of professional competence in future doctors. The paper provides practical recommendations on developing the core competencies which a qualified doctor should master. The analysis of existing interactive media in Ukraine and abroad has been performed. It has been found that teaching the core disciplines with the use of latest technologies and interactive means keeps abreast of the times, while teaching social studies and humanities to medical students still involves certain difficulties.

Mentoring doctoral students for qualitative research: interviews with experienced nursing faculty in Japan.

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Kayama, Mami; Gregg, Misuzu F; Asahara, Kiyomi; Yamamoto-Mitani, Noriko; Okuma, Keiko; Ohta, Kikuko; Kinoshita, Yasuhito

2013-05-01

This study aimed to describe the process of mentoring doctoral students for qualitative research in Japanese graduate programs in nursing. Nine experienced faculty-seven nurse researchers and two sociologists-were interviewed. Participants were asked about their process of mentoring students for qualitative nursing dissertations. Data analysis was conducted using a qualitative descriptive method. Participants' age ranged from 48 to 60 years. The first theme in the mentoring process is about the individualized, one-on-one mentorship process. The second theme occurs in a group process. The third theme is coordinating mentors and establishing a network to support the evaluation system. The mentoring processes identified in this study will be useful for future faculty development. The study elucidated much room for improvement in doctoral education programs for qualitative research methods in nursing science. Copyright 2013, SLACK Incorporated.

Tomorrow Belongs to Those Who Prepare for It Today: Gerontology Doctoral Students Career Aspirations

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Ewen, Heidi H.; Carr, Dawn C.; Reynolds, Courtney

2012-01-01

This research seeks to examine the characteristics and goals of students enrolled in gerontology doctoral education. The authors seek to identify the unique characteristics of scholars enrolled in the interdisciplinary study of aging and elicit discussion on the ways in which these scholars will contribute to the growth and development of the…

Surviving the Doctoral Years

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Scott P. Kerlin

1995-11-01

Full Text Available This article probes the implications of neo-conservative public education policies for the future of the academic profession through a detailed examination of critical issues shaping contemporary doctoral education in U.S. and Canadian universities. Institutional and social factors such as financial retrenchment, declining support for affirmative action, downward economic mobility, a weak academic labor market for tenure-track faculty, professional ethics in graduate education, and backlash against women's progress form the backdrop for analysis of the author's survey of current doctoral students' opinions about funding, support, the job market, and quality of learning experiences.

Looking Back at Doctoral Education in South Africa

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Herman, Chaya

2017-01-01

This article provides a quantitative picture of doctoral education in South Africa up to 2010, from the time the first doctorate was awarded in 1899. It identifies the different institutional profiles and emphases of doctoral graduation in South African universities at various periods of time in the context of economic, political and social…

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

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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.

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

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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…

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

LENUS (Irish Health Repository)

Gallagher, Ruth M

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.

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

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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.

Teaching the art of doctoring: an innovative medical student elective.

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Shapiro, Johanna; Rucker, Lloyd; Robitshek, Daniel

2006-02-01

The authors describe a longitudinal third- and fourth-year elective, 'The Art of Doctoring', introduced in an attempt to counteract perceived frustration and cynicism in medical students at their home institution during the clinical years. The course goals aimed at helping students to develop self-reflective skills; improve awareness of and ability to modify personal attitudes and behaviors that compromise patient care; increase altruism, empathy and compassion toward patients; and sustain commitment to patient care, service and personal well-being. These goals were accomplished through introduction and development of five skill sets: learning from role models and peers; on-site readings of works by medical student- and physician-authors; self- and other-observation; self-reflective techniques; and case-based problem-solving. The course involved regular in-class exercises and homework assignments, as well as a personal project related to improving personal compassion, caring and empathy toward patients. Students also learned to use a coping algorithm to approach problematic clinical and interpersonal situations. Class discussions revealed three issues of recurring importance to students: loss of idealism, non-compliant patients, and indifferent, harsh or otherwise unpleasant attendings and residents. Quantitative and qualitative student evaluations overall indicated a generally favorable response to the course. Problems and barriers included attendance difficulties and variable levels of student engagement. Future directions for this type of educational intervention are considered, as well as its implications for medical education.

DOCTORAL STUDIES IN THE HOMELAND HIGHER EDUCATION: EXPERIENCE AND PROSPECTS OF THE EUROPEAN DIMENSION

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Svitlana Holovko

2017-11-01

Full Text Available Purpose: Ensuring compliance of doctoral training in Ukraine with the European standards is an objective condition for the complete integration of our state into the united educational and scientific environment. In order to ensure the effectiveness of this process, the necessity of research conducted on the European experience as well as the first achievements and difficulties in the national high school, the determining factors, in particular, the state and prospects of the legal area development for the implementation of the new model appears to be urgent. Methods: general and specific scientific (special methods were used to achieve the research target. Applying the methods of the first group made it possible to outline the tendencies of the doctoral training transformation in European countries and in Ukraine. By means of the comparative legal method, the peculiarities of the development of the normative-legal field of doctoral training in the national high school were analyzed, and the areas of its improvement were determined. Results: The features of development of doctoral training in the European educational space and the prospects of its introduction in the national higher education were considered. The formation of the legal area of doctoral training in Ukraine was argued, and the ways of its improvement were outlined. Exemplified on the National Aviation University, as one of the leading research institutions, the first experience of introducing a European model for training scientific staff is summarized. Discussion: In doctoral training, one of the leading trends is the issue of ensuring the quality of the implementation of curricula of the Doctor of Philosophy, enhancing the autonomy and responsibility of postgraduate students and academic leaders, improving the academic and geographical mobility of scholars, increasing funding for research and enhancing its innovation. In the projection of this issue on the national university

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

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

2016-01-01

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

Didactic Migraine Education in US Doctor of Pharmacy Programs

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Padiyara, Rosalyn S.; Schommer, Jon C.

2010-01-01

Objective To compare didactic migraine education in doctor of pharmacy (PharmD) programs in the United States with the Headache Consortium's evidence-based migraine treatment recommendations. Methods A self-administered survey instrument was mailed to all 90 Accreditation Council for Pharmacy Education (ACPE) approved PharmD programs in the United States. Results Seventy-seven programs responded (86%) and 69 useable survey instruments were analyzed. Fifty-five percent of programs discussed the Consortium's guidelines, 49% discussed the selection of nonprescription versus prescription agents, 45% recommended a butalbital-containing product as migraine treatment, and 20% educated students about tools for assessing migraine-related debilitation. At least 50% of programs taught information consistent with the remaining Consortium recommendations. Conclusion Approximately half of the PharmD programs teach concepts about migraine headache treatment consistent with the US Headache Consortium's recommendations. PMID:20221355

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

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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

State Level Review of Doctoral Programs in Texas.

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Whittington, Nil

Review of doctoral degree programs in Texas public colleges and universities is discussed. Attention is directed to review procedures and strengths and weaknesses in the state's doctoral programs in educational psychology, counseling and guidance, and student personnel services. Doctoral programs were reviewed because of their high cost and a…

Estimation of optimal educational cost per medical student.

Science.gov (United States)

Yang, Eunbae B; Lee, Seunghee

2009-09-01

This study aims to estimate the optimal educational cost per medical student. A private medical college in Seoul was targeted by the study, and its 2006 learning environment and data from the 2003~2006 budget and settlement were carefully analyzed. Through interviews with 3 medical professors and 2 experts in the economics of education, the study attempted to establish the educational cost estimation model, which yields an empirically computed estimate of the optimal cost per student in medical college. The estimation model was based primarily upon the educational cost which consisted of direct educational costs (47.25%), support costs (36.44%), fixed asset purchases (11.18%) and costs for student affairs (5.14%). These results indicate that the optimal cost per student is approximately 20,367,000 won each semester; thus, training a doctor costs 162,936,000 won over 4 years. Consequently, we inferred that the tuition levels of a local medical college or professional medical graduate school cover one quarter or one-half of the per- student cost. The findings of this study do not necessarily imply an increase in medical college tuition; the estimation of the per-student cost for training to be a doctor is one matter, and the issue of who should bear this burden is another. For further study, we should consider the college type and its location for general application of the estimation method, in addition to living expenses and opportunity costs.

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

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Elizabeth da Trindade de Andrade

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

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

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

2015-01-01

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

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

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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…

The Case for a Modern Doctor of Education Degree (Ed.D.): Multipurpose Education Doctorates No Longer Appropriate

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Guthrie, James W.

2009-01-01

Educational research and professional practice, though assuredly capable of providing reciprocal benefits one to the other, have, nevertheless, evolved into decidedly different activities. Increasingly, each has a separate and defensible technical basis. Doctoral programs in education should honor and reflect, not conflate, the differences. The…

Migration of doctors for undergraduate medical education.

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Hallock, James A; McKinley, Danette W; Boulet, John R

2007-03-01

Global shortages of healthcare workers in both developed and developing countries are of great concern. Research on physician migration typically focuses on medical school graduates, most often those seeking postgraduate training opportunities elsewhere. An overview of medical school migration patterns is presented in this paper. To put this phenomenon into the broader context of global physician migration, data is also presented on the distribution of medical schools, physician density, the flow of international medical graduates to the US, and the present composition of the US physician workforce. Results of the study indicate that many individuals leave their home country for undergraduate medical education. Given the movement of students and physicians, both for medical school and for advanced training opportunities, it is evident that some medical schools in the world are training doctors for their home country as well as for the international labor market. Overall, given the internationalization of medical education, collaborative efforts will be needed to develop an adequate, balanced, and well-trained global physician workforce.

Enhancing Doctoral Research Education through the Institution of Graduate Writing Courses in Ghanaian Universities

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Joseph B. A. Afful

2017-10-01

Full Text Available A key support service in doctoral research that has increasingly gained attention is academic writing courses. This position paper argues for the institutionalization of graduate writing courses in universities in Ghana in order to acquaint doctoral students with the theoretical, procedural, and practical aspects of the writing of high stakes academic genres. An overview (including evaluation of existing courses on research- related writing in some universities is proffered. The study consequently presents arguments to support a proposal for institutional graduate writing courses in Ghanaian universities, followed by a discussion of other pertinent issues such as the curriculum, staffing, and funding. It is hoped that the institutionalization of such a writing support service will ultimately improve the quality of doctoral research education in Ghana

Reflections on Recruiting, Supporting, Retaining, Graduating, and Obtaining Employment for Doctoral Students from Diverse Backgrounds

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Dieker, Lisa; Wienke, Wilfred; Straub, Carrie; Finnegan, Lisa

2014-01-01

In this article, the authors provide a summary of the current techniques being used to recruit, retain, and support a diverse range of scholars, including students with disabilities, in a doctoral program. The manuscript provides a summary of the current need for leadership personnel who are scholars with knowledge in special education, general…

The Process in Completing a Nontraditional Group Dissertation in Practice for the Carnegie Project on the Education Doctorate, the Ed.D. Educational Leadership Program at Lynn University

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Vickers, Jerome

2016-01-01

This study focused on how a cohort of scholarly practitioners extended the traditional Doctorate in Education (Ed.D.) model at Lynn University by undertaking a nontraditional group Dissertation in Practice (DiP). The participants were a cohort of 11 scholarly practitioners known as Cohort 5 who became the first Lynn University doctoral students to…

Awareness of basic life support among medical, dental, nursing students and doctors

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Shanta Chandrasekaran

2010-01-01

Full Text Available To study the awareness of Basic Life Support (BLS among students, doctors and nurses of medical, dental, homeopathy and nursing colleges. A cross-sectional study was conducted by assessing responses to 20 selected basic questions regarding BLS among students, doctors and nurses of medical, dental, homeopathy and nursing colleges. After excluding the incomplete response forms the data was analysed on 1,054 responders. The results were analysed using an answer key prepared with the use of the Advanced Cardiac Life Support manual. Out of 1,054 responders 345 were medical students, 75 were medical interns, 19 were dental students, 59 were dental interns, 105 were homeopathy interns, 319 were nursing students, 72 were doctors, 29 were dentists, 25 were nursing faculty and six were homeopathy doctors. No one among them had complete knowledge of BLS. Only two out of 1054 (0.19% had secured 80 - 89% marks, 10 out of 1054 (0.95% had secured 70 - 79% marks, 40 of 1054 (4.08% had secured 60 - 69% marks and 105 of 1054 (9.96% had secured 50 - 59% marks. A majority of them, that is, 894 (84.82% had secured less than 50% marks. Awareness of BLS among students, doctors and nurses of medical, dental, homeopathy and nursing colleges is very poor.

First and second year medical students identify and self-stereotype more as doctors than as students: a questionnaire study.

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Burford, Bryan; Rosenthal-Stott, Harriet E S

2017-11-13

The emergence of medical students' professional identity is important. This paper considers this in a snapshot of the early years of undergraduate medical education. From the perspective of social identity theory, it also considers self-stereotyping, the extent to which individuals associate with attributes identified as typical of groups. Paper questionnaires were completed by first and second year medical students following teaching sessions at the beginning (October) and end (April) of the academic year. Questionnaires consisted of scales measuring the strength and importance of identity and self-stereotyping, referent to 'doctors' and 'students'. Linear mixed effects regression considered longitudinal and cross-sectional effects of progress through the course, and differences in responses to 'doctor' and 'student' measures. In October, responses were received from 99% (n = 102) and 75% (n = 58) of first and second year cohorts respectively, and in April from 81% (n = 83) and 73% (n = 56). Response rates were over 95% of those present. Linear mixed effects regression found that all 'doctor'-referent measures were higher than 'student' measures. Strength of identity and self-stereotyping decreased between beginning and end of the year (across both groups). Men indicated lower importance of identity than women, also across both groups. There were no differences between year groups. Self-stereotyping was predicted more by importance of identification with a group than by strength of identification. Findings reinforce observations that medical students identify strongly as doctors from early in their studies, and that this identification is greater than as students. Decreases over time are surprising, but may be explained by changing group salience towards the end of the academic year. The lack of a gender effect on strength of identification contrasts with the literature, but may reflect students' lack of 'performance' of professional identity, while the

Index to Doctoral Dissertations in Business Education 1900-1975.

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Rahe, Harves

The cross-referenced index to doctoral dissertations in business education is based on listings and summaries of doctoral studies as they appeared in the major publications in the field of business education for the last 75 years. The index is divided into four parts: (1) a researcher/author index (76 pages) supplying typical bibliographic data…

Exploring the Relationship between Cultural Intelligence, Transformational Leadership, and Burnout in Doctorate of Education Students

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Stokes, D. Michelle.

2013-01-01

This correlational study used standard multiple regression to determine if there was a relationship between the factors of cultural intelligence (metacognitive CQ, cognitive CQ, motivational CQ, and behavioral CQ) and transformational leadership in doctoral students. This study also sought to determine the best predictor of burnout by using a…

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

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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…

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

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W. Wagner

2012-02-01

Full Text Available 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

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

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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…

Medical students' attitudes toward abortion education: Malaysian perspective.

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Nai-peng Tey

Full Text Available BACKGROUND: Abortion is a serious public health issue, and it poses high risks to the health and life of women. Yet safe abortion services are not readily available because few doctors are trained to provide such services. Many doctors are unaware of laws pertaining to abortion. This article reports survey findings on Malaysian medical students' attitudes toward abortion education and presents a case for including abortion education in medical schools. METHODS AND RESULTS: A survey on knowledge of and attitudes toward abortion among medical students was conducted in two public universities and a private university in Malaysia in 2011. A total of 1,060 students returned the completed questionnaires. The survey covered about 90% of medical students in Years 1, 3, and 5 in the three universities. About 90% of the students wanted more training on the general knowledge and legal aspects of abortion, and pre-and post-abortion counseling. Overall, 75.9% and 81.0% of the students were in favor of including in medical education the training on surgical abortion techniques and medical abortion, respectively. Only 2.4% and 1.7% were opposed to the inclusion of training of these two methods in the curriculum. The remaining respondents were neutral in their stand. Desire for more abortion education was associated with students' pro-choice index, their intention to provide abortion services in future practice, and year of study. However, students' attitudes toward abortion were not significantly associated with gender, type of university, or ethnicity. CONCLUSIONS: Most students wanted more training on abortion. Some students also expressed their intention to provide abortion counseling and services in their future practice. Their desire for more training on abortion should be taken into account in the new curriculum. Abortion education is an important step towards making available safe abortion services to enable women to exercise their reproductive rights.

Attracting and retaining doctors in rural Nepal.

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Shankar, P R

2010-01-01

In Nepal, a number of private sector medical schools have opened recently; although sufficient numbers of doctors are graduating there continues to be a doctor shortage in rural areas. This article analysed the rural doctor shortage in Nepal and reviewed the international literature for strategies that may be suitable for use in Nepal. Original research articles, reviews, magazine articles and project reports dealing with Nepal and other developing countries during the period 1995 to 2010 were sourced via Google, Google Scholar and Pubmed. Full text access was obtained via WHO's HINARI database. The health workforce in Nepal is unevenly distributed resulting in doctor shortages in rural areas. The recent introduction of mandatory rural service for scholarship students was aimed to reduce the loss of medical graduates to developed nations. High tuition fees in private medical schools and low Government wages prevent recent graduates from taking up rural positions, and those who do face many challenges. Potential corrective strategies include community-based medical education, selecting rural-background medical students, and providing a partial or complete tuition fee waiver for medical students who commit to rural service. Traditional healers and paramedical staff can also be trained for and authorized to provide rural health care. A range of strategies developed elsewhere could be used in Nepal, especially community-oriented medical education that involves rural doctors in training medical students. The reimbursement of tuition fees, assistance with relocation, and provision of opportunities for academic and professional advancement for rural doctors should also be considered. Government investment in improving working conditions in rural Nepal would assist rural communities to attract and retain doctors.

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

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

2015-01-01

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

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

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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…

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

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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…

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

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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…

North Korean refugee doctors' preliminary examination scores

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Sung Uk Chae

2016-12-01

Full Text Available Purpose Although there have been studies emphasizing the re-education of North Korean (NK doctors for post-unification of the Korean Peninsula, study on the content and scope of such re-education has yet to be conducted. Researchers intended to set the content and scope of re-education by a comparative analysis for the scores of the preliminary examination, which is comparable to the Korean Medical Licensing Examination (KMLE. Methods The scores of the first and second preliminary exams were analyzed by subject using the Wilcoxon signed rank test. The passing status of the group of NK doctors for KMLE in recent 3 years were investigated. The multiple-choice-question (MCQ items of which difficulty indexes of NK doctors were lower than those of South Korean (SK medical students by two times of the standard deviation of the scores of SK medical students were selected to investigate the relevant reasons. Results The average scores of nearly all subjects were improved in the second exam compared with the first exam. The passing rate of the group of NK doctors was 75%. The number of MCQ items of which difficulty indexes of NK doctors were lower than those of SK medical students was 51 (6.38%. NK doctors’ lack of understandings for Diagnostic Techniques and Procedures, Therapeutics, Prenatal Care, and Managed Care Programs was suggested as the possible reason. Conclusion The education of integrated courses focusing on Diagnostic Techniques and Procedures and Therapeutics, and apprenticeship-style training for clinical practice of core subjects are needed. Special lectures on the Preventive Medicine are likely to be required also.

The transition from medical student to doctor: perceptions of final year students and preregistration house officers related to expected learning outcomes.

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Lempp, H; Seabrook, M; Cochrane, M; Rees, J

2005-03-01

In this prospective qualitative study over 12 months, we evaluated the educational and clinical effectiveness of a new final year undergraduate programme in a London medical school (Guy's, King's and St Thomas'). A stratified sample of 17/360 final year students were interviewed four times, and the content was assessed against 32 amalgamated learning outcomes identified in 1997 in The New Doctor. At the beginning of the preregistration year, eight of the learning outcomes were already met, 10 partly, eight remained to be attained and for six, insufficient evidence existed. Preregistration house officers who have been through the final year student house officer programme expressed competence in many of the outcomes of the General Medical Council's New Doctor. The study identified areas such as prescribing where further developments are needed and will help in planning the new foundation programme.

Doctoral Conceptual Thresholds in Cellular and Molecular Biology

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

2017-01-01

In the biological sciences, very little is known about the mechanisms by which doctoral students acquire the skills they need to become independent scientists. In the postsecondary biology education literature, identification of specific skills and effective methods for helping students to acquire them are limited to undergraduate education. To…

Dos experiencias de formación doctoral: Objetivos, disciplinariedad, enfoques y estrategias

DEFF Research Database (Denmark)

Mesa, V.; Valero, Paola

2003-01-01

In this paper we discuss the doctoral programs in which we have been enrolled as students during the last four years. We describe the doctoral programs at the University of Georgia (Athens, Georgia, USA) and at the Royal Danish School of Educational Studies (Denmark). Then we discuss these doctoral...... for the Colombian mathematics education research community....

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

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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…

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

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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.…

Why nutrition education is inadequate in the medical curriculum: a qualitative study of students' perspectives on barriers and strategies.

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Mogre, Victor; Stevens, Fred C J; Aryee, Paul A; Amalba, Anthony; Scherpbier, Albert J J A

2018-02-12

The provision of nutrition care by doctors is important in promoting healthy dietary habits, and such interventions can lead to reductions in disease morbidity, mortality, and medical costs. However, medical students and doctors report inadequate nutrition education and preparedness during their training at school. Previous studies investigating the inadequacy of nutrition education have not sufficiently evaluated the perspectives of students. In this study, students' perspectives on doctors' role in nutrition care, perceived barriers, and strategies to improve nutrition educational experiences are explored. A total of 23 undergraduate clinical level medical students at the 5th to final year in the School of Medicine and Health Sciences of the University for Development Studies in Ghana were purposefully selected to participate in semi-structured individual interviews. Students expressed their opinions and experiences regarding the inadequacy of nutrition education in the curriculum. Each interview was audio-recorded and later transcribed verbatim. Using the constant comparison method, key themes were identified from the data and analysis was done simultaneously with data collection. Students opined that doctors have an important role to play in providing nutrition care to their patients. However, they felt their nutrition education was inadequate due to lack of priority for nutrition education, lack of faculty to provide nutrition education, poor application of nutrition science to clinical practice and poor collaboration with nutrition professionals. Students opined that their nutrition educational experiences will be improved if the following strategies were implemented: adoption of innovative teaching and learning strategies, early and comprehensive incorporation of nutrition as a theme throughout the curriculum, increasing awareness on the importance of nutrition education, reviewing and revision of the curriculum to incorporate nutrition, and involving

Doctoral students in the life sciences: Perceptions related to the impact of changing expectations and modes of support on research ethics and norms

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Fajen, Ava Lee

Scholars predict that the current institutional, state, and federal push for the commercialization of research, as well as increases in industry funding, will challenge, and perhaps even alter, the culture and ethical standards of academe. A focal point for these trends at many institutions is the current emphasis on life sciences research. This study builds on what is known about doctoral students and their ethical training in the life sciences by examining the individual experiences of doctoral students within the context of changing research expectations and funding patterns at one research university. The project was conducted using a case study approach within the naturalistic tradition. Twenty-four advanced doctoral student in the life sciences were interviewed. They were asked about their perceptions and experiences related to three broad topics: the normative and ethical aspects of academic research behavior; the impact of changing funding sources and changing expectations for research outcomes; and the aspects of their graduate education and training related to research norms and ethics. A systematic qualitative data analysis process allowed the richness and complexity of the students' views and concerns to be revealed. The results of this study highlight their individual and shared understandings and experiences, provide a conceptual framework for understanding their perceptions, and offer related recommendations for improving doctoral education within the current, ethically complex research context.

Characteristics of Education Doctoral Dissertation References: An Inter-Institutional Analysis of Review of Literature Citations.

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Beile, Penny M.; Boote, David N.; Killingsworth, Elizabeth K.

This study had two purposes: to examine the expertise of doctoral students in their use of the scholarly literature and to investigate the use of citation analysis as a tool for collection development. Analysis of 1,842 coded citations gleaned from 30 education dissertations awarded in 2000 from 3 institutions in the United States revealed that…

E-Mentoring for Doctor of Nursing Practice Students: A Pilot Program.

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Harris, Robin; Birk, Stefanie B; Sherman, Jan

2016-08-01

The growing number of online Doctor of Nursing Practice (DNP) programs, steady attrition rates, and shortage of faculty created an opportunity to explore the use of distance-mediated mentoring. Twenty first-year DNP Nursing Leadership students were matched with DNP-prepared mentors in a formalized e-mentoring program. The Ideal Mentor Scale was used to determine what students desired most from the mentoring relationship in addition to midpoint and end-of-program surveys. Quantitative analysis revealed mentors and mentees found the relationship to be beneficial (p mentors (92%) noted the program supplied adequate resources, and the majority of students would recommend the program. Having a mentor leads to both mentor- and mentee-perceived benefits. Recommendations include continuing to seek ways to improve the communication and commitment between the mentor and mentee in order to receive reciprocal program benefits. [J Nurs Educ. 2016;55(8):458-462.]. Copyright 2016, SLACK Incorporated.

Cross-sectional study on awareness and knowledge of torture investigation and documentation among Greek doctors and senior medical students.

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Orfanou, Christina; Tsiamis, Costas; Karamagioli, Evika; Pikouli, Anastasia; Terzidis, Agis; Pikoulis, Emmanuel

2018-06-05

Doctors in Greece face the possibility of encountering a person that has suffered torture, especially since the high rates of refugees' and migrants' inflows that took place over the last years. In order to assess the awareness and the knowledge of doctors and senior medical students in Greece regarding a manual on effective investigation and documentation of torture such as Istanbul Protocol (official United Nation document since 1999), a cross-sectional study was conducted using a structured anonymous questionnaire. The sample was doctors practicing in public hospitals in Greece, doctors volunteering at a non-governmental organization (NGO) and undergraduate medical students in their final year of studies in the Medical School of National and Kapodistrian University of Athens. The data were analyzed using IBM SPSS version 23, using descriptive statistics and statistical significance tests.In a total of 289 participants, the mean total score of Istanbul Protocol knowledge was 4.43 ± 1.104 (the maximum possible score was 10) and the mean total score of Istanbul Protocol awareness was 2.04 ± 1.521 (the maximum possible score was 10). The most important conclusion was that among doctors and senior medical students, there seem to be knowledge, awareness, and information deficit about Istanbul Protocol and several issues relating to torture. The overall research outcome highlights the need for the development of a relevant informative/educational program, in order to cover the corresponding existing needs of the population of doctors in Greece.

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

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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.

Financing and Restructuring Doctoral Education in the Future

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Ehrenberg, Ronald G.

2010-01-01

In this paper, the author argues that a combination of short- and longer-run economic and political forces pose a threat to the well-being of the nation's doctoral programs. After briefly touching on the impact of current economic problems on doctoral education at private universities, he then discusses the growing pressure on academia to expand…

Preservation of Educational Inequality in Doctoral Education: Tacit Knowledge, Implicit Bias and University Faculty. Research & Occasional Paper Series: CSHE.1.17

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MacLachlan, Anne J.

2017-01-01

Making doctoral education accessible and successful for students from low income, first generation families as well as members of immigrant or specific ethnic groups is a world- wide problem. In the US the traditional explanation for the low numbers of Ph.D. recipients from these groups are lack of preparation, lack of interest and a "leaky…

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

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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.

The educational background and qualifications of UK medical students from ethnic minorities

OpenAIRE

Dacre Jane; Woolf Katherine; McManus IC

2008-01-01

Abstract Background UK medical students and doctors from ethnic minorities underperform in undergraduate and postgraduate examinations. Although it is assumed that white (W) and non-white (NW) students enter medical school with similar qualifications, neither the qualifications of NW students, nor their educational background have been looked at in detail. This study uses two large-scale databases to examine the educational attainment of W and NW students. Methods Attainment at GCSE and A lev...

The educational background and qualifications of UK medical students from ethnic minorities

OpenAIRE

McManus, I. C.; Woolf, K.; Dacre, J.

2008-01-01

Background: UK medical students and doctors from ethnic minorities underperform in undergraduate and postgraduate examinations. Although it is assumed that white (W) and non-white (NW) students enter medical school with similar qualifications, neither the qualifications of NW students, nor their educational background have been looked at in detail. This study uses two large-scale databases to examine the educational attainment of W and NW students.Methods: Attainment at GCSE and A level, and ...

Self Evaluations of Educational Administration and Supervision Graduate Students in Turkey

OpenAIRE

Ferudun SEZGİN,; Hasan KAVGACI ,; Ali Çağatay KILINÇ

2011-01-01

This study aimed to examine the self evaluations of educational administration and supervision graduate students about their own qualifications in the context of National Qualifications Framework for Higher Education in Turkey (NQF-HETR) in a descriptive way. In this respect, this study was designed as a qualitative research. Participants consisted of 15 master and 6 doctoral students who had completed the courses at educational administration and supervision graduate program. To collect the ...

Impact of workplace based assessment on doctors' education and performance: a systematic review.

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Miller, Alice; Archer, Julian

2010-09-24

To investigate the literature for evidence that workplace based assessment affects doctors' education and performance. Systematic review. The primary data sources were the databases Journals@Ovid, Medline, Embase, CINAHL, PsycINFO, and ERIC. Evidence based reviews (Bandolier, Cochrane Library, DARE, HTA Database, and NHS EED) were accessed and searched via the Health Information Resources website. Reference lists of relevant studies and bibliographies of review articles were also searched. Review methods Studies of any design that attempted to evaluate either the educational impact of workplace based assessment, or the effect of workplace based assessment on doctors' performance, were included. Studies were excluded if the sampled population was non-medical or the study was performed with medical students. Review articles, commentaries, and letters were also excluded. The final exclusion criterion was the use of simulated patients or models rather than real life clinical encounters. Sixteen studies were included. Fifteen of these were non-comparative descriptive or observational studies; the other was a randomised controlled trial. Study quality was mixed. Eight studies examined multisource feedback with mixed results; most doctors felt that multisource feedback had educational value, although the evidence for practice change was conflicting. Some junior doctors and surgeons displayed little willingness to change in response to multisource feedback, whereas family physicians might be more prepared to initiate change. Performance changes were more likely to occur when feedback was credible and accurate or when coaching was provided to help subjects identify their strengths and weaknesses. Four studies examined the mini-clinical evaluation exercise, one looked at direct observation of procedural skills, and three were concerned with multiple assessment methods: all these studies reported positive results for the educational impact of workplace based assessment tools

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

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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.

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

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Goodyear, Helen M

2014-06-01

To explore factors which affect newly qualified doctors' wellbeing and look at the implications for educational provision. 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. 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. 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.

Perceptions of junior doctors and undergraduate medical students as anatomy teachers: Investigating distance along the near-peer teaching spectrum.

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Hall, Samuel; Stephens, Jonathan; Andrade, Teu; Davids, Joseph; Powell, Matthew; Border, Scott

2014-01-01

Near-peer teaching involves more experienced students acting as tutors and has been widely used in anatomy education. This approach has many advantages for the learner due to the social and cognitive congruence they share with the teacher, however, the influence of distance between the teacher and learner on these congruences has yet to be explored. The aim of this study was to compare the attitudes and perceptions of the student learner towards neuroanatomy review sessions taught by either a senior medical student or a junior doctor. The students were randomly assigned to an allocated tutor. All tutors used standardized material and had access to identical resources. The type of allocated tutor was swapped between the two teaching sessions and 99 student feedback forms were collected in total. The rating for the overall quality of the teaching session was not significantly different between the junior doctors and senior medical students (P = 0.11). However, criteria closely relating to social and cognitive congruence such as "enjoyment of the session," "delivery of the teaching," and "was it a good use of time" were all rated significantly higher for the senior medical students (P peer teaching spectrum have an impact upon the student's perception of their learning experience. While all teachers were suitable role models it appears that junior doctors are too far removed from their own undergraduate experiences to share congruences with pre-clinical medical students. © 2013 American Association of Anatomists.

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

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

2010-05-01

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

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

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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

Teaching doctors to treat doctors: medical student peer counselling.

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Spiro, J H; Roenneburg, M; Maly, B J

1980-01-01

Physicians' emotional problems need to be recognized and treated. Intervention and prevention in this problem area have been attempted at the Medical College of Wisconsin through a programme of peer counselling designed to teach student physicians how to recognize and treat emotional difficulties faced by their peers. During the 18 months that the programme has been in operation, 20 peer counsellors reported a total 1,185 hours spent in counselling their peers, lending credence to the speculation that doctors will turn to their peers for help if, in medical school, there is acceptance of fallibility and responsiveness on the part of peers.

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

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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.

Doctoral learning: a case for a cohort model of supervision and support

Directory of Open Access Journals (Sweden)

Naydene de Lange

2011-01-01

Full Text Available We document the efforts of the faculty of education of a large research-oriented university in supporting doctoral learning. The development of a space for doctoral learning is in line with the need to develop a community of researchers in South Africa. We describe the historical origins of this cohort model of doctoral supervision and support, draw on literature around doctoral learning, and analyse a cohort of doctoral students' evaluation of the seminarsoverthree years. The findings indicate that the model has great value in developing scholarship and reflective practice in candidates, in providing support and supervision, and in sustaining students towards the completion of their doctorates.

The Dialogue Between Medical Doctors and Bioethicists: Rethinking Experience to Improve Medical Education.

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Valera, Luca; Russo, María Teresa; Curcio, Giuseppe

2016-01-01

More and more seems to be necessary to find new ways of communication between medical doctors and bioethicists in order to build a shared vocabulary and to prevent conflicts: many bioethical problems seem to be caused by the lack of dialogue between them, which both seem to speak two different languages. Improving this dialogue means searching new languages and innovative forms of communication: the narration could be a really effective tool to enhance the physicians' and bioethicist's moral conscience, since it facilitates reasoning on someone's particular experience, and, ultimately, on our experience. Starting from the results of a questionnaire administered to a group of students of the Faculty of Medicine and Surgery of the University Campus Bio-Medico we present a theoretical discussion about the need for more dialogue and for a shared vocabulary in medical experiences. In this regard, we suggest as a possible solution to the conflicts among medical doctors and bioethicists, an educational strategy, i.e., humanities courses for medical students, which may help them to deeply describe their practical present (and future) experience.

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

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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…

Reflections on Doctoral Education in Chemistry. Carnegie Essays on the Doctorate: Chemistry.

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Kwiram, Alvin L.

The Carnegie Foundation commissioned a collection of essays as part of the Carnegie Initiative on the Doctorate (CID). Essays and essayists represent six disciplines that are part of the CID: chemistry, education, English, history, mathematics, and neuroscience. Intended to engender conversation about the conceptual foundation of doctoral…

A peer-led teaching initiative for foundation doctors.

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

2015-08-01

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

A DOCTORAL PROGRAM FOR THE WORLD: GLOBAL TERTIARY EDUCATION AND LEADERSHIP

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Jace Hargis

2012-01-01

Full Text Available The purpose of this paper is to share the findings of a highly generalizable investigative feasibility project, whose goal is to enhance the teaching ability of current higher education faculty members. The mission of the project was to introduce a new doctoral degree on Global Education and Leadership (GEL geared toward a ubiquitous, broad approach to assist faculty members in their pursuit of improved teaching and learning. The methods used were to perform an online search identifying 18 different institutions, whose mission focused on both student-centered learning, as well as pursued an active scholarship of teaching and learning agenda; contact 52 key personnel for a visit to share our program; travel to each of eight countries to share the vision of the program in five weeks; and finally to collate results and examine trends and identify host institutions, accreditation steps and start dates. The major result of this experience was the unanimous agreement on the universal unsystematic process of providing tertiary faculty members with the essential andragogical methods to efficiently and effectively become exemplar teachers. Due to the overwhelming uniformity in affirmative response to the program, the key conclusion is to move forward with the doctoral program aggressively.

Pharmacy students' ability to identify plagiarism after an educational intervention.

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Degeeter, Michelle; Harris, Kira; Kehr, Heather; Ford, Carolyn; Lane, Daniel C; Nuzum, Donald S; Compton, Cynthia; Gibson, Whitney

2014-03-12

Objective. To determine if an educational intervention in a doctor of pharmacy (PharmD) degree program increases pharmacy students' ability to identify plagiarism. Methods. First-year (P1), second-year (P2), and third-year (P3) pharmacy students attended an education session during which types of plagiarism and methods for avoiding plagiarism were reviewed. Students completed a preintervention assessment immediately prior to the session and a postintervention assessment the following semester to measure their ability. Results. Two hundred fifty-two students completed both preintervention and postintervention assessments. There was a 4% increase from preintervention to postintervention in assessment scores for the overall student sample (pplagiarism can significantly improve students' ability to identify plagiarism.

Doctoring Undercover: updating the educational tradition of shadowing.

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Clark, Claire D

2017-01-01

Premedical students are educated in basic biological and health sciences. As a complement to traditional premedical coursework, medical school applicants are encouraged to shadow practitioners, with the hope that observation will introduce students to the culture and practice of healthcare. Yet the shadowing experience varies widely across practitioners and institutions; resources that guide students' critical reflection and structure the experience are scarce. A pilot experiential learning course, Doctoring Undercover: Shadowing and the Culture of Medicine, was developed to fill this gap. The course consisted of three parts: an introduction to medical culture through the disciplines of medical sociology, history, anthropology, and bioethics; a site placement in which students applied these fields' analytical techniques to the study of medical culture and practice; and the development of an online activity guide that other premedical students may adapt to their shadowing circumstances. Students reported that they were exposed to new disciplinary perspectives and interprofessional environments that they would not traditionally encounter. Students' contributions to the shadowing guide encouraged active learning and reflection on the dynamics of effective patient-provider relationships and shadowing experiences. Locally, the class may be scaled for a larger group of premedical students and incorporated into a formal pathway program for premedical students; the content will also be integrated into the clinical medicine course for first-year medical students. Online, the guide will be promoted for use by other institutions and by individuals planning extracurricular shadowing experiences; feedback will be solicited. Tools for evaluating the short- and long-term impact of the course and guide will be developed and validated. Observational and experimental studies of the course's impact should be conducted. ICM: Introduction to Clinical Medicine; SCE: Selective Clinical

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

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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.…

Knowledge and awareness of medical doctors, medical students ...

African Journals Online (AJOL)

Introduction: Various studies have reported poor awareness and knowledge of dentistry in the Nigerian population. There is, however, paucity of information assessing the knowledge and awareness of medical doctors/students and nurses about dentistry. The present study is aimed at determining the knowledge and ...

Doctoral Women: Managing Emotions, Managing Doctoral Studies

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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…

Is there a Core Curriculum across Higher Education Doctoral Programs?

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Sydney Freeman Jr.

2016-03-01

Full Text Available Currently the study of higher education has been referred to as a multidisciplinary field. Consensus is continuing to evolve regarding both what is considered the appropriate coursework and the foundational knowledgebase of this field. The study of higher education is maturing and has the potential to transition from being seen as a field to being respected as an academic discipline. The purpose of the present study is to investigate the status of the core curriculum in higher education doctoral programs from the perspective of program directors with programs that required the completion of standardized coursework prior to beginning a dissertation. We used online survey analytic techniques to query program directors about their EdD and PhD programs in higher education, credit hours, and curricular content. Our study confirms previous work finding that there is common agreement in the subject matter areas of organization, leadership, administration, and history. What our work adds is that there is a growing consensus among higher education doctoral programs about the position of higher education law and finance in the curricular core. In addition, we find there is a growing interest in public policy and community colleges over time, with a majority of EdD programs including instruction in these areas. Nevertheless, majoritarian agreement does not meet at a level wherein consensus can be inferred, especially within PhD programs where requirements are more varied across programs. In addition, while there is an increasing trend in the inclusion of multiculturalism in higher education doctoral programming, multiculturalism is not currently part of higher education’s core. We conclude with research and practice implications for doctoral programs in higher education as a field of study.

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

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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.

Doctoral Programs Need Changes to Attract and Retain Underrepresented Groups

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

2017-12-01

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

Designing and implementing a physiology course for a new doctoral occupational therapy program with student feedback.

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Goodman, Barbara E; Ikiugu, Moses N

2017-09-01

Recently, the Occupational Therapy Department requested a custom-designed medical physiology course for the students in the new occupational therapy doctoral program. The first author, a physiologist with extensive experience in teaching both undergraduate preprofessional and medical students in human physiology, was recruited to design and implement the course. The course was designed to be consistent with the constructivist philosophy that guides the occupational therapy curriculum. The course was offered for the first time during fall/spring 2015/2016 and included both first- and second-year occupational therapy doctoral students. A number of anonymous assessment tools were used to evaluate students' perceptions regarding the effectiveness of various pedagogies used in the course in enhancing their learning. A summative course assessment survey with comments was used at the end of the course. This paper describes the model of course design and the student feedback, which generated some suggestions for improvement of the course. This approach in designing a new course for a new disciplinary group of students should be helpful to other faculty involved in developing courses for health career programs populated by students with variable physiology backgrounds and different educational needs. The final relevant feedback from the course would be to have the students evaluate the usefulness of the course to their future careers immediately following their certification examinations in a year or two and during their subsequent clinical experiences; however, that information will likely be more difficult to obtain. Copyright © 2017 the American Physiological Society.

Trans-Cultural, Trans-Language Practices: Potentialities for Rethinking Doctoral Education Pedagogies

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Sarojni Choy

2017-01-01

Full Text Available Over the last decade, there has been a rapid increase in doctoral enrolments of Asian international students in Australian universities. While policies have been developed to meet the needs of these students, there seems to be some confusion around the terms internationalisation, globalisation, bi-cultural, inter-cultural, multi-cultural, and trans-cultural within these policies. In this paper, we define these terms and advocate for a policy position which orients to a futurist definition of culture. We then review the work of Michael Singh and his research team at Western Sydney University who have responded to this rapid increase in Asian international student doctoral enrolments in Australian universities by developing pedagogic principles around notions of trans-language and trans-cultural practices. In the final section of the paper, we then draw on our own experiences of doctoral supervision in Australian universities to reflect on our positioning within the pedagogic principles around trans-language and trans-cultural practices.

A Case Study of Teaching Social Responsibility to Doctoral Students in the Climate Sciences

DEFF Research Database (Denmark)

Børsen, Tom; Antia, Avan N.; Glessmer, Mirjam Sophia

2013-01-01

climate science meets the public sphere (e.g., to identify and balance legitimate perspectives on particular types of geo-engineering), and is an example of how to include social responsibility in doctoral education. The paper describes the workshop from the three different perspectives of the authors......: the course teacher, the head of the graduate school, and a graduate student. The elements that contributed to the success of the workshop, and thus make it an example to follow, are (1) the involvement of participating students, (2) the introduction of external expertise and role models in climate science......, and (3) a workshop design that focused on ethical analyses of examples from the climate sciences....

[Doctoral thesis projects for medical students? Retrospective estimation of the fraction of successfully completed medical doctoral thesis projects at Witten/Herdecke University].

Science.gov (United States)

Scharfenberg, Janna; Schaper, Katharina; Krummenauer, Frank

2014-01-01

The German "Dr med" plays a specific role in doctoral thesis settings since students may start the underlying doctoral project during their studies at medical school. If a Medical Faculty principally encourages this approach, then it should support the students in performing the respective projects as efficiently as possible. Consequently, it must be ensured that students are able to implement and complete a doctoral project in parallel to their studies. As a characteristic efficiency feature of these "Dr med" initiatives, the proportion of doctoral projects successfully completed shortly after graduating from medical school is proposed and illustrated. The proposed characteristic can be estimated by the time period between the state examination (date of completion of the qualifying medical examination) and the doctoral examination. Completion of the doctoral project "during their medical studies" was then characterised by a doctoral examination no later than 12 months after the qualifying medical state examination. To illustrate the estimation and interpretation of this characteristic, it was retrospectively estimated on the basis of the full sample of all doctorates successfully completed between July 2009 and June 2012 at the Department of Human Medicine at the Faculty of Health of the University of Witten/Herdecke. During the period of investigation defined, a total number of 56 doctoral examinations were documented, 30 % of which were completed within 12 months after the qualifying medical state examination (95% confidence interval 19 to 44 %). The median duration between state and doctoral examination was 27 months. The proportion of doctoral projects completed parallel to the medical studies increased during the investigation period from 14 % in the first year (July 2009 till June 2010) to 40 % in the third year (July 2011 till June 2012). Only about a third of all "Dr med" projects at the Witten/Herdecke Faculty of Health were completed during or close to

Mentoring Doctoral Students Online: Mentor Strategies and Challenges

Science.gov (United States)

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…

Variables Impacting Dispositional Empathy in Doctoral Psychology Students

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Micheli, Amelia C.

2014-01-01

The purpose of this study was to explore variables impacting dispositional empathy in doctoral psychology students. While there is a great deal of research regarding empathy in practicing psychologists and mental health professionals, little is known about empathy in psychology trainees. This is especially surprising given the importance of…

Doctoral conceptual thresholds in cellular and molecular biology

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

2017-12-01

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

Special Education Doctoral Programs: A 10-Year Comparison of the Suppliers of Leadership Personnel

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Smith, Deborah Deutsch; Montrosse, Bianca Elizabeth

2012-01-01

The first article in this special issue is about the doctoral programs, the suppliers of new doctoral graduates in special education. It focuses on one component of a larger effort, the Special Education Faculty Needs Assessment (SEFNA) project, which investigated many aspects of the supply of new doctoral graduates as well as the demand for new…

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

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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.

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

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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.

Predictors of doctoral student success in professional psychology: characteristics of students, programs, and universities.

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Graham, James M; Kim, Yang-Hyang

2011-04-01

In the face of the rising number of doctoral recipients in professional psychology, many have voiced concerns about the quality of nontraditional training programs. Past research suggests that, on a variety of outcomes, graduates from clinical PhD programs outperform graduates from clinical PsyD and, to a lesser extent, counseling PhD programs. We examine an aggregate archival dataset to determine whether student or university characteristics account for the differences in outcomes among programs. The data show meaningful differences in the outcomes of clinical PhD, PsyD, and counseling PhD programs. Furthermore, graduates from research-intensive universities perform better on the psychology licensure exam and are more likely to become American Board of Professional Psychology diplomates. The available data support the notion that the ability to conduct research is an essential component of graduate education. In this light, PsyD programs represent a unique opportunity to train students in the types of evaluation and outcomes assessments used by practicing psychologists. We discuss implications for graduate-level training in professional psychology. © 2011 Wiley Periodicals, Inc.

[Continuous medical education of general practitioners/family doctors in chronic wound care].

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Sinozić, Tamara; Kovacević, Jadranka

2014-10-01

A number of healthcare professionals, specialists in different fields and with different levels of education, as well as non-healthcare professionals, are involved in the care of chronic wound patients, thus forming a multidisciplinary team that is not only responsible for the course and outcome of treatment, but also for the patient quality of life. Family doctor is also member of the team the task of which is to prevent, diagnose, monitor and anticipate complications and relapses, as well as complete recovery of chronic wound patients, with the overall care continuing even after the wound has healed, or is involved in palliative care. A family medicine practitioner with specialized education and their team of associates in the primary health care, along with material conditions and equipment improvement, can provide quality care for patients with peripheral cardiovascular diseases and chronic wounds, organized according to the holistic approach. It is essential that all professional associations of family medicine as well as professional associations of other specialties - fields that are involved in wound prevention and treatment - be included in developing the continuous medical education program. The benefits of modern information technology should be used to good advantage. The education should be adapted to the needs of family practitioners in terms of the form, place, time, volume, financial affordability and choice of topic. The interest shown in team education should be transformed into specialized programs in the creation of which it is essential to include both physicians and nurses and their respective professional associations. Special attention should be paid to education and training of young doctors/nurses, those with less work experience, those that have not yet been part of such education, those that lack experience in working with wound patients, those whose teams deal mostly with elderly patients, and also residents in family medicine and

Perceived Caring of Instructors among Online Doctoral Nursing Students

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Walters, Gwendolyn M.

2013-01-01

The concept of caring has been integral to the practice of nursing and nursing education since the early teachings of Florence Nightingale. Significant changes in both the practice and the need for educating increasing numbers of advanced-degree nurses have resulted in an increase in online doctoral-level nursing programs. This internet-based…

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

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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…

Leadership Preparation in an Education Doctorate Program

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Ryerson, Dean

2011-01-01

This was a study of an education doctorate program at a small, private college. It examined the following nine components: theory of leadership for school improvement; candidate recruitment and selection based on leadership; coherent curriculum; use of active learning strategies; knowledgeable faculty; high quality internships; social and…

The image ofan ideal psychiatrist inthe eyes of medical students, patients and doctors involved inpsychiatric care

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Aleksandra Margulska

2013-03-01

Full Text Available Aim: The aim of the study was to determine differences in the image of ideal psychiatrist (IIP among patients, doctors involved in psychiatric care and medical students and also between individuals with different work experience (doctors vs. students. The psychiatrist’s personality seems an important factor in supporting therapeutic process; therefore it is worth searching for the patient’s needs. Materials and methods: Three groups participated in the study: patients of the psychiatric units, medical students of 6th year and psychiatrists. The Gough and Heilbrun ACL (Adjective Check List – based on Mur‑ ray’s theory of needs – was used to assess IIP. Results: Data analysis revealed statistically significant differences among patients, doctors and students involving five scales: Nurturance, Aggression, Change, Succorance and Deference. Patients had lower scores on Change scale than doctors and higher scores on the Nurturance, Succurance and Deference than stu‑ dents. Psychiatrists had higher scores on Nurturance and Deference scale and lower score on Aggression scale than students. Conclusions: The findings showed differences in the expectations of patients compared to those of students and doctors. The most significant difference that was observed involved the Change. It may indicate that patients prefer order, conventional approach and stability in psychiatrist’s personality traits more commonly than doctors. Study findings suggest that work experience has impact on IIP: with increasing work experience, opinion about IIP comes closer to patients’ expectations.

Development of a patient-doctor communication skills model for medical students.

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Lee, Young Hee; Lee, Young-Mee

2010-09-01

Communication is a core clinical skill that can be taught and learned. The authors intended to develop a patient-doctor communication model for teaching and assessing undergraduate medical students in Korea. To develop a model, literature reviews and an iterative process of discussion between faculty members of a communication skills course for second year medical students were conducted. The authors extracted common communication skill competencies by comparing the Kalamazoo Consensus Statement, SEGUE framework communication skills, the Calgary Cambridge Observation Guides, and previous communication skills lists that have been used by the authors. The content validity, with regard to clinical importance and feasibility, was surveyed by both faculty physicians and students. The first version of the model consisted of 36 items under 7 categories: initiating the session (8 items), building a relationship (6), gathering information (8), understanding a patient's perspectives (4), sharing information (4), reaching an agreement (3), and closing the session (3). It was used as a guide for both students and teachers in an actual communication skills course. At the end of the course, student performance was assessed using two 7-minute standardized patient interviews with a 34-item checklist. This assessment tool was modified from the first version of the model to reflect the case specificity of the scenarios. A patient-doctor communication model, which can be taught to those with limited patient care experience, was finally developed. We recommended a patient-doctor communication skills model that can be used for teaching and evaluating preclinical and clinical students. Further studies are needed to verify its validity and reliability.

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

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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…

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

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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…

Doctorate Education in Canada: Findings from the Survey of Earned Doctorates, 2005/2006. Culture, Tourism and the Centre for Education Statistics. Research Paper. Catalogue no. 81-595-M No. 069

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King, Darren; Eisl-Culkin, Judy; Desjardins, Louise

2008-01-01

"Doctorate Education in Canada: Findings from the Survey of Earned Doctorates, 2005/2006" is the third paper in a series of reports written by the Learning Policy Directorate of Human Resources and Social Development Canada (HRSDC) and the Centre for Education Statistics of Statistics Canada. Each report presents an overview of doctoral…

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

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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…

Daddy, Can We Play Beatles Rock Band? The Lived Experiences of a Married Student with Children in a Cohort-Based Education Doctoral Program

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Thomas, Tony J.

2014-01-01

The purpose of this research is to understand more clearly the lived experiences of married doctoral students with children who are enrolled in a cohort-based program. Attempting to maintain a strong family relationship, balance a career, enroll in a doctoral program, and provide for a family is an avalanche of emotion and pressure on all members…

A Review of the Literature on Professional Doctorate Supervisory Styles

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Johansson, Carol; Yerrabati, Sridevi

2017-01-01

At the core of doctoral education is the importance of the quality of the supervisor and student relationship. Research has shown that this relationship is directly linked to completion rates, and impacts the quality of the doctorate and its ultimate success or failure (Gill and Burnard, 2008). One influence on the supervisory relationship is the…

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

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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…

Articulating attrition: Graduate school experiences of female doctoral students in the sciences

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Osburn, Kathryn Ann

2005-07-01

Despite decades of research and reform efforts designed to bolster female retention in scientific disciplines, the conundrum of women's departure from doctoral programs in the sciences remains. This qualitative case study investigated the aspects of the graduate school experience that female doctoral students described as facilitating or impeding their successful degree completion in chemistry. I analyzed the graduate school narratives of twelve female participants who represented both successful and unsuccessful doctoral recipients from four advisors at one university. Participants identified four types of experiences that facilitated their retention in the doctoral program: feeling successful and confident in meeting the program requirements, having positive research experiences, receiving support from social networks, and being dedicated to career goals. Participants cited four kinds of experiences that impeded their continued participation in the doctoral program: having negative research experiences, feeling a lack of success and confidence in meeting the program requirements, changing career goals, and receiving no support from social networks. The graduate school experiences of participants who did and did not successfully attain their degree objectives differed in terms of four dimensions: pre-program experiences, academic experiences, advisory experiences, and social experiences. Based on these findings, I have proposed a model of attrition and retention that emphasizes the role that these unique program experiences play in shaping participants' sense of professional fit within the community of doctoral chemists, consequently contributing to their differential program outcomes. This study not only offers a new perspective on the phenomenon of female doctoral attrition in the sciences but also informs the development of more gender-inclusive graduate science practices and policies that will support the retention of female doctoral students.

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

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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…

Junior doctors and undergraduate teaching: the influence of gender on the provision of medical education.

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Prichard, David; Collins, Niamh; Boohan, Mairead; Wall, Catherine

2011-04-01

International experience has demonstrated that the medical profession is becoming less dominated by men. This "feminization of medicine" has been a topic of much debate in the medical literature. As the gender ratio in the profession changes, it is likely that a greater proportion of undergraduate education will be provided by women. Whether this shift away from the male-dominated provision of medical education will have an effect on undergraduate education is unknown. The aim of this research was to clarify whether there are differences between the attitudes and practices of male and female junior doctors regarding the practice of undergraduate teaching. A survey methodology among a cohort of nonconsultant hospital doctors in a major Irish teaching hospital was utilized. The overall response rate was 93%. The cohort held a positive attitude toward teaching undergraduates, and the majority were actively engaged in this activity. Doctors of both genders expressed a willingness to undertake teacher training. There were no significant differences between the genders regarding the self-reported quantity of teaching provided to undergraduates. Male doctors perceived themselves as more confident educators when compared to female doctors, but this is likely to reflect cohort demographics in which a greater proportion of male doctors were more senior. This study demonstrates that male and female doctors have similar attitudes toward, and practices in, voluntary undergraduate teaching. As a result, any gender shift in medicine is unlikely to result in a significant change in junior doctors' attitudes toward undergraduate medical education.

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

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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.

8 years of experience in international, interdisciplinary and structured doctoral training in Earth system modelling

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Weitz, Antje; Stevens, Bjorn; Marotzke, Jochem

2010-05-01

The mission of the International Max Planck Research School on Earth System Modelling (IMPRS-ESM) is to provide a high quality, modern and structured graduate education to students pursuing a doctoral degree in Earth system modelling. In so doing, the IMPRS-ESM also strives to advance the emerging discipline (or cross-discipline) of Earth system modelling; to provide a framework for attracting the most talented and creative young women and men from around the world to pursue their doctoral education in Germany; to provide advanced as well as specialized academic training and scientific guidance to doctoral students; to encourage academic networking and publication of research results; to better integrate doctoral research at the Max Planck Institute for Meteorology (MPI-M) with education and research at the University of Hamburg and other cooperating institutions. Core elements are rigorous selection of doctoral students, effective academic supervision, advanced academic training opportunities and interdisciplinary communication as well as administrative support. IMPRS-ESM graduates have been recognized with a variety of awards. 85% of our alumni continue a career in research. In this presentation we review the challenges for an interdisciplinary PhD program in Earth system sciences and the types of routines we have implemented to surmount them as well as key elements that we believe contribute to the success of our doctoral program.

The Doctorate in the Nordic Countries.

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Kyvik, Svein; Tvede, Olaf

1998-01-01

Overview of research training systems leading to doctoral degrees in Denmark, Finland, Norway, and Sweden emphasizes the structure of postgraduate education, administration and funding, number of students, time to degree, completion rates, labor market, and study abroad. Comparisons to U.S., British, German, and French systems suggests a trend…

The Effect of Positive or Negative Frame on the Choices of Students in School Psychology and Educational Administration.

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Fagley, N. S.; Miller, Paul M.; Jones, Robert N.

1999-01-01

Doctoral students (N=109) in school psychology and educational administration responded to five decision problems whose outcomes were framed either positively as gains or negatively as losses. Frame and profession significantly affected the number of risky choices. Educational administration students made more risky choices than school psychology…

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

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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…

Higher Degree Committee Members’ Perceptions of Quality Assurance of Doctoral Education: A South African Perspective

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Shan Simmonds

2016-10-01

Full Text Available In South Africa four key policy discourses underpin doctoral education: growth, capacity, efficiency, and quality discourses. This article contributes to the discourse on quality by engaging with quality assurance from the perspective of the decision makers and implementers of macro policy (national, meso (institutional, and micro (faculty/departmental levels. We explore the perceptions that members of higher degree committees in the field of Education have of the quality assurance of doctoral education. Our data are drawn from a national survey questionnaire completed by these respondents at all public South African institutions that offer a doctorate in Education. The insights gained reside within four categories: positionality, policy, programmes, and people (stakeholders. Thereafter, we problematised the main results using academic freedom in a mode 3 knowledge production environment as a lens, which revealed thought provoking directions for future research about doctoral education.

Conceptualising Doctoral Writing as an Affective-political Practice

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James Burford

2017-03-01

Full Text Available Aim/Purpose: This article offers a conceptual summary and critique of existing literature on doctoral writing and emotion. The article seeks to intervene in current debates about doctoral writing by re-positioning it as an affective-political practice Background: Over recent decades public interest in the doctorate has expanded as it has become re-framed as a key component of national success in the global knowledge economy. It is within this context that the practice of doctoral writing has crystallised as an object of interest. While researchers have examined the increased regulation, surveillance, and intensification of doctoral writing, often this work is motivated to develop pedagogies that support students to meet these new expectations. At this point, there has been limited attention to what broad changes to the meanings and practices of doctoral writing feel like for students. Methodology: The paper offers a conceptual review that examines the ways in which doctoral writing tends to be understood. A review of literature in the areas of doctoral writing, doctoral emotion, and critical studies of academic labour was undertaken in order to produce a more comprehensive understanding of the political and emotional dynamics of doctoral writing. Contribution: It is intended that this conceptual research paper help researchers attend to the emotional context of doctoral writing in the current university context. Critical studies of academic work and life are identified as a possible platform for the development of future doctoral education research, and the conceptual tool of “affective-politics” is advanced as a novel frame for approaching doctoral writing research.

Characteristics of Education Doctoral Dissertation References: An Inter-Institutional Analysis of Review of Literature Citations

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Beile, Penny; Boote, David; Killingsworth, Elizabeth

2003-01-01

This study had two purposes: to examine the expertise of doctoral students in their use of the scholarly literature and to investigate the use of citation analysis as a tool for collection development. Analysis of 1,842 coded citations gleaned from 30 education dissertations awarded in 2000 from 3 institutions in the United States revealed that journal articles, at 45%, were cited most frequently, followed by monographs (33.9%) and "other" (18.3%), with magazines and Web sites contributing le...

The Invisible Student: Benefits and Challenges of Part-Time Doctoral Studies

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Bates, Peter; Goff, Lori

2012-01-01

This autoethnographic study explores the experiences of two part-time doctoral students as we document our journey of balancing our multiple competing roles. As we reflected and consulted the literature, we began to identify many benefits and challenges that part-time candidature brings to students, universities and employers. Through our…

Junior doctors and undergraduate teaching: the influence of gender on the provision of medical education.

LENUS (Irish Health Repository)

Prichard, David

2012-02-01

BACKGROUND: International experience has demonstrated that the medical profession is becoming less dominated by men. This "feminization of medicine" has been a topic of much debate in the medical literature. As the gender ratio in the profession changes, it is likely that a greater proportion of undergraduate education will be provided by women. Whether this shift away from the male-dominated provision of medical education will have an effect on undergraduate education is unknown. PURPOSE: The aim of this research was to clarify whether there are differences between the attitudes and practices of male and female junior doctors regarding the practice of undergraduate teaching. METHOD: A survey methodology among a cohort of nonconsultant hospital doctors in a major Irish teaching hospital was utilized. The overall response rate was 93%. The cohort held a positive attitude toward teaching undergraduates, and the majority were actively engaged in this activity. Doctors of both genders expressed a willingness to undertake teacher training. RESULTS: There were no significant differences between the genders regarding the self-reported quantity of teaching provided to undergraduates. Male doctors perceived themselves as more confident educators when compared to female doctors, but this is likely to reflect cohort demographics in which a greater proportion of male doctors were more senior. CONCLUSIONS: This study demonstrates that male and female doctors have similar attitudes toward, and practices in, voluntary undergraduate teaching. As a result, any gender shift in medicine is unlikely to result in a significant change in junior doctors\\' attitudes toward undergraduate medical education.

From Product to Process. The Reform of Doctoral Education in Europe and China

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Bao, Yanhua; Kehm, Barbara M.; Ma, Yonghong

2018-01-01

This contribution is based on an analysis of recent changes in doctoral education that can be observed in Europe and China. It traces the policies having led to these changes and discusses related policy transfer. The contribution is divided into five parts. It begins by sketching recent changes in doctoral education in the framework of the…

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

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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…

The Ph.D. in Education. Carnegie Essays on the Doctorate: Education.

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Richardson, Virginia

The Carnegie Foundation commissioned a collection of essays as part of the Carnegie Initiative on the Doctorate (CID). Essays and essayists represent six disciplines that are part of the CID: chemistry, education, English, history, mathematics, and neuroscience. Intended to engender conversation about the conceptual foundation of doctoral…

Choose your doctorate.

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Jolley, Jeremy

2007-02-01

The development of education options for nurses has been inexorable and it is increasingly the case that senior nurses are considering a doctorate as the logical next step in their educational career. Such individuals need to make important decisions as to whether they should embark on a taught doctorate, professional doctorate or a traditional PhD. Each of these options will necessitate a considerable investment in time and money as well as the sacrifice of quality time and spare time over a significant number of years. A doctorate is not for everyone. Those still reading this text may be asking 'could this possibly be for me'? This paper will try to help the reader decide which if any option to take. It is suggested that nurses will now turn to the doctoral degree as their next adventure in academic study. It is argued that this development is not being controlled by management forces and indeed cannot be controlled by them. This last is chiefly because the move towards doctoral education is led by individuals who choose to study for a doctorate simply because they can. The paper considers what choices are available to nurses who wish to pursue a doctoral programme of study. In particular, this paper considers what new developments in doctoral courses are becoming available and what advantage there may be in studying for one of the newer professional doctorates rather than a traditional PhD. The material here is the result of a review of the literature on recent developments in doctoral education for nurses. The existing provision by UK and other universities was also reviewed, the data being collected by an informal review of universities' advertising material. It is inevitable that some nurses who are already qualified to degree and masters degree will take advantage of the doctoral degree opportunities which now newly present themselves. For nurses in practice, the advantages of the professional doctorate is that it is more structured, enables more peer and

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

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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.…

Relationships between academic performance of medical students and their workplace performance as junior doctors.

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Carr, Sandra E; Celenza, Antonio; Puddey, Ian B; Lake, Fiona

2014-07-30

Little recent published evidence explores the relationship between academic performance in medical school and performance as a junior doctor. Although many forms of assessment are used to demonstrate a medical student's knowledge or competence, these measures may not reliably predict performance in clinical practice following graduation. This descriptive cohort study explores the relationship between academic performance of medical students and workplace performance as junior doctors, including the influence of age, gender, ethnicity, clinical attachment, assessment type and summary score measures (grade point average) on performance in the workplace as measured by the Junior Doctor Assessment Tool. There were two hundred participants. There were significant correlations between performance as a Junior Doctor (combined overall score) and the grade point average (r = 0.229, P = 0.002), the score from the Year 6 Emergency Medicine attachment (r = 0.361, P gender or ethnicity on the overall combined score of performance of the junior doctor. Performance on integrated assessments from medical school is correlated to performance as a practicing physician as measured by the Junior Doctor Assessment Tool. These findings support the value of combining undergraduate assessment scores to assess competence and predict future performance.

(un) Disciplining the nurse writer: doctoral nursing students' perspective on writing capacity.

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Ryan, Maureen M; Walker, Madeline; Scaia, Margaret; Smith, Vivian

2014-12-01

In this article, we offer a perspective into how Canadian doctoral nursing students' writing capacity is mentored and, as a result, we argue is disciplined. We do this by sharing our own disciplinary and interdisciplinary experiences of writing with, for and about nurses. We locate our experiences within a broader discourse that suggests doctoral (nursing) students be prepared as stewards of the (nursing) discipline. We draw attention to tensions and effects of writing within (nursing) disciplinary boundaries. We argue that traditional approaches to developing nurses' writing capacity in doctoral programs both shepherds and excludes emerging scholarly voices, and we present some examples to illustrate this dual role. We ask our nurse colleagues to consider for whom nurses write, offering an argument that nurses' writing must ultimately improve patient care and thus would benefit from multiple voices in writing. © 2013 John Wiley & Sons Ltd.

Impact of Post-Professional Doctor of Physical Therapy Education on the Role of a School Based Physical Therapist: A Case Report

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Moriarty, Susan; Brown, Suzanne Robben

2010-01-01

This case report describes the impact of the post-professional doctor of physical therapy curriculum on the role of one physical therapist employed as a special education related service provider. Physical therapists working in the public school setting play an important role in promoting success for students with physical disabilities as…

Quality of nursing doctoral education and scholarly performance in U.S. schools of nursing: strategic areas for improvement.

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Kim, Mi Ja; Park, Chang Gi; Park, So Hyun; Khan, Shaheen; Ketefian, Shaké

2014-01-01

Comprehensive evaluation of quality of nursing doctoral education (QNDE) in research-intensive universities has not been reported since 1980s. This study aimed to examine the QNDE from the perspectives of faculty and students/graduates and their relations to school characteristics, identify factors of the four domains of the QNDE that influence the QNDE, and analyze the relationship of QNDE to scholarly performance of nursing schools in the Unites States. Seventy-two nursing schools offering research-focused nursing doctoral programs with National Institutes of Health (NIH) funding during 2004-2007 participated, and they responded to the questionnaire (see http://gknf.or.kr/research/). Twenty-nine deans/schools, 179 faculties, and 461 students/graduates responded. Both faculty and students/graduates groups rated quality positively. Schools in the top quartile group per NIH funding amounts showed significant differences in QNDE from the bottom quartile group. Program and faculty domains were identified as most important by the top quartile group, and items that were significantly associated with the quality were supportive environment for students' learning, faculty mentorship, and assistance to students in understanding the value of programs of research and scholarship. Percentage of faculty member with research grants was significant predictors for all domains of QNDE, and time to degree was significant in explaining overall quality. © 2014.

An Informed Look at Doctoral Vivas (Oral Examinations) in the Preparation of Counselor Educators

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McAdams, Charles R., III; Robertson, Derek L.

2012-01-01

Viva voce is the Latin expression traditionally used to refer to doctoral oral examinations. Viva voce, or simply viva, examinations are a standard requirement for doctoral candidacy and degree completion in many counselor education programs. Despite the prevalent use of vivas as an assessment and learning tool, the counselor education literature…

Apprenticeship in Scholarly Publishing: A Student Perspective on Doctoral Supervisors’ Roles

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Jun Lei

2015-02-01

Full Text Available Although a large body of literature has suggested that doctoral supervisors play an important role in their students’ attempts at scholarly publishing, few studies have focused specifically on what roles they play. This study sought to address this gap by zooming in on the various roles a group of Chinese doctoral students found their supervisors playing in their scholarly publishing endeavors. Our analysis revealed four important roles played by the supervisors: ‘prey’ searchers, managers, manuscript correctors and masters. The results showed that the supervisors not only facilitated the doctoral students’ publishing output, but also fostered their apprenticeship in scholarly publishing and the academic community. However, the results also unveiled a general unavailability of sorely-needed detailed and specific guidance on students’ early publishing attempts and some supervisors’ limited ability to correct students’ English manuscripts. These findings underscore the important contributions doctoral supervisors can make to their students’ academic socialization. They also suggest a need for external editorial assistance with doctoral students’ English manuscripts and ample opportunities for their scaffolded initiation into the tacit conventions and practices of scholarly publishing.

Early Mentoring of Medical Students and Junior Doctors on a Path to Academic Cardiothoracic Surgery.

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Fricke, Tyson A; Lee, Melissa G Y; Brink, Johann; d'Udekem, Yves; Brizard, Christian P; Konstantinov, Igor E

2018-01-01

In 2005 the Department of Cardiothoracic Surgery at The Royal Children's Hospital started an early academic mentoring program for medical students and junior doctors with the aim of fostering an interest in academic surgery. Between 2005 and 2015, 37 medical students and junior doctors participated in research in the Department of Cardiothoracic Surgery at The Royal Children's Hospital. Each was given an initial project on which to obtain ethics approval, perform a literature review, data collection, statistical analysis, and prepare a manuscript for publication. A search of the names of these former students and doctors was conducted on PubMed to identify publications. A total of 113 journal articles were published in peer-reviewed journals with an average impact factor of 4.1 (range, 1.1 to 19.9). Thirty (30 of 37, 81%) published at least one article. A mean of 4.3 journal articles was published per student or junior doctor (range, 0 to 29). Eleven (11 of 37, 30%) received scholarships for their research. Nine (9 of 37, 24%) have completed or are enrolled in higher research degrees with a cardiothoracic surgery focus. Of these 9, 2 have completed doctoral degrees while in cardiothoracic surgery training. Five will complete their cardiothoracic surgery training with a doctoral degree and the other 2 are pursuing training in cardiology. A successful early academic mentoring program in a busy cardiothoracic surgery unit is feasible. Mentoring of motivated individuals in academic surgery benefits not only their medical career, but also helps maintain high academic output of the unit. Copyright © 2018 The Society of Thoracic Surgeons. Published by Elsevier Inc. All rights reserved.

Community oriented interprofessional health education in Mozambique: one student/one family program.

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Ferrão, L J; Fernandes, Tito H

2014-01-01

In the remote northern region of Mozambique the ratio of doctors to patients is 1:50,000. In 2007, Lúrio University initiated an innovative, "One Student/One Family" program of teaching and learning for health professions students, to complement their traditional core curriculum. All students of each of the school's six health degree programs complete a curriculum in "Family and Community Health" in each year of their training. Groups of six students from six different health professions training programs make weekly visits to communities, where each student is allocated to a family. Students learn from their families about community life and health issues, within a community where 80% of the population still lacks access to modern health care and rely on indigenous doctors and traditional remedies. In turn, students transmit information to families about modern health care and report to the faculty any major health problems they find. The educational/experiential approach is interprofessional and community-oriented. The main perceived advantages of the program are that it is applied and problem-based learning for students, while simultaneously providing needed healthcare services to the community. The major disadvantages include the complexity of coordinating multidisciplinary groups, the time and distance required of students in traveling to communities, and interpretation of multiple reports with variable data. This community-oriented education program involving students from six disciplines uses nontraditional teaching/learning methods is the basis of the ex libris of Lúrio University.

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

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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.

Trans-Cultural, Trans-Language Practices: Potentialities for Rethinking Doctoral Education Pedagogies

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Choy, Sarojni; Singh, Parlo; Li, Minglin

2017-01-01

Over the last decade, there has been a rapid increase in doctoral enrolments of Asian international students in Australian universities. While policies have been developed to meet the needs of these students, there seems to be some confusion around the terms internationalisation, globalisation, bi-cultural, inter-cultural, multi-cultural, and…

Perspectives on management education: an exploratory study of UK and Portuguese medical students.

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Martins, Henrique M G; Detmer, Don E; Rubery, Eileen

2005-09-01

Healthcare management is becoming extremely important and large health organizations face increasing demands for leadership and system change. The role of doctors is pivotal but their relationship with management issues and practice has been a matter of long-lasting debate. The aim of this research was to establish opinions of medical students and other medical educational stakeholders on the value and structure of a management and leadership course in medical school. A survey of undergraduate medical students from two medical schools (n = 268) was carried out, and quantitative and qualitative data were analysed and compared with opinions collected from interviews with hospital managers and clinical professors. Portuguese medical students attributed higher relevance to leadership/management education than their UK counterparts. For both groups, such a course would be best: (1) situated in the clinical years, (2) optional and (3) one term/semester long. Main topics desired were 'Managing people/team management'; 'National Health Service'; 'Doctors and Leadership', 'Costs/prices and resource management'. In conclusion, leadership/management education is perceived as relevant but its inclusion in the medical curriculum as well as its content needs careful consideration. Education in informatics and knowledge management would also provide a positive contribution to professional development but is scarcely appreciated at present.

Counseling Psychology Doctoral Students' Training Experiences in Primary Care Psychology

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Cox, Jared

2011-01-01

This qualitative study focused on counseling psychology doctoral students' perspectives regarding their practicum training experience in primary care psychology. The four participants included three females and one male. Semi-structured individual and focus group interviews were used to explore participants' experiences. The participants described…

Professional approaches in clinical judgements among senior and junior doctors: implications for medical education

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Pilhammar Ewa

2009-05-01

Full Text Available Abstract Background Clinical experience has traditionally been highly valued in medical education and clinical healthcare. On account of its multi-faceted nature, clinical experience is mostly difficult to articulate, and is mainly expressed in clinical situations as professional approaches. Due to retirement, hospitals in Scandinavia will soon face a substantial decrease in the number of senior specialist doctors, and it has been discussed whether healthcare will suffer an immense loss of experienced-based knowledge when this senior group leaves the organization. Both senior specialists and junior colleagues are often involved in clinical education, but the way in which these two groups vary in professional approaches and contributions to clinical education has not been so well described. Cognitive psychology has contributed to the understanding of how experience may influence professional approaches, but such studies have not included the effect of differences in position and responsibilities that junior and senior doctors hold in clinical healthcare. In the light of the discussion above, it is essential to describe the professional approaches of senior doctors in relation to those of their junior colleagues. This study therefore aims to describe and compare the professional approaches of junior and senior doctors when making clinical judgements. Methods Critical incident technique was used in interviews with nine senior doctors and nine junior doctors in internal medicine. The interviews were subjected to qualitative content analysis. Result Senior and junior doctors expressed a variety of professional approaches in clinical judgement as follows: use of theoretical knowledge, use of prior experience of cases and courses of events, use of ethical and moral values, meeting and communicating with the patient, focusing on available information, relying on their own ability, getting support and guidance from others and being directed by the

Re-Imagining Doctoral Education: Professional Doctorates and beyond

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Lee, Alison; Brennan, Marie; Green, Bill

2009-01-01

Portents of the demise of the Professional Doctorate have emerged in some recent policy and institutional circles in Australia, raising questions about the meaning and relevance of the Professional Doctorate in an era of "league tables" and research assessment in Australia. This article argues that such portents, based largely on narrow…

Understanding Critical Thinking to Create Better Doctors

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Zayapragassarazan, Zayabalaradjane; Menon, Vikas; Kar, Sitanshu Sekhar; Batmanabane, Gitanjali

2016-01-01

Medical students master an enormous body of knowledge, but lack systematic problem solving ability and effective clinical decision making. High profile reports have called for reforms in medical education to create a better generation of doctors who can cope with the system based problems they would encounter in an interdisciplinary and…

Doctor-patient communications in the Aboriginal community: towards the development of educational programs.

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Towle, Angela; Godolphin, William; Alexander, Ted

2006-09-01

Aboriginal people in Canada have poorer health than the rest of the population. Reasons for health disparities are many and include problems in communication between doctor and patient. The objective of this study was to understand doctor-patient communication in Aboriginal communities in order to design educational interventions for medical students based on the needs and experiences of patients. Experiences of good and poor communication were studied by semi-structured interviews or focus groups with 22 Aboriginal community members, 2 community health representatives and 2 Aboriginal trainee physicians. Transcribed data were coded and subjected to thematic analysis. Positive and negative experiences of communicating with physicians fell into three broad and interrelated themes: their histories as First Nations citizens; the extent to which the physician was trusted; time in the medical interview. Aboriginal peoples' history affects their communication with physicians; barriers may be overcome when patients feel they have a voice and the time for it to be heard. Physicians can improve communication with Aboriginal patients by learning about their history, building trust and giving time.

The Impact of Community for Part-Time Doctoral Students: How Relationships in the Academic Department Affect Student Persistence

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Sarah Zahl

2015-08-01

Full Text Available This study examines the ways that part-time Ph.D. students develop community within the academic department and how a sense of community is related to persistence. This study included 12 participants (ten students and two program chairs in two academic departments at one urban research institution. This qualitative study followed a descriptive case study design and provided three levels of data: the institution is the bounded system; the academic departments are the cases; and the participants are embedded cases. Positive relationships with peers and faculty served as a source of encouragement and supported persistence, particularly during challenging semesters and later phases of the doctoral program. However, it was often difficult for the participants to develop and/or maintain relationships, due to limited proximity, limited access to faculty, and changing cohorts. Participants did not consider full-time doctoral students to be part of their community, due to perceived differences between part-time and full-time students. The participants also perceived that faculty catered to full-time students and preferred to conduct research with them rather than part-time students.

Power, Jobs and Bodies: The Experiences of Becoming a Gender Scholar in Doctoral Education

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Danowitz, Mary Ann

2016-01-01

Research suggests that doctoral students' learning and experiences are influenced by their relationships and predominant organizational norms and structures, create gender inequality and discourage or prevent alternative behaviors. However, there is very little empirical information on the nature of doctoral experiences and organizational…

Teaching Future Teachers: A Model Workshop for Doctoral Education

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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,…

A Success Story: Recruiting & Retaining Underrepresented Minority Doctoral Students in Biomedical Engineering

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Reichert, William M.

2006-01-01

There are various ways to succeed in recruiting and retaining underrepresented minority (URM) doctoral students; but key to them all is the creation of real student-faculty relationships, which demonstrate by example that diversity and excellence can and should coexist. This cannot be delegated or done indirectly, and no amount of outreach, campus…

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

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

2017-01-01

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

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

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Covi, Lisa M.

2000-01-01

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

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

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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

Survey on Aesthetic Vulvovaginal Procedures: What do Portuguese Doctors and Medical Students Think?

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Vieira-Baptista, Pedro; Lima-Silva, Joana; Fonseca-Moutinho, José; Monteiro, Virgínia; Águas, Fernanda

2017-08-01

Objective  To assess the medical doctors and medical students' opinion regarding the evidence and ethical background of the performance of vulvovaginal aesthetic procedures (VVAPs). Methods  Cross-sectional online survey among 664 Portuguese medical doctors and students. Results  Most participants considered that there is never or there rarely is a medical reason to perform: vulvar whitening (85.9% [502/584]); hymenoplasty (72.0% [437/607]); mons pubis liposuction (71.6% [426/595]); "G-spot" augmentation (71.0% [409/576]); labia majora augmentation (66.3% [390/588]); labia minora augmentation (58.3% [326/559]); or laser vaginal tightening (52.3% [313/599]). Gynecologists and specialists were more likely to consider that there are no medical reasons to perform VVAPs; the opposite was true for plastic surgeons and students/residents.Hymenoplasty raised ethical doubts in 51.1% (283/554) of the participants. Plastic surgeons and students/residents were less likely to raise ethical objections, while the opposite was true for gynecologists and specialists.Most considered that VVAPs could contribute to an improvement in self-esteem (92.3% [613/664]); sexual function (78.5% [521/664]); vaginal atrophy (69.9% [464/664]); quality of life (66.3% [440/664]); and sexual pain (61.4% [408/664]). Conclusions  While medical doctors and students acknowledge the lack of evidence and scientific support for the performance of VVAPs, most do not raise ethical objections about them, especially if they are students or plastic surgeons, or if they have had or have considered having plastic surgery. Thieme Revinter Publicações Ltda Rio de Janeiro, Brazil.

Doctorate of Nursing Practice Students' Impressions of Uses for Visual Thinking Strategies.

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Hensel, Desiree; Moorman, Margaret

2017-08-01

Visual Thinking Strategies (VTS) is a structured art-viewing technique designed to teach critical thinking and aesthetic appreciation. Literature on how VTS might be used in nursing is just emerging. This qualitative descriptive study examined written responses to how 14 doctorate of nursing practice students thought they might use VTS in their practice after engaging in a classroom session. Three themes emerged for how nurses might use VTS: Facilitating Interpersonal Relationships, Changing Thinking in Practice, and As a Teaching Tool. This study contributes to the growing body of literature that suggests that art and VTS and can be used in nursing with practitioners of all levels to promote conversations that involve listening intently and considering other possibilities. J Contin Educ Nurs. 2017;48(8):365-368. Copyright 2017, SLACK Incorporated.

Training doctors for primary care in China: Transformation of general practice education.

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Li, Donald

2016-01-01

China is known for developing a cadre of "Barefoot Doctors" to address her rural healthcare needs in past. The tradition of barefoot doctors has inspired similar developments in several other countries across world. Recently China has embarked upon an ambitious new mission to create a primary care workforce consisting of trained general practitioners having international standard skillsets. This editorial provides an insight into the current status of policy deliberations with regards to training of primary care doctors and a new surge in general practice education in China.

Book Study Blogs: Creating Self-Sustaining Online Learning Communities for Graduate Students of Educational Leadership

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Stonehouse, Pauline P.; Splichal, Susan

2015-01-01

Collaborative online learning has been adopted at all levels of education, in PK-12 public schools and universities, yet studies find student responses to the experience somewhat unpredictable. In this study, the authors draw on the practice of incorporating book study blogs at the University of North Dakota to engage doctoral students in a…

Impact of hybrid delivery of education on student academic performance and the student experience.

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Congdon, Heather Brennan; Nutter, Douglas A; Charneski, Lisa; Butko, Peter

2009-11-12

To compare student academic performance and the student experience in the first-year doctor of pharmacy (PharmD) program between the main and newly opened satellite campuses of the University of Maryland. Student performance indicators including graded assessments, course averages, cumulative first-year grade point average (GPA), and introductory pharmacy practice experience (IPPE) evaluations were analyzed retrospectively. Student experience indicators were obtained via an online survey instrument and included involvement in student organizations; time-budgeting practices; and stress levels and their perceived effect on performance. Graded assessments, course averages, GPA, and IPPE evaluations were indistinguishable between campuses. Students' time allocation was not different between campuses, except for time spent attending class and watching lecture videos. There was no difference between students' stress levels at each campus. The implementation of a satellite campus to expand pharmacy education yielded academic performance and student engagement comparable to those from traditional delivery methods.

Mentoring in Gerontology Doctoral Education: The Role of Elders in Mentoring Gerontologists

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Wangmo, Tenzin; Ewen, Heidi H.; Webb, Alicia K.; Teaster, Pamela B.; Russell Hatch, Laurie

2009-01-01

This study examined elder mentors' and students' roles, functions, and satisfaction with the Elder Mentorship program at the Graduate Center for Gerontology, University of Kentucky. The Elder Mentorship program matches gerontology doctoral students with older adults in the community. Parallel surveys were constructed to evaluate the program from…

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

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

2016-01-01

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

The possibility of establishing a doctoral programme in archive studies

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Waldemar Chorążyczewski

2013-03-01

Full Text Available Doctor studies have been included into formalised education system as a third cycle studies. In the light of ministerial regulations, the archive studies doctoral program ought to encompass classes on archives, methodology of sciences, didactics of higher education studies, the social role of an academic, conducting student internship. Does this mean, that a doctoral seminar in archive studies is excessive? On the contrary, the seminar seems to be the best place to bequeath knowledge and skills on methodology and the proper attitude of a scholar, in awareness of his or her role in the society.By these standards, the seminar should be understood not solely as a place to forge doctoral theses, but also as a site on which to conduct discussion with one's academic authorities and advisors and guest experts; it also should be the key class, taking up the most of the timetable. The validity of preparing an archivist for the role of a university teacher has been questioned.Both the profile of the doctor courses and observation of their effectiveness has led us to believe informal seminar to be the better way of doctoral education for archive students. Perhaps though, the kind of steps, that must be taken if doctor course on archive studies was to be created, is worth considering. Is there a chance, and, is it worth striving for the archive studies to be an independent department? It would not only mean opening doctor programmes, but also the right confer a PhD degree in Humanities, on the subject of archive studies, and not history, as it has hitherto been done. The archive studies have definite research subject, range and methodology. What is noticeable is a kind of archival sensitivity, that allows for all the users and all the purposes for using the resources to be on equal rights. Archive studies have matured, and it is ready to become an independent academic discipline. Thereby, it can be expected, that at last, it's maturity will be put to good

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

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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…

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

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Moran, Eamonn; Misra, Debananda

2018-01-01

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

Survey on Aesthetic Vulvovaginal Procedures: What do PortugueseDoctors andMedical Students Think?

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Vieira-Baptista, Pedro; Lima-Silva, Joana; Fonseca-Moutinho, José; Monteiro, Virgínia; Águas, Fernanda

2017-01-01

Abstract Objective To assess themedical doctors andmedical students’ opinion regarding the evidence and ethical background of the performance of vulvovaginal aesthetic procedures (VVAPs). Methods Cross-sectional online survey among 664 Portuguese medical doctors and students. Results Most participants considered that there is never or there rarely is amedical reason to perform: vulvar whitening (85.9% [502/584]); hymenoplasty (72.0% [437/607]); mons pubis liposuction (71.6% [426/595]); ...

Effects of an integrated geriatric group balance class within an entry-level Doctorate of Physical Therapy program on students' perceptions of geriatrics and geriatric education in the United States.

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Reneker, Jennifer C; Weems, Kyra; Scaia, Vincent

2016-01-01

This study was aimed at determining the effect of an integrated group balance class for community-dwelling older adults within entry-level physical therapist coursework on student perceptions of geriatric physical therapy and geriatric physical therapy education. Twenty-nine Doctor of Physical Therapy (DPT) students, 21-33 years old, in their second year of coursework in 2012, participated in an integrated clinical experience with exposure to geriatric patients at an outpatient facility at the Louis Stokes Cleveland Department of Veterans Affairs Medical Center in Akron, Ohio, USA. Student perceptions were collected before and after participation in the 8-week balance class. The Wilcoxon sign-ranked test was used to identify differences in perceptions after participation in the group balance class. Cohen's d values were calculated to measure the size of the pre-participation to post-participation effect for each measure. At the conclusion of the group class, the DPT students demonstrated an increase in positive perceptions of geriatric physical therapy in 8 measures, with small effect sizes (d=0.15-0.30). Two perceptions of geriatric physical therapy demonstrated a significant positive increase (Pgeriatric education in the curriculum demonstrated a large positive effect for quality (d=1.68) and enjoyment (d=1.96). Positive changes were found in most of the perceptions of geriatrics and geriatric education after participation, suggesting that integrated clinical experiences with geriatric patients are an effective way to positively influence perceptions of physical therapist practice with older adults.

Economics of Corruption in Doctoral Education: The Dissertations Market

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Osipian, Ararat L.

2012-01-01

This paper addresses the issue of "dissertations for sale" in Russia. The tasks of this anthropological study include establishing the problem of corruption in doctoral education, identification of the dissertations suppliers, study of the specific services they offer, analysis of their prices on different services, and generalizations…

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

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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…

Inclusive education in higher education institutions: narratives of students with disabilities

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Almudena Cotán Fernández

2017-06-01

Full Text Available This paper presents the partial results of a doctoral thesis linked to a research project financed by the Ministry of Economy and Competitiveness, which aims at divulging the enablers and significant obstacles that students with disabilities encountered during their stay in institutions of higher education. Using a biographical narrative the points of view of the students with disabilities is exposed identifying and explaining the barriers and aids these young people experienced at the University. For the collection of information, various instruments such as biographical interviews, photographs and lifelines were used. Specifically, the results achieved of this work focuses to know on the main barriers and help that this group identified at the institutional level at the University. The main conclusions highlight that quality education is not guaranteed by the current legislation and that support services for guidance and advice during their careers or, for example, the administration and service are of great importance as they serve as resilient factor.

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

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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…

Doctoral Research Education in Canada: Full-Time and Part-Time Students' Access to Research Assistantships

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Niemczyk, Ewalina Kinga

2016-01-01

Graduate students' development as researchers is a key objective in higher education internationally. Research assistantships (RAships) nurture graduate students as novice researchers as they develop theoretical and methodological knowledge. However, few studies have investigated the ways institutional regulations, informal practices, and…

Sociological assessment of professional self-determination of future doctors

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Gaidarov G.M.

2018-03-01

Full Text Available The lack of a formed professional self-determination among high school students leads to the fact that in the process of medical education and the first years of professional activity, a significant number of students and young specialists leave medicine. Purpose of the study: sociological assessment of professional self-determination of schoolchildren of the upper grades, including those who choose the profession of a doctor, as well as the factors that determine it. Methods. The study was conducted using a sociological survey using a specially developed questionnaire. Results. The level of professional self-determination of schoolchildren of the upper grades is low, one out of every three schoolchildren surveyed has not yet decided on the choice of the future profession, about 8 % of the students have not even chosen an approximate direction of future professional activity. Schoolchildren who have chosen the profession of a doctor, the main motivation is an adherence and a life situation, while prestige and the level of wages are not decisive. As the main base of forming professional self-determination two out of three respondents named the school, meaning the speech made for them by doctors and medical students. For those schoolchildren who have chosen the profession of a doctor on their own, the main motivation factor usually is the visit to the medical university during Doors Open Days. Conclusion. The most important role in the formation of professional self-determination of future doctors belongs to the development and implementation of vocational guidance activities carried out by the forces of the school and medical university.

Assessing the Fitness of an Academic Library for Doctoral Research

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Susan Edwards

2014-07-01

Full Text Available Objective – At the University of California, Berkeley (UCB, researchers compared how well the library collections supported doctoral research in the three related disciplines of education, psychology, and social welfare. The goal of this project was to gather empirical data to answer questions about materials cited in dissertations, including ownership, age of materials and disciplinary usage. Methods – Researchers analyzed the bibliographies of doctoral dissertations from three academic departments at UCB: education (2009-2010, psychology (2009-2010, and social welfare (2009-2011. The sampling methodology used a systematic sample with a random start. To achieve a 95% (+/-4% confidence interval, the sample included a total of 3,372 citations from 107 dissertations. Researchers consulted with a statistician to determine the statistical significance of the results. The test for the age of citation used a signed ranks test, which is typical for ordinal data or skewed interval data. The test for ownership was a chi-square test, which is typical for nominal data or dichotomous data. Results – Researchers determined that a very high percentage of the cited journals were owned or licensed by the Library. The ownership rate for cited journals was 97% for both education and social welfare, and 99% for psychology. There was a statistically significant difference between the three disciplines, with psychology better supported than either education (p=.02 or social welfare (p=.01. However, since ownership rates for journals in all three disciplines were extremely high, this was not a meaningful difference. For books, the researchers found a significantly smaller percentage of books owned in social welfare compared to either education (p=.00 or psychology (p=.00. We found no significant difference between the percentages of books owned in psychology versus education (p=.27. Psychology students cited the highest percentage of journals while education

Doctor-patient interaction in Finnish primary health care as perceived by first year medical students

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Mäntyselkä Pekka

2005-09-01

Full Text Available Abstract Background In Finland, public health care is the responsibility of primary health care centres, which render a wide range of community level preventive, curative and rehabilitative medical care. Since 1990's, medical studies have involved early familiarization of medical students with general practice from the beginning of the studies, as this pre-clinical familiarisation helps medical students understand patients as human beings, recognise the importance of the doctor-patient relationship and identify practicing general practitioners (GPs as role models for their professional development. Focused on doctor-patient relationship, we analysed the reports of 2002 first year medical students in the University of Kuopio. The students observed GPs' work during their 2-day visit to primary health care centres. Methods We analysed systematically the texts of 127 written reports of 2002, which represents 95.5% of the 133 first year pre-clinical medical students reports. The reports of 2003 (N = 118 and 2004 (N = 130 were used as reference material. Results Majority of the students reported GPs as positive role models. Some students reported GPs' poor attitudes, which they, however, regarded as a learning opportunity. Students generally observed a great variety of responsibilities in general practice, and expressed admiration for the skills and abilities required. They appreciated the GPs' interest in patients concerns. GPs' communication styles were found to vary considerably. Students reported some factors disturbing the consultation session, such as the GP staring at the computer screen and other team members entering the room. Working with marginalized groups, the chronically and terminally ill, and dying patients was seen as an area for development in the busy Finnish primary health care centres. Conclusion During the analysis, we discovered that medical students' perceptions in this study are in line with the previous findings about the

Doctoral Students’ Social Support Profiles and Their Relationship to Burnout, Drop-Out Intentions, and Time to Candidacy

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Jouni A Peltonen

2017-08-01

Full Text Available Aim/Purpose: The primary aim of this study was to better understand the individual variations in supervisory and researcher community support among doctoral students by analyzing the social support profiles of Finnish doctoral students. The differences among the profiles, in terms of satisfaction with supervision, experienced burnout, time to candidacy and disciplinary background were also examined. Background: This study explores social support profiles and their association with the experienced burnout, satisfaction with supervision, drop-out intentions, disciplinary background, and form of dissertation among doctoral students by employing a person-oriented approach. Methodology: In total, 402 doctoral students from a Finnish university completed a Doctoral Experience survey. Latent Profile Analysis (LPA was used to group doctoral students according to social support from supervisors and the researcher community. Contribution: The present study is among the first quantitative studies to explore doctoral student social support profiles and their association with burnout, drop-out intentions, and time to candidacy. It brings into focus the importance of supervisory and researcher community support as one of the most crucial assets of doctoral education in researcher communities. Findings: Two social support profiles, a sufficient support from supervisor and researched community, and b insufficient support from both of these, were identified. Further investigation suggested that the doctoral students who received sufficient support were less likely to suffer from burnout and were less likely to develop drop-out intentions than students who received insufficient support from their supervisor and the researcher community. Recommendations for Practitioners: A recommendation deriving from this research is to identify students at risk as early as possible and assist them with sufficient support.

Doctors in a Southeast Asian country communicate sub-optimally regardless of patients' educational background.

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Claramita, Mora; Dalen, Jan Van; Van Der Vleuten, Cees Pm

2011-12-01

To explore the relationship between the style of doctor-patient communication and patients' educational background in a Southeast Asian teaching hospital setting using the Roter Interaction Analysis System (RIAS). We analyzed a total of 245 audio-taped consultations involving 30 internal medicine residents with 7-10 patients each in the internal medicine outpatient clinics. The patients were categorized into a group with a high and a group with a low educational level. We ranked the data into 41 RIAS utterances and RIAS-based composite categories in order of observed frequency during consultations. The residents invariantly used a paternalistic style irrespective of patients' educational background. The RIAS utterances and the composite categories show no significant relationship between communication style and patients' educational level. Doctors in a Southeast Asian country use a paternalistic communication style during consultations, regardless of patients' educational background. To approach a more partnership doctor-patient communication, culture and clinical environment concern of Southeast Asian should be further investigated. Copyright © 2011 Elsevier Ireland Ltd. All rights reserved.

Professionalism for future humanistic doctors

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SEDIGHEH EBRAHIMI

2013-07-01

Full Text Available Dear editor Clinical environments encounter is an important part of studying medicine (1. Patient contact as an integral part of medical education occurs in various formats in the clinical settings (2, 3. During clinical training, medical students may experience high levels of stress, and some may not deal with it well. The abruptness of students’ transition to the clinical setting generated positive and negative emotions. Due to being a novice, they did not receive adequate training on how to get emotionally prepared for meeting seriously ill people. In such circumstances, the shortage of training will have predictably crucial consequences. Early clinical contact has been suggested to reduce these stresses and help the students adapt effectively to changes in the hospital climate (2. Patient contact creates an environment where each student appreciates cultural diversity and reinforces the development of clinical professional interpersonal skills through social, emotional and cognitive experiences (4, 5. It encourages validating of the relationship between patients and doctors and allows students to experience a more personal relationship with patients and nurture the ability to empathize with them, providing considerable benefits for trainees and patients. In this way, the social emotions that students experience when empathizing with a patient represent a uniquely human achievement. By internalizing their subjective interpretations of patient’s beliefs and feelings, the student’s body, brain and mind come together to produce cognition and emotion . They construct culturally relevant knowledge and make decisions about how to act and think about the patient’s problems as if they were their own. On the other hand, patient interaction in undergraduate education offers students a valuable early insight into the day-to-day role of a doctor and the patients’ perspective on specific conditions. Early experience provides a greater knowledge

Examining the Value Master's and PhD Students Place on Various Instructional Methods in Educational Leadership Preparation

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Gordon, Stephen P.; Oliver, John

2015-01-01

The purpose of this study was to determine the value that graduate students place on different types of instructional methods used by professors in educational leadership preparation programs, and to determine if master's and doctoral students place different values on different instructional methods. The participants included 87 graduate…

75 FR 57000 - Office of Postsecondary Education; Overview Information; Fulbright-Hays Doctoral Dissertation...

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2010-09-17

..., international development, and the professions. Therefore, students planning to apply their language skills in... colleges and universities to fund individual doctoral students to conduct research in other countries in... (Cambodian), Kirghiz, Korean, Kurdish (Kurmanji), Kurdish (Sorani), Lao, Malay (Bahasa Melayu or Malaysian...

Medical student, nursing student, and non-health care respondents' implicit attitudes toward doctors and patients: Development and a pilot study of a new implicit attitudes test (IAT).

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Schwartz, Alan; Mazouni, Abdelhamid

2017-01-01

Medical educators have been concerned that medical students may decline in empathy for patients during the course of their training, based on studies measuring clinical empathy using psychometrically strong self-report measures. Clinical empathy is a complex construct, incorporating attitudes toward patients but also other components, such as professional detachment. Triangulation of extant measures with instruments based on nonreactive methods could provide a better understanding of whether and how physician attitudes toward patients may be changing during training. We sought to develop and pilot-test such a nonreactive method. We develop variations of an implicit association test (IAT) designed to measure attitudes toward physicians and patients based on speed of reaction to images of actors and positive and negative words. In the IATs, the same actors are photographed as doctors, clinic outpatients, hospitalized inpatients, and as a "general public" control. We examine preliminary evidence for their validity by collecting pilot data from internet participants (not involved in the health professions), medical students, and nursing students. Internet participants (n = 314) and nursing students (n = 31) had more negative associations (IAT scores) with doctors than did medical students (n = 89); nursing students and female internet participants had more positive associations with hospitalized patients than did medical students and male internet participants. Medical students' associations with hospitalized patients varied by year of training. This IAT may provide insight into implicit attitudes among those who enter training for the health profession and changes in those attitudes that may be inculcated during that training.

The Methodological Socialization of Social Science Doctoral Students in China and the USA

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Rhoads, Robert A.; Zheng, Mi; Sun, Xiaoyang

2017-01-01

This qualitative study reports findings from a comparative analysis of the methodological socialization of doctoral students in the social sciences at two universities: one in China and one in the USA. Relying primarily on theories of organizational socialization, the study focuses on formal and informal processes students report as part of…

Activities for education at work for Medical students

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Mirna León Acebo

2015-12-01

Full Text Available Background: the growing demands of a health professional that combines study and work, school with life and teaching-learning in primary and secondary health care constitute a current social problem for the country.Objective: to design a set of activities for education at work for first year medical students, from the family doctor's office, to contribute to health promotion and disease prevention in the community, favoring the integral formation of future doctors.Methods: the program was designed in work areas for the integrated teaching of biomedical disciplines for contributing to health promotion and disease prevention in "Dr. Gustavo Aldereguía Lima” polyclinic in Las Tunas. It carried out the historic and graphical analysis of the problem; students’,  professors’ and community members’ behaviors were observed; interviews and surveys were applied to explore knowledge and experiences of students and health professionals on the promotion of health education at work; workshops on critical opinion and collective elaboration were carried out and permitted to  socialize with other teachers and health professionals the proposed program for its redesign based on collective criticism.Results: the shortcomings caused by the fragmentation of subject contents and biomedical disciplines in education at work were characterized and the plan to help to eliminate the inadequacies that occur in education at work was designed by work areas and determined by the general guidelines for its implementation, without specific indications.Conclusions: the clinical method was applied its pedagogical dimension, allowing the coordination between the traditional methods of teaching-learning and for diagnosing, to contribute to eliminate the spontaneous character in the development of education in the workplace. The program of activities was designed by work areas.

Leadership in Doctoral Dissertations of Educational Sciences in Turkey

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Yardibi, Nursel

2014-01-01

The purpose of the study is to determine tendencies in educational sciences doctoral dissertations according to divisions, research methods and desings, data collection tools, data analysis techniques, and leadership levels in Turkey. This content analysis study has been desinged with qualitative research methods. This research has been limited by…

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

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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…

Penumbra: Doctoral support as drama

DEFF Research Database (Denmark)

Wisker, Gina; Robinson, Gill; Bengtsen, Søren Smedegaard

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 informal learning communities supporting students on research journeys, and roles played by families, friends and others, sometimes o ering encouragement and sometimes added stress. However, little has been explored concerning often uno cial, largely unrecognised...... sanctioned (‘lightside’), and less well recognised often unsanctioned (‘darkside’) on doctoral research and writing learning journey, instigating questions about doctoral student needs, and the range of support provided, both legitimate, well known, less legitimate. This work concentrates on the ‘darkside’....

Three Women’s Educational Doctoral Program Experiences: A Case Study of Performances and Journeys

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Erin Goodykoontz

2011-07-01

Full Text Available Three academic women joined to write this piece to explore individual doctoral program experiences and to establish common understandings. They collectively analyzed their experiences using the conceptual approach of doctoral program performances and journeys. This case study shares their experiences within the conceptual approach through emerging themes. The common understandings developed herein about doctoral education based on these themes are also shared. The broader contributions of the three women’s work are two-fold. First, the entire case study provides a way to view, discuss, and consider women’s doctoral education pluralistically. Secondly, perhaps readers of this piece will recognize that individual and common understandings with others are a way to develop professional knowledge as academics. Further, readers of this piece might be able to relate more deeply to their own and others’ unique doctoral program experiences through the lens of performances or journeys. Some of these connections might be based on the overarching framework, while others might be specific to the shared women’s experiences.

Best practices in doctoral retention: Mentoring

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Judie L. Brill

2014-06-01

Full Text Available  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, regarding retention, persistence, and mentoring models. Key phrases and words used in the search and focusing on mentoring resulted in over 20,000 sources. The search was narrowed to include only doctoral study and mentoring. Research questions of interest were: Why do high attrition rates exist for doctoral students? What are the barriers to retention? What are the benefits of doctoral mentoring? What programs do institutions have in place to reduce attrition? The researchers found a key factor influencing doctoral student retention and success is effective faculty mentorship. In particular, the design of a mentoring and faculty training program to increase retention and provide for success after graduation is important. This research represents a key area of interest in the retention literature, as institutions continue to search for ways to better support students during their doctoral programs and post-graduation. DOI: 10.18870/hlrc.v4i2.186

Students' medical ethics rounds: a combinatorial program for medical ethics education.

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Beigy, Maani; Pishgahi, Ghasem; Moghaddas, Fateme; Maghbouli, Nastaran; Shirbache, Kamran; Asghari, Fariba; Abolfat-H Zadeh, Navid

2016-01-01

It has long been a common goal for both medical educators and ethicists to develop effective methods or programs for medical ethics education. The current lecture-based courses of medical ethics programs in medical schools are demonstrated as insufficient models for training "good doctors''. In this study, we introduce an innovative program for medical ethics education in an extra-curricular student-based design named Students' Medical Ethics Rounds (SMER). In SMER, a combination of educational methods, including theater-based case presentation, large group discussion, expert opinions, role playing and role modeling were employed. The pretest-posttest experimental design was used to assess the impact of interventions on the participants' knowledge and attitude regarding selected ethical topics. A total of 335 students participated in this study and 86.57% of them filled the pretest and posttest forms. We observed significant improvements in the knowledge (P educational methods were reported as helpful. We found that SMER might be an effective method of teaching medical ethics. We highly recommend the investigation of the advantages of SMER in larger studies and interdisciplinary settings.

African American Doctoral Students at For-Profit Colleges and Universities: A Critical Race Theory Exploration

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Hall, Jodi

2010-01-01

Many people regard the doctorate as the pinnacle of success. Despite the challenges of completing the terminal degree, the dream of earning the doctoral degree remains a goal for many every year. Understanding the phenomenon of African American student enrollment at for-profit colleges and universities (FPCUs) is necessary because many African…

Not Surprised, But Concerned: The Professoriate's Reaction to PETE Doctoral Education in the United States

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Parker, Melissa; Sutherland, Sue; Sinclair, Christina; Ward, Phillip

2011-01-01

The purpose of this qualitative study was to initiate a discussion and explore reactions to PETE doctoral education in the United States. A purposeful sample of 27 representatives from doctoral and non doctoral granting programs in the U.S. was interviewed. Analysis resulted in four themes: (a) Is the dog wagging its tail or the tail wagging the…

Emotions and identity in the figured world of becoming a doctor.

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Dornan, Tim; Pearson, Emma; Carson, Peter; Helmich, Esther; Bundy, Christine

2015-02-01

There is little room in clerkship curricula for students to express emotions, particularly those associated with the development of a caring identity. Yet it is recognised that competence, alone, does not make a good doctor. We therefore set out to explore the relationship between emotions and identity in clerkship education. Our exploration was conceptually oriented towards Figured Worlds theory, which is linked to Bakhtin's theory of dialogism. Nine female and one male member of a mixed student cohort kept audio-diaries and participated in both semi-structured and cognitive individual interviews. The researchers identified 43 emotionally salient utterances in the dataset and subjected them to critical discourse analysis. They applied Figured Worlds constructs to within-case and cross-case analyses, supporting one another's reflexivity and openness to different interpretations, and constantly comparing their evolving interpretation against the complete set of transcripts. Students' emotions were closely related to their identity development in the world of medicine. Patients were disempowered by their illnesses. Doctors were powerful because they could treat those illnesses. Students expressed positive emotions when they were granted positions in the world of medicine and were able to identify with the figures of doctors or other health professionals. They identified with doctors who behaved in caring and professionally appropriate ways towards patients and supportively towards students. Students expressed negative emotions when they were unable to develop their identities. Critical discourse analysis has uncovered a link between students' emotions and their identity development in the powerful world of becoming and being a doctor. At present, identity development, emotions and power are mostly tacit in undergraduate clinical curricula. We speculate that helping students to express emotions and exercise power in the most effective ways might help them to develop

CERN welcomes its first doctoral students from Morocco

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Laëtitia Pedroso

2010-01-01

This year marks the start of a new phase between CERN and Morocco with the arrival of the first two Moroccan students.   Mohamed Gouighri and Sara Boutouil, the first two Moroccan students at CERN. Thanks to the efforts of a small group of Moroccan academics, Morocco has been participating in the LHC programme for over ten years. About ten Moroccan physicists are members of the ATLAS collaboration, which comprises over 2000 physicists and 165 research institutes from 37 different countries. The arrival of the first Moroccan doctoral students at CERN was the logical next step. The new programme is the result of a multi-party agreement between CERN, the Sharing Knowledge Foundation, the Moroccan universities participating in the LHC programme and the Hassan II Academy of Science and Technology. Mohamed Gouighri is the first Moroccan to obtain a scholarship to study at CERN, which is being funded by the Hassan II Academy of Science and Technology. He has been studying physics at the Faculty of S...

SUPERVISING IN ENGLISH: THE DOCTORAL THESIS, PROFES­SOR/ STUDENT DISCOURSE, AND SOCIAL PRACTICE

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Jane Mattisson

2014-04-01

Full Text Available y article investigates the situation, goals, and discourse praxis of professors supervising doctoral students writing in English. It is part of a wider project examining student-teacher interaction which is designed to improve written communication, particularly at the higher levels of academic study. Like the students they supervise, the five professors studied are English as a Foreign Language users, and all give instruction exclusively in English. Based on separate interviews with each professor, my study demonstrates that there is a tendency among doctoral supervisors to focus on the content and form of the thesis to the detriment of socio-cultural practice, i.e., the discourse between the professor and student, as well as the recognition of the text as a piece of social practice, shaped by a particular kind of academic public and the rules of scholarship that have been developed over time. The type of social practice that students bring with them varies from culture to culture. I argue that a doctoral thesis bears witness not only to the student’s ability to conduct research at a high level, but also to the creation of a distinct scholarly identity that is the result of effective discourse between professor and student, whereby the professor communicates “the rules of the game” that lead to a successful career both at university and after. My paper reflects on how we as teachers/supervisors can promote the formation of scholarly identity through the medium of English as a Foreign Language. I do so by focusing on the five supervisors’ knowledge of English, their ability to provide guidance in English, and their awareness of the importance of promoting scholarly identity in English. The article concludes with some reflections on the type of support required, if any, from native English teachers.

Guidelines for cognitive behavioral training within doctoral psychology programs in the United States: report of the Inter-organizational Task Force on Cognitive and Behavioral Psychology Doctoral Education.

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Klepac, Robert K; Ronan, George F; Andrasik, Frank; Arnold, Kevin D; Belar, Cynthia D; Berry, Sharon L; Christofff, Karen A; Craighead, Linda W; Dougher, Michael J; Dowd, E Thomas; Herbert, James D; McFarr, Lynn M; Rizvi, Shireen L; Sauer, Eric M; Strauman, Timothy J

2012-12-01

The Association for Behavioral and Cognitive Therapies initiated an interorganizational task force to develop guidelines for integrated education and training in cognitive and behavioral psychology at the doctoral level in the United States. Fifteen task force members representing 16 professional associations participated in a year-long series of conferences, and developed a consensus on optimal doctoral education and training in cognitive and behavioral psychology. The recommendations assume solid foundational training that is typical within applied psychology areas such as clinical and counseling psychology programs located in the United States. This article details the background, assumptions, and resulting recommendations specific to doctoral education and training in cognitive and behavioral psychology, including competencies expected in the areas of ethics, research, and practice. Copyright © 2012. Published by Elsevier Ltd.

The Trouble with Doctoral Aspiration Now

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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…

"Doctor Jazz": Lessons that medical professionals can learn from jazz musicians.

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van Ark, Allard E; Wijnen-Meijer, Marjo

2018-04-24

The worlds of a physician and a jazz musician seem entirely different. Various studies, however, relating the concepts behind jazz music to medical practice and education, have been published. The aim of this essayistic review is to summarize previously described concepts behind jazz music and its required artistic skills that could be translated to medicine, encouraging doctors, medical students and medical educators to see their professional environment from a different perspective. A systematic search was conducted using PubMed, Embase, and ERIC databases, combining keywords with regard to jazz, medicine and medical education. Background information concerning jazz music and several jazz musicians was retrieved through an additional nonsystematic search using Google Scholar. Lessons with regard to improvisational skills, both in communication with patients and in a technical context, communication skills, leadership, interprofessional teamwork and coping with errors are presented. Doctors and medical students could learn various lessons from jazz music performance and jazz musicians. The potential and the possibilities of implementing jazz into the medical curriculum, in order to contribute to the development of professional skills and attitudes of medical students, could be explored further.

Problems and perspectives of family doctors training on the undergraduate stage

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Yu. M. Kolesnik

2013-04-01

Full Text Available Introduction. Under healthcare reform activities of all medical schools and post-graduate education institutions are directed to improvement of the effectiveness of high-qualified family doctors training. Today, scientific and methodological approaches of undergraduate training in family medicine are discussed in a limited number of publications. The main part. Among the priorities on undergraduate stage of family physician preparation it should be noted the following: integrating of undergraduate and postgraduate phases of family doctors training, the widespread use of outpatient primary health care as a clinical divisions of family medicine departments, modern equipment of clinical bases of ambulatories in accordance to the report sheet; to provide in programs of clinical disciplines on 4th, 5th courses practical classes for students acquiring diagnostics, emergency care skills, prevention, health center, sanatorium, resort screening and treatment of patients based on primary health care; fully use elective courses in the discipline, to provide teaching discipline "Family medicine" textbooks and other educational publications sufficiency. Clinical bases for training students in Zaporozhye State Medical University are Communal Institution "4th Clinical Hospital" and Communal Institution "Polyclinic behalf March 8th." In the educational process teaching materials consist of the work program on the subject, methodological recommendations for independent work and workshops, for practical skills and algorithms for their implementation, tests of initial, current and final knowledge control, samples of basic records of general practice - family medicine, education and qualification characteristics of family doctor, a list of basic regulatory documents, educational literature. During the program, students are introduced to the structure of the family doctor clinics, day care, fundamentals of dispensary supervision, perform patient reception with

Simulation-based trauma education for medical students: A review of literature.

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Borggreve, Alicia S; Meijer, Joost M R; Schreuder, Henk W R; Ten Cate, Olle

2017-06-01

Medical students often do not feel prepared to manage emergency situations after graduation. They experience a lack of practical skills and show significant deficits in cognitive performance to assess and stabilize trauma patients. Most reports in the literature about simulation-based education pertain to postgraduate training. Simulation-based trauma education (SBTE) in undergraduate medical education could improve confidence and performance of recently graduated doctors in trauma resuscitation. We reviewed the literature in search of SBTE effectiveness for medical students. A PubMed, Embase and CINAHL literature search was performed to identify all studies that reported on the effectiveness of SBTE for medical students, on student perception on SBTE or on the effectiveness of different simulation modalities. Eight studies were included. Three out of four studies reporting on the effectiveness of SBTE demonstrated an increase in performance of students after SBTE. SBTE is generally highly appreciated by medical students. Only one study directly compared two modalities of SBTE and reported favorable results for the mechanical model rather than the standardized live patient model. SBTE appears to be an effective method to prepare medical students for trauma resuscitation. Furthermore, students enjoy SBTE and they perceive SBTE as a very useful learning method.

Quality of doctor-patient communication through the eyes of the patient: variation according to the patient's educational level.

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Aelbrecht, Karolien; Rimondini, Michela; Bensing, Jozien; Moretti, Francesca; Willems, Sara; Mazzi, Mariangela; Fletcher, Ian; Deveugele, Myriam

2015-10-01

Good doctor-patient communication may lead to better compliance, higher patient satisfaction, and finally, better health. Although the social variance in how physicians and patients communicate is clearly demonstrated, little is known about what patients with different educational attainments actually prefer in doctor-patient communication. In this study we describe patients' perspective in doctor-patient communication according to their educational level, and to what extent these perspectives lean towards the expert opinion on doctor-patient communication. In a multi-center study (Belgium, The Netherlands, UK and Italy), focus group discussions were organised using videotaped medical consultations. A mixed methods approach was used to analyse the data. Firstly, a difference in perspective in communication style was found between the lower educated participants versus the middle and higher educated participants. Secondly, lower educated participants referred positively most to aspects related to the affective/emotional area of the medical consultation, followed by the task-oriented/problem-focused area. Middle and higher educated participants positively referred most to the task-oriented/problem-focused area. The competency of the physician was an important category of communication for all participants, independent of social background. The results indicate that the preferences of lower educated participants lean more towards the expert opinion in doctor-patient communication than the middle and higher educated participants. Patients' educational level seems to influence their perspective on communication style and should be taken into account by physicians. Further quantitative research is needed to confirm these results.

What's in It for Industry? A Case Study on Collaborative Doctoral Education in Sweden

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Assbring, Linda; Nuur, Cali

2017-01-01

The knowledge economy and the changing nature of knowledge production, the increased interaction between public agencies, industry and universities, and the changing labour market for doctoral degree holders are forces that together have led to an increased interest in the organization of doctoral education--particularly the role of collaborative…

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

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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…

'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.

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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

Student representation and activism in universities in Kenya

African Journals Online (AJOL)

Higher education; student politics; student activism; student unionism; university governance; ..... These titles may differ from one university to another, but ..... Qualitative Research for Education: An Introduction to Theory and .... Doctoral thesis.

Mexican American Women Pursuing Counselor Education Doctorates: A Narrative Inquiry

Science.gov (United States)

Hinojosa, Tamara J.; Carney, JoLynn V.

2016-01-01

The authors used narrative inquiry and Anzaldúa's (1999) bordlerlands theory to understand the cultural experiences of 5 Mexican American women in doctoral programs accredited by the Council for Accreditation of Counseling and Related Educational Programs. Results indicated that participants navigated multiple cultural spheres and that the…

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

Science.gov (United States)

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.…

Prevalence of Evaluation Method Courses in Education Leader Doctoral Preparation

Science.gov (United States)

Shepperson, Tara L.

2013-01-01

This exploratory study investigated the prevalence of single evaluation methods courses in doctoral education leadership programs. Analysis of websites of 132 leading U.S. university programs found 62 evaluation methods courses in 54 programs. Content analysis of 49 course catalog descriptions resulted in five categories: survey, planning and…

Expanding Doctoral Education in South Africa: Pipeline or Pipedream?

Science.gov (United States)

Herman, Chaya

2011-01-01

The purpose of this paper is to discuss both the status of the PhD in South Africa and the feasibility of the country's aspiration to increase by fivefold the production of PhDs by 2025. Based on the first empirical studies on doctoral education in South Africa, it argues that in order to move towards this target, an expanded and coordinated…

AVETH follow-up survey on salary and duties of ETH doctoral students

OpenAIRE

Schalko, Isabella; Jacob, Romain; Kuzmanovska, Irena

2017-01-01

The present survey was conducted as a follow-up of the AVETH survey in 2014. Based on 1′052 completed answers this report summarizes the current employment situation and the corresponding opinion of doctoral students at ETH Zurich about their salary rate and additional duties.

Exploring provision of Innovative Community Education Placements (ICEPs) for junior doctors in training: a qualitative study.

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Griffin, Ann; Jones, Melvyn M; Khan, Nada; Park, Sophie; Rosenthal, Joe; Chrysikou, Vasiliki

2016-02-09

Medical education in community settings is an essential ingredient of doctors' training and a key factor in recruiting general practitioners (GP). Health Education England's report 'Broadening the Foundation' recommends foundation doctors complete 4-month community placements. While Foundation GP schemes exist; other community settings, are not yet used for postgraduate training. The objective of this study was to explore how community-based training of junior doctors might be expanded into possible 'innovative community education placements' (ICEPs), examining opportunities and barriers to these developments. A qualitative study where semistructured interviews were undertaken and themes were generated deductively from the research questions, and iteratively from transcripts. UK community healthcare. Stakeholders from UK Community healthcare providers and undergraduate GP and community educators. Nine participants were interviewed; those experienced in delivering community-based undergraduate education, and others working in community settings that had not previously trained doctors. Themes identified were practicalities such as 'finance and governance', 'communication and interaction', 'delivery of training' and 'perceptions of community'. ICEPs were willing to train Foundation doctors. However, concerns were raised that large numbers and inadequate resources could undermine the quality of educational opportunities, and even cause reputational damage. Organisation was seen as a challenge, which might be best met by placing some responsibility with trainees to manage their placements. ICEP providers agreed that defined service contribution by trainees was required to make placements sustainable, and enhance learning. ICEPs stated the need for positive articulation of the learning value of placements to learners and stakeholders. This study highlighted the opportunities for foundation doctors to gain specialist and generalist knowledge in ICEPs from diverse clinical

Doctors or technicians: assessing quality of medical education.

Science.gov (United States)

Hasan, Tayyab

2010-01-01

Medical education institutions usually adapt industrial quality management models that measure the quality of the process of a program but not the quality of the product. The purpose of this paper is to analyze the impact of industrial quality management models on medical education and students, and to highlight the importance of introducing a proper educational quality management model. Industrial quality management models can measure the training component in terms of competencies, but they lack the educational component measurement. These models use performance indicators to assess their process improvement efforts. Researchers suggest that the performance indicators used in educational institutions may only measure their fiscal efficiency without measuring the quality of the educational experience of the students. In most of the institutions, where industrial models are used for quality assurance, students are considered as customers and are provided with the maximum services and facilities possible. Institutions are required to fulfill a list of recommendations from the quality control agencies in order to enhance student satisfaction and to guarantee standard services. Quality of medical education should be assessed by measuring the impact of the educational program and quality improvement procedures in terms of knowledge base development, behavioral change, and patient care. Industrial quality models may focus on academic support services and processes, but educational quality models should be introduced in parallel to focus on educational standards and products.

Strategic Planning and Doctor Of Nursing Practice Education: Developing Today's and Tomorrow's Leaders.

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Falk, Nancy L; Garrison, Kenneth F; Brown, Mary-Michael; Pintz, Christine; Bocchino, Joseph

2015-01-01

Strategic planning and thinking skills are essential for today's nurse leaders. Doctor of nursing practice (DNP) programs provide an opportunity for developing effective nurse strategists. A well-designed strategy course can stimulate intellectual growth at all levels of Bloom's Taxonomy. Discussion forums in online education provide new opportunities for rich interaction among peers en route to development of well-informed strategic plans. An interprofessional perspective adds a rich and vital aspect to doctoral nursing education and it serves to inform strategic plan development. A roadmap for teaching strategic planning to current and future nursing leaders will guide the integration of essential content into DNP programs.

Doctoral Dissertation Topics in Education: Do They Align with Critical Issues?

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Ethan J Allen

2016-11-01

Full Text Available American society faces complex educational issues which impact many facets of its national interests. Institutions of higher education are granting doctoral degrees to educational leaders, but it is not known to what extent their dissertation topics are aligned with both longstanding and critical issues in education. Using a theoretical framework synthesizing Paul and Elder’s critical thinking model and Kuhlthau’s information seeking process, this study examines a set of education doctoral dissertation topical selections and categorizes them by general themes in relationship to many of the recognized educational issues in the United States. Investigators categorized dissertations from four departments within the College of Education of their home institution. The dataset, retrieved from ProQuest Dissertations and Theses Global, consisted of 231 documents published between 2005 and 2014. Through an inter-rater process examining dissertation titles, abstracts, and keywords, the dissertations were assigned critical issue themes culled from nine editions of a college text, and then categorized under a broader topical scheme situated within a well-used educational research website. Findings indicated that most dissertations concentrated in studies that researched problems and issues within schools. Further, some of the issues considered longstanding were not studied by dissertation authors within the sample. For example, privatization of schools and classroom discipline and justice were not selected for study. Findings also suggest new directions for those responsible for dissertation supervision and topic selection. The study adds to the literature on dissertation topic selection that addresses existing educational issues.

Doctors or technicians: assessing quality of medical education

Directory of Open Access Journals (Sweden)

Tayyab Hasan

2010-09-01

Full Text Available Tayyab HasanPAPRSB Institute of Health Sciences, University Brunei Darussalam, Bandar Seri Begawan, BruneiAbstract: Medical education institutions usually adapt industrial quality management models that measure the quality of the process of a program but not the quality of the product. The purpose of this paper is to analyze the impact of industrial quality management models on medical education and students, and to highlight the importance of introducing a proper educational quality management model. Industrial quality management models can measure the training component in terms of competencies, but they lack the educational component measurement. These models use performance indicators to assess their process improvement efforts. Researchers suggest that the performance indicators used in educational institutions may only measure their fiscal efficiency without measuring the quality of the educational experience of the students. In most of the institutions, where industrial models are used for quality assurance, students are considered as customers and are provided with the maximum services and facilities possible. Institutions are required to fulfill a list of recommendations from the quality control agencies in order to enhance student satisfaction and to guarantee standard services. Quality of medical education should be assessed by measuring the impact of the educational program and quality improvement procedures in terms of knowledge base development, behavioral change, and patient care. Industrial quality models may focus on academic support services and processes, but educational quality models should be introduced in parallel to focus on educational standards and products.Keywords: educational quality, medical education, quality control, quality assessment, quality management models

The effect of an interprofessional simulation-based education program on perceptions and stereotypes of nursing and medical students: A quasi-experimental study.

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Lockeman, Kelly S; Appelbaum, Nital P; Dow, Alan W; Orr, Shelly; Huff, Tanya A; Hogan, Christopher J; Queen, Brenda A

2017-11-01

Interprofessional education is intended to train practitioners to collaboratively address challenges in healthcare delivery, and interprofessional simulation-based education (IPSE) provides realistic, contextual learning experiences in which roles, responsibilities, and professional identity can be learned, developed, and assessed. Reducing negative stereotypes within interprofessional relationships is a prime target for IPSE. We sought to understand whether perceptions of interprofessional education and provider stereotypes change among nursing and medical students after participating in IPSE. We also sought to determine whether changes differed based on the student's discipline. This was a quasi-experimental pretest-posttest study. The study took place at a large mid-Atlantic public university with a comprehensive health science campus. 147 senior Bachelors of Science in Nursing students and 163 fourth-year medical students participated. Students were grouped into interprofessional teams for a two-week period and participated in three two-hour simulations focused on collaboration around acutely ill patients. At the beginning of the first session, they completed a pretest survey with demographic items and measures of their perceptions of interprofessional clinical education, stereotypes about doctors, and stereotypes about nurses. They completed a posttest with the same measures after the third session. 251 students completed both the pretest and posttest surveys. On all three measures, students showed an overall increase in scores after the IPSE experience. In comparing the change by student discipline, medical students showed little change from pretest to posttest on stereotypes of doctors, while nursing students had a significant increase in positive perceptions about doctors. No differences were noted between disciplines on changes in stereotypes of nurses. This study demonstrated that a short series of IPSE experiences resulted in improved perceptions of

Announcing the 2016 Toxins Travel Awards for Post-Doctoral Fellows and Ph.D. Students

OpenAIRE

Tesh, Vernon L.

2016-01-01

With the goal of promoting the development of early career investigators in the field of toxinology, Toxins welcomed applications for the 2016 Toxins Travel Awards for post-doctoral fellows and Ph.D. students. [...

International educational partnerships for doctors in training: a collaborative framework with the RCP.

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Thomson, George A; Foster, Matthew; Sheriff, Rezvi; Mendis, Lalitha; Fernando, Devaka J S; Blundell, Caroline; Worrall, Jeffrey; Black, Carol

2005-01-01

The UK offers excellent postgraduate medical education, and overseas doctors in training often covet a period of training in the UK. Some overseas training authorities make UK training mandatory prior to appointment as a consultant. Unfortunately, the organisation of such training often proves to be ad hoc, and may lack educational value. UK training faces challenges as a result of reduced hours of work, more structured and intensive educational needs, and pressures of increasing clinical demand. A plethora of new 'trust' posts have developed, often with limited educational value, creating a risk that training quality for overseas doctors is reduced. Against this background, such posts can be used to create international training partnerships such as that at Sherwood Forest Hospitals NHS Trust (SFHT), providing high-quality general and specialty training. Given the success of this strategy, it would be desirable for other UK trusts to provide similar schemes offering specialties not covered at SFHT.

Self Evaluations of Educational Administration and Supervision Graduate Students in Turkey

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Ferudun SEZGİN,

2011-01-01

Full Text Available This study aimed to examine the self evaluations of educational administration and supervision graduate students about their own qualifications in the context of National Qualifications Framework for Higher Education in Turkey (NQF-HETR in a descriptive way. In this respect, this study was designed as a qualitative research. Participants consisted of 15 master and 6 doctoral students who had completed the courses at educational administration and supervision graduate program. To collect the data, a semi-structured interview form developed by researchers was used. The results demonstrated that graduate students had problems especially with associating theory and practice, using research methods and techniques, designing interdisciplinary studies and studies capable of providing solutions for country problems, sharing knowledge in national and international platforms, and using foreign language. In addition, it was determined that participants had great expectations from course advisor faculty members in terms of overcoming the deficiencies expressed in the study. In the light of the results, some suggestions have been made in order to make graduate programs more capable of providing necessary knowledge, skills and competence expressed in NQF-HETR.

'Let me through, I'm a Doctor!' : Professional Socialization in the Transition from Education to Work

OpenAIRE

Lindberg, Ola

2012-01-01

Based on four articles, this compilation thesis analyses the demonstrated com-petence defining a medical doctor, to the extent to which he or she acquires a high status and high level of employability in professional practice. Overall, the thesis aimed to describe and analyse professional socialization during doctors' transition from education to work. Questions addressed included how higher education should be understood as preparation for professional practice, how ideals of the future prof...

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.

Science.gov (United States)

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

Teaching evidence-based practice in a distance education occupational therapy doctoral program: strategies for professional growth and advancing the profession.

Science.gov (United States)

Reynolds, Stacey

2010-01-01

ABSTRACT The Centennial Vision of the American Occupational Therapy Association (AOTA) projects that by 2017 all occupational therapy (OT) practice areas will be supported by evidence. Achieving this goal requires preparing clinicians with the skills to assimilate, analyze, and apply research to their areas of practice and communicate the value of OT services to consumers and payers. These skills are at the heart of evidence-based practice (EBP). Educators must be prepared to teach EBP skills in both entry-level and postprofessional programs. This article outlines how EBP can be taught to postprofessional occupational therapy clinical doctoral students using a distance education format. Key features of a successful EBP course include having access to full-text electronic articles, opportunities for students to explore the literature in their own areas of interest, consistent and timely feedback on written work and discussion topics, and opportunities to collaborate with peers.

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

Science.gov (United States)

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…

Doctors with dyslexia: strategies and support.

Science.gov (United States)

Locke, Rachel; Alexander, Gail; Mann, Richard; Kibble, Sharon; Scallan, Samantha

2017-10-01

Looking beyond dyslexia as an individual doctor's issue requires adjusting a working environment to better serve the needs of doctors with dyslexia. With an increasing number of doctors disclosing dyslexia at medical school, how can educators best provide this support? Our research looks at the impact of dyslexia on clinical practice and the coping strategies used by doctors to minimise the effect. Qualitative data were collected from 14 doctors with dyslexia using semi-structured interviews and by survey. 'In situ' demonstration interviews were conducted in order to understand how dyslexia is managed in the workplace from first-hand experience. Employers and educators who have responsibility for meeting the needs of this group were also consulted. Even in cases of doctors who had a diagnosis, they often did not disclose their dyslexia to their employer. Study participants reported having developed individual ways of coping and devised useful 'workarounds'. Support from employers comes in the form of 'reasonable adjustments', although from our data we cannot be sure that such adjustments contribute to an 'enabling' work environment. Supportive characteristics included the opportunity to shadow others and the time and space to complete paperwork on a busy ward. How can educators best provide support [for doctors with dyslexia]? Doctors with dyslexia need to be helped to feel comfortable enough to disclose. Educators need to challenge any negative assumptions that exist as well as promote understanding about the elements that contribute to a positive working environment. As a result of the research there is now practice available for educators to identify evidence-based strategies and resources. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Nurses' various ways of conceiving their learning process as doctoral students: a phenomenographic study.

Science.gov (United States)

Arvidsson, Barbro; Franke, Anita

2013-01-01

The aim was to describe variations in how doctoral students conceive their learning process to become researchers in the light of their professional background as nurses. Nursing research is an emerging discipline and the number of nurses who acquire a doctor's degree is increasing. The study had a descriptive, qualitative design with a phenomenographic approach and was carried out by means of 20 interviews. Three different description categories emerged: (1) A learning process that provides a synthesis of different parts of the research process aimed at developing preparedness for action within the nursing profession. (2) A learning process where practical problems are integrated with and problematised in relation to scientific theories. (3) A learning process involving the transformation from nurse to researcher. The description categories revealed that the focus was on solving problems that occur in health care and synthesising them by means of research tools. Furthermore, the doctoral students explored different ways of understanding and developing their awareness of the nature of research. Focus was also on the nursing profession and practice and a shift towards the role of a researcher was evident. Copyright © 2012 Elsevier Ltd. All rights reserved.

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

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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…

Announcing the 2016 Toxins Travel Awards for Post-Doctoral Fellows and Ph.D. Students

Directory of Open Access Journals (Sweden)

Vernon L. Tesh

2016-02-01

Full Text Available With the goal of promoting the development of early career investigators in the field of toxinology, Toxins welcomed applications for the 2016 Toxins Travel Awards for post-doctoral fellows and Ph.D. students. [...

Industry Perceptions of Industry-University Partnerships Related to Doctoral Education in South Africa

Science.gov (United States)

Herman, Chaya

2013-01-01

An assessment of the extent to which industry-university partnerships in doctoral education, which have become increasingly prevalent in the knowledge economy, have begun to penetrate the South African higher education milieu, is reported. The factors that motivate large industries in developing countries such as South Africa to invest in doctoral…

Post-Monolingual Research Methodology: Multilingual Researchers Democratizing Theorizing and Doctoral Education

Science.gov (United States)

Singh, Michael

2017-01-01

This paper reports on the ground-breaking research in the study of languages in doctoral education. It argues for democratizing the production and dissemination of original contributions to knowledge through activating and mobilizing multilingual Higher Degree Researchers' (HDRs) capabilities for theorizing through them using their full linguistic…

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

Science.gov (United States)

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…

Factors Contributing to Perceived Stress among Doctor of Pharmacy (PharmD) Students

Science.gov (United States)

Ford, Kentya C.; Olotu, Busuyi S.; Thach, Andrew V.; Roberts, Rochelle; Davis, Patrick

2014-01-01

Objective: The purpose of this study was to report on perceived stress levels, identify its contributing factors, and evaluate the association between perceived stress and usage of university resources to cope with stress among a cross-section of Doctor of Pharmacy (PharmD) students. Methods: Perceived stress was measured via a web-based survey of…

Advancing Transdisciplinary and Translational Research Practice: Issues and Models of Doctoral Education in Public Health

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Linda Neuhauser

2007-01-01

Full Text Available Finding solutions to complex health problems, such as obesity, violence, and climate change, will require radical changes in cross-disciplinary education, research, and practice. The fundamental determinants of health include many interrelated factors such as poverty, culture, education, environment, and government policies. However, traditional public health training has tended to focus more narrowly on diseases and risk factors, and has not adequately leveraged the rich contributions of sociology, anthropology, economics, geography, communication, political science, and other disciplines. Further, students are often not sufficiently trained to work across sectors to translate research findings into effective, large-scale sustainable actions.During the past 2 decades, national and international organizations have called for more effective interdisciplinary, transdisciplinary, and translational approaches to graduate education. Although it has been difficult to work across traditional academic boundaries, some promising models draw on pedagogical theory and feature cross-disciplinary training focused on real-world problems, linkage between research, professional practice, community action, and cultivation of leadership skills.We describe the development the Doctor of Public Health program at the University of California, Berkeley, USA and its efforts to improve transdisciplinary and translational research education. We stress the need for international collaboration to improve educational approaches and better evaluate their impact.

Improving Doctoral Success by Matching PhD Students with Supervisors

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Antònia Darder

2016-02-01

Full Text Available A key aspect of the effective supervision of PhD research is the supervisor-student relationship. This interaction is affected by the characteristics and needs of students and institutional conditions, as well as the skills, attitudes, and roles of supervisors and their supervisory styles. When supervision is carried out at a distance, it entails an additional challenge, mainly concerning interaction. The purpose of this study is to improve the research process, supervision, and design of virtual environments in order to support this supervision. The study identifies the supervisory relationships that affect doctoral research conducted at a distance from the student’s academic institution. It also describes how students and their supervisors perceived the characteristics of supervision and the skills and attitudes students perceived in and expected from their supervisors. For data collection, semistructured interviews were used. The results indicate important differences between supervisors’ perceptions concerning their own role and students’ needs regarding supervision, and they demonstrate the importance of attending to student needs and, on the part of supervisors, exercising responsibility in the development of research competencies in students, as is the case of independence of criteria and autonomy.

Doctors and pharmaceutical industry.

Science.gov (United States)

Beran, Roy G

2009-09-01

The pharmaceutical industry is seen as seducing doctors by providing expensive gifts, subsidising travel and underwriting practice expenses in return for those doctors prescribing products that otherwise they would not use. This paints doctors in a very negative light; suggests doctors are available to the highest bidder; implies doctors do not adequately act as independent agents; and that doctors are driven more by self-interest than by patient needs. Similar practices, in other industries, are accepted as normal business behaviour but it is automatically assumed to be improper if the pharmaceutical industry supports doctors. Should the pharmaceutical industry withdraw educational grants then there would be: fewer scientific meetings; reduced attendance at conferences; limited post graduate education; and a depreciated level of maintenance of professional standards. To suggest that doctors prescribe inappropriately in return for largesse maligns their integrity but where there is no scientific reason to choose between different treatments then there can be little argument against selecting the product manufactured by a company that has invested in the doctor and the question arises as to whether this represents bad medicine? This paper will examine what constitutes non-professional conduct in response to inducements by the pharmaceutical industry. It will review: conflict of interest; relationships between doctors and pharma and the consequences for patients; and the need for critical appraisal before automatically decrying this relationship while accepting that there remain those who do not practice ethical medicine.

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

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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.

Fostering completion of the doctor of philosophy degree through scholarly collegial support.

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Pancheri, Karen; Fowler, Debra L; Wiggs, Carol M; Schultz, Rebecca; Lewis, Patricia; Nurse, Rachelle

2013-07-01

The doctor of philosophy (PhD) degree in nursing science prepares nurses to be scientists through a rigorous program of scholarship and research. Nurses who complete this degree are recognized globally as researchers who are expected to pursue a career of intellectual inquiry. Today, the internationally small cohort of PhD-prepared nurses contributes empirically to the generation and development of nursing science. There is currently a shortage of doctorally prepared nurses to meet the increased demands for researchers and educators in schools of nursing and experts in patient care. The Institute of Medicine has recommended doubling the number of doctorally prepared nurses by 2020 and has emphasized that nurses achieve higher levels of education and training through an improved educational system that promotes seamless academic progression. However, in the United States, the overall PhD completion rate is only 57%. This article reports on the process undertaken by a collegial support group of students in a PhD in nursing science program who encouraged each other's progress through the dissertation process within a calendar year. Copyright 2013, SLACK Incorporated.

Utilizing Team Debate to Increase Student Abilities for Mentoring and Critical Appraisal of Global Health Care in Doctor of Nursing Practice Programs.

Science.gov (United States)

Elliott, Naomi; Farnum, Karen; Beauchesne, Michelle

2016-01-01

Although graduates of doctor of nursing practice (DNP) programs are expected to demonstrate competence in advanced clinical scholarship, mentoring, and leadership, little is published about how team debate on a global health care topic supports DNP student learning and skill development. This article reports on an illuminative evaluation of DNP student learning experiences of team debate in the context of a 2-week international school program in Ireland. A focused illuminative evaluation approach involving a cohort of seven DNP students, who had participated in an international school team debate, was used. Data were collected using a Web-based qualitative questionnaire designed to elicit in-depth reflective accounts of DNP students' learning experiences. Content analysis revealed that team debate on a global health care topic enhanced learning in relation to fostering critical thinking and critical appraisal skills; encouraging teamwork; providing opportunities for mentoring, relationship building, and socialization into profession; and, from the DNP student perspective, increasing knowledge and global understanding of health care. This evaluation provides insights for nurse educators into the benefits of introducing team debate as a group activity to enhancing scholarly inquiry and mentoring skills of DNP students. Further research to evaluate team debate in other nurse education programs is needed. Copyright © 2016 Elsevier Inc. All rights reserved.

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

Science.gov (United States)

Tanyildiz, Zeynep Esra

The United States has been a very attractive destination for foreign Science and Engineering (S&E) graduate students and postdoctoral scholars for a considerable period of time. Several studies have documented significant contributions of foreign students and foreign scientists in S&E. These contributions in turn foster economic development. Recent studies suggest, however, that the U.S. is losing its dominance in attracting foreign talent. Increased competition outside the U.S. contributes to the change as do changes in visa regulations. Despite the important role of foreign doctoral students in the U.S., relatively little is known about factors influencing their decision to attend an institution. One factor that is rarely explored is the effect of networks on institution selection. Through their networks, students learn about application procedures, studying at an institution, housing opportunities, general culture and people. In doing this, they draw both on the experience of the alumni as well as the support of current students and faculty at their target institution. Thus, networks can play an important role in where foreign doctoral students actually end up studying. This study aims to provide both qualitative and quantitative information about the role networks play in foreign doctoral students' institution selection. This three-part study utilizes different methodologies: (1) focus group interviews conducted with Turkish doctoral students at the Georgia Institute of Technology; (2) a web study of research laboratories in science and engineering; and (3) the estimation of Random Utility Model (RUM) of institution selection. These three components build on each other, in addition to the individual contributions that they make. Together they provide an in-depth and comprehensive analysis of the role of networks. The results from guided focus group interviews indicate that students, alumni, faculty and local community of the same nationality influence

Doctoral Advisor-Advisee Pairing in STEM Fields: Selection Criteria and Impact of Faculty, Student and Departmental Factors

Directory of Open Access Journals (Sweden)

Simy Joy

2015-09-01

Full Text Available Unlike the doctoral programs in places where students are paired with advisors at the time of admission itself, most US programs require the students to choose their advisors, and the advisors to formally accept the students as advisees. Little research has been done to understand how students and faculty approach this mutual selection and pairing process. This paper examines this process in STEM departments (Science, Technology, Engineering and Mathematics, with specific focus on factors influencing the decisions. Based on focus groups and interviews of doctoral students and faculty from STEM departments in an American university, we identify criteria applied by students and faculty in making their choices. Students were found to assess faculty on available funding, area of research, personality, ability to graduate students fast, and career prospects for students, and faculty to assess students on their qualifications/credentials and perceived ability to contribute to research. We also found that this mutual assessment was not objective, but influenced by perceptions associated with faculty gender and career stage, and student nationality. In the end, whether students and faculty were actually paired with persons of their choice depended on departmental factors including prevalent pairing practices, restrictions on student numbers per faculty, and reward structure. We discuss implications of the findings for research and practice.

Postgraduates' perceptions of preparedness for work as a doctor and making future career decisions: support for rural, non-traditional medical schools.

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Eley, D S

2010-08-01

The intern year is a critical time for making career decisions and gaining confidence in clinical skills, communication and teamwork practices; this justifies an interest in junior doctors' perceptions of their level of preparedness for hospital work. This study explored Australian junior doctors' perspectives regarding the transition from student to doctor roles, their preparation as medical undergraduates within either traditional metropolitan schools or smaller, outer metropolitan-based (rural) programs such as Rural Clinical Schools (RCS), and the educational environment they experienced in their internship. A qualitative cross-sectional design used semi-structured interviews with postgraduate year one and two junior doctors (9 females and 11 males) within teaching hospitals in Queensland Australia. Interview questions focussed on four major content areas: preparedness for hospital work, undergraduate training, building confidence and career advice. Data were analyzed using a framework method to identify and explore major themes. Junior doctors who spent undergraduate years training at smaller, non-traditional medical schools felt more confident and better prepared at internship. More hands-on experience as students, more patient contact and a better grounding in basic sciences were felt by interns to be ideal for building confidence. Junior doctors perceived a general lack of career guidance in both undergraduate and postgraduate teaching environments to help them with the transition from the student to junior doctor roles. Findings are congruent with studies that have confirmed student opinion on the higher quality of undergraduate medical training outside a traditional metropolitan-based program, such as a RCS. The serious shortage of doctors in rural and remote Australia makes these findings particularly relevant. It will be important to gain a better understanding of how smaller non-traditional medical programs build confidence and feelings of work

Effects of an integrated geriatric group balance class within an entry-level Doctorate of Physical Therapy program on students’ perceptions of geriatrics and geriatric education in the United States

OpenAIRE

Jennifer C. Reneker; Kyra Weems; Vincent Scaia

2016-01-01

This study was aimed at determining the effect of an integrated group balance class for community-dwelling older adults within entry-level physical therapist coursework on student perceptions of geriatric physical therapy and geriatric physical therapy education. Twenty-nine Doctor of Physical Therapy (DPT) students, 21–33 years old, in their second year of coursework in 2012, participated in an integrated clinical experience with exposure to geriatric patients at an outpatient facility at th...

Mentoring the Next Generation of Faculty: Supporting Academic Career Aspirations among Doctoral Students

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Curtin, Nicola; Malley, Janet; Stewart, Abigail J.

2016-01-01

We know little about the role of faculty mentoring in the development of interest in pursuing an academic career among doctoral students. Drawing on Social Cognitive Career Theory, this study examined the relationships between different kinds of mentoring (instrumental, psychosocial, and sponsorship) and academic career self-efficacy, interests,…

Factors of Attrition in Cohort Doctoral Education: A Self-Determination Theory Perspective

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Garcia, Linda Ann

2013-01-01

Attrition rates, completion rates, and time to degree are the key areas researchers have sought to examine influencing factors and patterns of behavior that describe the departure process of students in doctoral study. Through the lens of self-determination theory (Deci & Ryan, 1985), the purpose of this phenomenological qualitative study was…

Medical doctors as the captain of a ship: an analysis of medical students' book reports on Joseph Conrad's "Lord Jim".

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Hwang, Kun; Lee, Seung Jae; Kim, Seong Yeon; Hwang, Se Won; Kim, Ae Yang

2014-01-01

In South Korean ferry disaster in 2014, the captain abandoned the ship with passengers including high school students still aboard. We noticed the resemblance of abandoning the ship with passengers still aboard the ferry (named the Sewol) and the ship Patna, which was full of pilgrims, in Joseph Conrad's novel "Lord Jim." The aim of this study is to see how medical students think about the role of a medical doctor as a captain of a ship by analyzing book reports on Conrad's "Lord Jim." Participants included 49 third-year medical students. Their book reports were analyzed. If placed in the same situation as the character of Jim, 24 students of the 49 respondents answered that they would stay with the passengers, while 18 students indicated they would escape from the ship with the crew. Most of the students thought the role of a doctor in the medical field was like that of a 'captain.' The medical students reported that they wanted to be a doctor who is responsible for his or her patients, highly moral, warm-hearted, honest, and with high self-esteem. In conclusion, we found that "Lord Jim" induced the virtue of 'responsibility' from the medical students. Consequently, "Lord Jim" could be good teaching material for medical humanities.

The moral development of medical students: a pilot study of the possible influence of medical education.

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Self, D J; Schrader, D E; Baldwin, D C; Wolinsky, F D

1993-01-01

Medicine endorses a code of ethics and encourages a high moral character among doctors. This study examines the influence of medical education on the moral reasoning and development of medical students. Kohlberg's Moral Judgment Interview was given to a sample of 20 medical students (41.7% of students in that class). The students were tested at the beginning and at the end of their medical course to determine whether their moral reasoning scores had increased to the same extent as other people who extend their formal education. It was found that normally expected increases in moral reasoning scores did not occur over the 4 years of medical education for these students, suggesting that their educational experience somehow inhibited their moral reasoning ability rather than facilitating it. With a range of moral reasoning scores between 315 and 482, the finding of a mean increase from first year to fourth year of 18.5 points was not statistically significant at the P Kohlberg's cognitive moral development theory, some interpretations and explanations are given for the findings of the study.

Education in European countries

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Petcu, N.

2010-12-01

Full Text Available Education, vocational training and lifelong learning play a vital role in both an economic and social context. The paper herein aims to identify Romania’s place within the UE-countries, considering a series of general indices: total public expenditure on education as a percentage of GDP, private expenditure on education as % of GDP, annual expenditure on public and private educational institutions per pupil/student - by level of education, school expectancy, pupils and students, students - tertiary education, mobility of students in Europe, science and technology graduates, doctorate students in science and technology fields. Analysis methods: main components analysis, cluster analysis.

The doctoral learning penumbra

DEFF Research Database (Denmark)

Bengtsen, Søren Smedegaard; Robinson, Gill; Wisker, Gina

This paper presents our cross-national research into what we term the ‘doctoral learning penumbra’, which covers the diverse, unnoticed, and often unrecognised forms of help and support that doctoral students draw from during their PhD, and which are vital for completion. Our aim is to better...

Attitudes of Korean and Chinese traditional medical doctors on education of East Asian traditional medicine

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Hyun-Ji Lee

2016-03-01

Conclusion: This study revealed the attitude of Korean and Chinese TRM doctors on their educational system, and discussed the implication of similarities and differences between them. It would provide foundations for the improvement of the TRM educational curriculums.

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.

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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.

Towards “Operating Within” the Field: Doctoral Students’ Views of Supervisors’ Discipline Expertise

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Jan Gube

2017-01-01

Full Text Available Aim/Purpose: This paper considers the role of supervisors’ discipline expertise in doctoral learning from a student perspective. Background:\tDoctoral students need to develop expertise in a particular field of study. In this context, developing expertise requires doctoral students to master disciplinary knowledge, conventions and scholarship under the guidance of supervisors. Methodology\t: The study draws on a mixed-method approach, using an online survey and semi-structured interviews conducted with doctoral students. Contribution: The paper brings to the fore the role of supervisors’ discipline expertise on doctoral students’ research progress. Findings: The survey data suggest that doctoral students nominate their supervisors on the basis of their discipline expertise. They also view supervisors’ expertise as key to the development of ‘insider’ knowledge of their doctoral research. Recommendations for Practitioners: Supervisors play a pivotal role in helping doctoral students overcome intellectual barriers by imparting their discipline knowledge as well as balancing satisfactory doctoral completion rate and high quality student experience. Impact on Society\t: Doctoral supervision equips doctoral students with the right arsenal to be able to competently operate within their field and prepares them for their future research or professional career that demands a high level of discipline expertise. Future Research:\tThe scope of the findings leaves open a discussion about the experiences of doctoral students matched with non-discipline expert supervisory teams; for example, the extent of the mismatch and its ramifications.

Educational Leaders' Doctoral Research That Informed Strategies to Steer Their Organizations towards Cultural Alignment

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Taysum, Alison

2016-01-01

This research generates new knowledge about how 24 educational leaders in the USA and England used their doctoral research to build narrative capital to inform strategies to steer their organizations towards cultural alignment. Cultural alignment prevents forms of segregation rooted in nation-states' wider historiography of education segregation…

Talking to Your Doctor

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Full Text Available ... You Talking to Your Doctor Science Education Resources Community Resources Clear Health A–Z Publications List More » ... can play an active role in your health care by talking to your doctor. Clear and honest ...

A Critical Race Feminist Analysis of Men of Color Matriculating into a Higher Education Doctoral Program

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Squire, Dian D.; Kelly, Bridget Turner; Jourian, T. J.; Byrd, Ajani M.; Manzano, Lester J.; Bumbry, Michael

2018-01-01

In Fall, 2012, the Loyola University Chicago Higher Education program faculty admitted a doctoral cohort of 5 men of color. This article is a reflexive and reflective autoethnography that explores the college choice processes of 5 doctoral men of color through a Critical Race Feminist perspective. The faculty program chair's narrative supplements…

An analysis of the current educational status and future training needs of China's rural doctors in 2011.

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Li, Xingming; Liu, Juyuan; Huang, Jianshi; Qian, Yunliang; Che, Lu

2013-04-01

To analyse the educational status and future training needs of China's rural doctors and provide a basis to improve their future training. A cross-sectional epidemiological survey was used for the analysis, and 17 954 rural doctors chosen randomly from the eastern, central and western regions of China in 2009-2010 were surveyed to ascertain their average training time and the methods used for and content of their training. In general, 8671/17 778 (48.77%) of respondents received less than 12 days of training in a year. Conference sessions seemed to be the major route of training, with 10 150/17 925 respondents (56.62%). Clinical skills, with a response rate of 14 441/17 926 (80.56%), seemed to be the most popular training content. With regard to the general needs for training time received, 6547/18 255 (35.86%) of respondents hoped the average training time received a year would be less than 12 days; on-site guidance from a senior doctor was the most popular training method with response rate of 10 109/17 976 (56.24%), and clinical skills was what rural doctors wished to study the most, with a positive response of 16 744/17 962 (93.22%). Statistically significant differences existed in the current status and training time, training method and training content needs of China's rural doctors. Our results suggest that the training status and needs of China's rural doctors are still disjointed; measures including the introduction of remote education and clinical further education, extended training time and more clinical skills training should be adopted.

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

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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.

A longitudinal online interprofessional education experience involving family nurse practitioner students and pharmacy students.

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Collins, Andrea; Broeseker, Amy; Cunningham, Jill; Cortes, Cyndi; Beall, Jennifer; Bigham, Amy; Chang, Jongwha

2017-03-01

Interprofessional education (IPE) continues to gain traction worldwide. Challenges integrating IPE into health profession programmes include finding convenient times, meeting spaces, and level-appropriate assignments for each profession. This article describes the implementation of a 21-month prospective cohort study pilot programme for the Master of Science in nursing family nurse practitioner (FNP) and doctor of pharmacy (PharmD) students at a private university in the United States. This IPE experience utilised a blended approach for the learning activities; these students had initial and final sessions where they met face-to-face, with asynchronous online activities between these two sessions. The online assignments, discussions, and quizzes during the pilot programme involved topics such as antimicrobial stewardship, hormone replacement therapy, human papilloma virus vaccination, prenatal counselling, emergency contraception, and effects of the Affordable Care Act on practice. The results suggested that the FNP students held more favourable attitudes about online IPE and that the PharmD students reported having a clearer understanding of their own roles and those of the other participating healthcare students. However, the students also reported wanting more face-to-face interaction during their online IPE experience. Implications from this study suggest that effective online IPE can be supported by ensuring educational parity between students regarding the various topics discussed and a consistent approach of the required involvement for all student groups is needed. In addition, given the students desire for more face-to-face interaction, it may be beneficial to offer online IPE activities for a shorter time period. It is anticipated that this study may inform other programmes that are exploring innovative approaches to provide IPE to promote effective collaboration in patient care.

Effective educator-student relationships in nursing education to strengthen nursing students' resilience.

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Froneman, Kathleen; Du Plessis, Emmerentia; Koen, Magdelene P

2016-06-10

Little research has been conducted in private nursing schools with regard to the educator-student relationship to strengthen the resilience of nursing students and to improve the educator-student relationship. An effective educator-student relationship is a key factor to ensure a positive learning climate where learning can take place and resilience can be strengthened. The purpose was to explore and describe nursing students' view on the basic elements required for an effective educator-student relationship to strengthen their resilience and the educator-student relationship. This study followed an explorative, descriptive and contextual qualitative design in a private nursing education institution in the North West Province. Purposive sampling was used. The sample consisted of 40 enrolled nursing auxiliary students. The World Café Method was used to collect data, which were analysed by means of content analysis. The following five main themes were identified and included: (1) teaching-learning environment, (2) educator-student interaction, (3) educator qualities, (4) staying resilient and (5) strategies to strengthen resilience. Students need a caring and supportive environment; interaction that is constructive, acknowledges human rights and makes use of appropriate non-verbal communication. The educator must display qualities such as love and care, respect, responsibility, morality, patience, being open to new ideas, motivation, willingness to 'go the extra mile' and punctuality. Students reported on various ways how they manage to stay resilient. It thus seems that basic elements required in an effective educator-student relationship to strengthen the resilience of students include the environment, interaction, educator and student's qualities and resilience.

Panorama de la formación doctoral en enfermería Panorama da formação doutoral em enfermagem Overview of the doctoral education in nursing

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LUZ STELLA BUENO ROBLES

2010-12-01

education in nursing has evolved as a response to the need of educating human capital capable of developing personal knowledge and promoting innovative change strategies in the domains of science and technology. Objectives: describe the overview of the doctoral education in nursing in Latin America, Colombia and the world, and ponder over its contributions to the discipline and the Colombian society. Methodology: the methodology is divided into three segments: worldwide overview of the doctoral education in nursing, current situation of doctoral programs in Colombia and pertinence of nursing doctors in Colombia. Results and discussion: findings show differences among the progress made regarding the doctoral education in nursing in the World, Latin America and Colombia. It is worth highlighting the growth of programs in Europe, Asia and Latin America, which is positive to achieve further development of the discipline.

Keeping Up With Fashion: Recent Trends in the Subfields of Study of Doctoral Students in Economics

OpenAIRE

Sheng Guo; Jungmin Lee

2011-01-01

We conduct an analysis of recent trends on the subfields of study that doctoral students in economics choose for their dissertations. By investigating data on the JEL classification codes of dissertations reported by the Journal of Economic Literature from 1991 to 2007, we find that the trends in the subfields of study of doctoral dissertations follow those of articles published at five major general-interest journals (American Economic Review, Quarterly Journal of Economics, Journal of Polit...

Structure, Impact, and Deficiencies of Beginning Counselor Educators' Doctoral Teaching Preparation

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Waalkes, Phillip L.; Benshoff, James M.; Stickl, Jaimie; Swindle, Paula J.; Umstead, Lindsey K.

2018-01-01

The authors utilized the consensual qualitative research method (Hill, Thompson, & Williams, [Hill, C. E., 1997]) to explore beginning counselor educators' (N = 9) experiences of doctoral teaching preparation, including helpful and missing components. Emerging themes included a lack of intentionality in teaching-related program design and a…

Student and faculty perceptions of lecture recording in a doctor of pharmacy curriculum.

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Maynor, Lena M; Barrickman, Ashleigh Landis; Stamatakis, Mary K; Elliott, David P

2013-10-14

To describe students' and faculty members' perceptions of the impact of lecture recording in a doctor of pharmacy (PharmD) curriculum. Second- and third-year pharmacy students and faculty members completed an anonymous survey instrument regarding their perceptions of lecture recording with 2 classroom lecture capture software programs, Camtasia Studio and Wimba Classroom. Most students (82%) responded that Camtasia was very helpful and almost half (49%) responded that Wimba Classroom was helpful (pstudents reported being more likely to miss a class that was recorded; however, few students (10%) reported using recordings as a substitute for attending class. The most common concern of faculty members was decreased student attendance (27%). Pharmacy students consider lecture recordings beneficial, and they use the recordings primarily to review the lecture. While faculty members reported concerns with decreased attendance, few students reported using recordings as an alternative to class attendance.

An educational model for improving diet counselling in primary care. A case study of the creative use of doctors' own diet, their attitudes to it and to nutritional counselling of their patients with diabetes

DEFF Research Database (Denmark)

Olivarius, Niels de Fine; Palmvig, Birthe; Andreasen, Anne Helms

2005-01-01

Nutritional counseling; Nutritional education; Nutritional assessment; Primary care; Continuing medical education; Doctors' diet; Doctors attitudes; Doctors' knowledge; Body mass index; Educational model; Food frequency questionaire......Nutritional counseling; Nutritional education; Nutritional assessment; Primary care; Continuing medical education; Doctors' diet; Doctors attitudes; Doctors' knowledge; Body mass index; Educational model; Food frequency questionaire...

Spin doctoring

OpenAIRE

Vozková, Markéta

2011-01-01

1 ABSTRACT The aim of this text is to provide an analysis of the phenomenon of spin doctoring in the Euro-Atlantic area. Spin doctors are educated people in the fields of semiotics, cultural studies, public relations, political communication and especially familiar with the infrastructure and the functioning of the media industry. Critical reflection of manipulative communication techniques puts spin phenomenon in historical perspective and traces its practical use in today's social communica...

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

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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

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

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Stevenson Keith

2011-06-01

Full Text Available Abstract 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

Training tomorrow's doctors to explain 'medically unexplained' physical symptoms: An examination of UK medical educators' views of barriers and solutions.

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Joyce, Emmeline; Cowing, Jennifer; Lazarus, Candice; Smith, Charlotte; Zenzuck, Victoria; Peters, Sarah

2018-05-01

Co-occuring physical symptoms, unexplained by organic pathology (known as Functional Syndromes, FS), are common and disabling presentations. However, FS is absent or inconsistently taught within undergraduate medical training. This study investigates the reasons for this and identifies potential solutions to improved implementation. Twenty-eight medical educators from thirteen different UK medical schools participated in semi-structured interviews. Thematic analysis proceeded iteratively, and in parallel with data production. Barriers to implementing FS training are beliefs about the complexity of FS, tutors' negative attitudes towards FS, and FS being perceived as a low priority for the curriculum. In parallel participants recognised FS as ubiquitous within medical practice and erroneously assumed it must be taught by someone. They recommended that students should learn about FS through managed exposure, but only if tutors' negative attitudes and behaviour are also addressed. Negative attitudes towards FS by educators prevents designing and delivering effective education on this common medical presentation. Whilst there is recognition of the need to implement FS training, recommendations are multifaceted. Increased liaison between students, patients and educators is necessary to develop more informed and effective teaching methods for trainee doctors about FS and in order to minimise the impact of the hidden curriculum. Crown Copyright © 2017. Published by Elsevier B.V. All rights reserved.

Transitional journeys into, and through medical education for First-in-Family (FiF) students: a qualitative interview study.

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Bassett, Andrew Mark; Brosnan, Caragh; Southgate, Erica; Lempp, Heidi

2018-05-09

There has been much interest in the transitions along the medical education continuum. However, little is known about how students from non-traditional backgrounds experience both the move to, and through Medical School, and their ambitions post-graduation. This research sought to understand the transitional journey into, and through undergraduate medical education, and future career aspirations for first-in-family (FiF) medical students. Based on a interpretivist epistemological perspective, 20 FiF students from one English Medical School participated in semi-structured interviews. Participants were identified according to purposive inclusion criteria and were contacted by email via the student association at the Medical School and academic year leaders. The team approach to the thematic analysis enhanced the findings credibility. This research was part of an international collaboration. In the first transition, 'The Road to Medical School', a passion for science with an interest in people was a motivator to study medicine. Participants' parents' shared the elation of acceptance into Medical School, however, the support from school/college teachers was a mixed experience. In 'The Medical School Journey' transition, knowledge about the medical curriculum was variable. 'Fitting' in at Medical School was a problem for some, but studying for an elite degree elevated social status for many study participants. A source of support derived from senior medical student peers, but a medical degree could sacrifice students' own health. In the final transition, 'Future Plans', a medical career was perceived to have intrinsic value. Clarity about future aspirations was related to clinical experience. For some, career trajectories were related to a work-life balance and future NHS working conditions for Junior Doctors. The transitions highlighted in this article have important implications for those educators interested in a life cycle approach to widening participation in

Hospital doctors' Opinions regarding educational Utility, public Sentiment and career Effects of Medical television Dramas: the HOUSE MD study.

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Haboubi, Hasan N; Morgan, Holly; Aldalati, Omar

2015-12-14

To evaluate the opinions of practicing clinicians on medical television dramas and the effects these series have on society as well as their own practice. Observational study using a structured questionnaire disseminated among doctors of all grades and specialties at one tertiary centre and two large secondary care district general hospitals in Wales, United Kingdom. Three hundred and seventy-two questionnaires were distributed over a 3-month period, with 200 completed questionnaires received (response rate, 54%). Frequency and reasons for watching these programs, and opinions regarding realism, educational value and public perception, evaluated by doctors' grades and specialties. Identification of work practice with any observed traits in fictional doctors was also analysed. 65% of doctors surveyed admitted to watching these programs on more than one occasion. Junior doctors (interns and resident medical officers) were more regular viewers. Most doctors who admitted to watching medical dramas did so for entertainment purposes (69%); 8% watched for educational purposes and, of these, 100% watched House MD, 82% felt that these dramas were unrepresentative of daily practice, and 10% thought that they accurately portrayed reality. Most of the positive responses were from junior doctors. 61% of doctors identified some aspect of their clinical practice with another doctor (fictional or non-fictional; most junior doctors identified with a fictional doctor, compared with non-fictional role models for more senior practicing clinicians. This survey shows that a large body of the medical workforce watches medical television dramas and that such programs exercise a growing influence on the practice of junior doctors, particularly those in physicianly specialties. The reasons for certain role model selections remain unknown and may require further evaluation.

Medical students' perceptions of bedside teaching.

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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.

Faculty of health sciences, walter sisulu university: training doctors from and for rural South african communities.

Science.gov (United States)

Iputo, Jehu E

2008-10-01

Introduction The South African health system has disturbing inequalities, namely few black doctors, a wide divide between urban and rural sectors, and also between private and public services. Most medical training programs in the country consider only applicants with higher-grade preparation in mathematics and physical science, while most secondary schools in black communities have limited capacity to teach these subjects and offer them at standard grade level. The Faculty of Health Sciences at Walter Sisulu University (WSU) was established in 1985 to help address these inequities and to produce physicians capable of providing quality health care in rural South African communities. Intervention Access to the physician training program was broadened by admitting students who obtained at least Grade C (60%) in mathematics and physical science at standard grade, and who demonstrated appropriate personal attributes. An innovative curriculum, combining problem-based learning with community-based education (PBL/CBE) in small tutorial group settings, was also adopted. This approach was aimed at educating and graduating a broader cohort of students, while training future doctors to identify, analyze, and treat health problems in the rural South African context. Outcomes To date, 745 doctors (72% black Africans) have graduated from the program, and 511 students (83% black Africans) are currently enrolled. After the PBL/CBE curriculum was adopted, the attrition rate for black students dropped from 23% to 80%, and the proportion of students graduating within the minimum period rose from 55% to >70%. Many graduates are still completing internships or post-graduate training, but preliminary research shows that 36% percent of graduates practice in small towns and rural settings. Further research is underway to evaluate the impact of their training on health services in rural Eastern Cape Province and elsewhere in South Africa. Conclusions The WSU program increased access to

The McNair Scholars Program as an Agent of Socialization in the Doctoral Experience

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Gittens, Cheryl Bailey

2013-01-01

Interventions such as the Ronald E. McNair Post-Baccalaureate Achievement Program (McNair Scholars Program) are among the national strategies for promoting doctoral degree attainment amongst first-generation college students from low socioeconomic backgrounds or groups underrepresented in graduate education. This study aimed to understand how…

Attitude to e-learning among newly qualified doctors.

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Goh, Jason; Clapham, Michael

2014-02-01

e-Learning plays an increasingly important role in medical education. Much research has focused on the evaluation of individual modules among medical students or more senior trainee doctors. We studied the attitude of newly qualified foundation level-1 doctors (FY1s) towards a blended learning programme to gain insight into the perceived role of e-learning in relation to classroom and experiential learning. The blended learning strategy consisted of weekly 3-hour sessions of lectures and flexible e-learning sessions. A questionnaire survey was conducted among 54 per cent (37/69) of FY1 doctors, towards the end of their first year post qualification. The majority of FY1s had to carry out additional e-learning outside of work. When asked where was best to carry out e-learning, 54 per cent preferred to e-learn both at work and at home, whereas 38 per cent preferred to e-learn outside of work exclusively. An equal preference for a classroom-only strategy and a blended programme was reported. Seventy-three per cent of the FY1s thought that e-learning should not be part of their compulsory weekly teaching programme. Fifty-four per cent of FY1s thought that e-learning had been useful for their education and training in their FY1 year. The e-learning package cited as being most useful was the safe prescribing e-programme, pioneered locally. Newly qualified doctors value e-learning as an adjunct to experiential and lecture-based teaching, and most prefer it as part of a blended learning programme at work or at home. Medical educators must place equal emphasis on the delivery and administration of e-learning as well as on the course design. © 2014 John Wiley & Sons Ltd.

Assessing experiential education factors contributing to a PGY1 residency match: Pharmacy residency program director and comparative student survey.

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Prisco, Jennifer L; Hritcko, Philip M; Feret, Brett; Yorra, Mark L; Todd, Noreen E; Kim Tanzer; Basile, Cathy; Bonaceto, Kara; Morelli, Rita; Carace, Nicole; Szumita, Andrew

2018-02-01

To compare and contrast experiential education perceptions of pharmacy residency program directors (RPDs) and doctor of pharmacy students in their last year of the curriculum for residency application considerations. The New England Regional Departments of Experiential Education (NERDEE) consortium developed a 17-question survey to assess residency factors, including those related to experiential education. The survey was dispersed to advanced pharmacy practice experience (APPE) students from six colleges/schools of pharmacy and RPDs nationwide. Students have different values on experiential preferences compared to RPDs. Sample findings include internal medicine and specialty clinical elective experiences prior to American Society of Health-System Pharmacists (ASHP) Midyear were extremely important to important for students, while RPDs viewed these experiences as somewhat important at best (p hinder a successful postgraduate year 1 (PGY1) residency match. Copyright © 2017 Elsevier Inc. All rights reserved.

An Information Literacy Course for Doctoral Students: Information Resources and Tools for Research

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Ann-Louise Paasio

2015-12-01

Full Text Available The purpose of this paper is to showcase the information literacy course for doctoral students called Information Resources and Tools for Research. Turku University Library organises this course in collaboration with the University of Turku Graduate School. The course, which was started in 2012, has been organised four times so far, twice in English and twice in Finnish. The course offers training to all doctoral Programs in all of the seven disciplines present at the University of Turku and doctoral candidates of the University. In our presentation we will describe the structure and contents of the course and share our experiences of the collaboration with the University of Turku Graduate School. In addition, we will describe how the information specialists of the Turku University Library have collaborated during the course. We will also discuss the challenges of the course. Based on the course feedback, it can be stated that in general, participants have found this course very useful for their research in the University of Turku.

Medical professionalism on television: student perceptions and pedagogical implications.

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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.

Overview of the doctoral education in nursing Panorama de la formación doctoral en enfermería Panorama da formação doutoral em enfermagem

Directory of Open Access Journals (Sweden)

MEJÍA ROJAS MARÍA ELENA

2010-12-01

Full Text Available

The level of education in nursing has evolved as a response to the need of educating human capital capable of developing personal knowledge and promoting innovative change strategies in the domains of science and technology.

Objectives: describe the overview of the doctoral education in nursing in Latin America, Colombia and the world, and ponder over its contributions to the discipline and the Colombian society.

Methodology: the methodology is divided into three segments: worldwide overview of the doctoral education in nursing, current situation of doctoral programs in Colombia and pertinence of nursing doctors in Colombia.

Results and discussion: findings show differences among the progress made regarding the doctoral education in nursing in the World, Latin America and Colombia. It is worth highlighting the growth of programs in Europe, Asia and Latin America, which is positive to achieve further development of the discipline.

How stressful is doctor-patient communication? Physiological and psychological stress of medical students in simulated history taking and bad-news consultations

NARCIS (Netherlands)

Hulsman, Robert L.; Pranger, Susan; Koot, Stephanie; Fabriek, Marcel; Karemaker, John M.; Smets, Ellen M. A.

2010-01-01

Introduction: Medical communication can be a stressful experience for both doctors and patients. In particular, inexperienced doctors facing the demanding task of a bad news consultation may experience high levels of distress. The aim of this exploratory study is to test students' differential

The Relationships between Doctoral Students’ Perceptions of Supervision and Burnout

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Solveig Cornér

2017-06-01

Full Text Available Aim/Purpose: Both the quality and the quantity of doctoral supervision have been identified as central determinants of the doctoral journey. However, there is a gap in our understanding of how supervision activities are associated with lack of wellbeing, such as burnout, and also to completion of the studies among doctoral students. Background:\tThe study explored doctoral students’ perceptions of different aspects of supervision including the primary sources, frequency, expressed satisfaction and their interrelation with experienced stress, exhaustion and cynicism. Methodology: Altogether 248 doctoral students from three Finnish universities representing social sciences, arts and humanities, and natural and life sciences responded to an adapted version of a Doctoral Experience Survey. A combination of several measures was used to investigate the students’ experiences of supervision and burnout. Contribution:\tThe results showed that students benefit from having several and different kinds of supervision activities. Various sources contribute not only to experiences of the doctoral journey and burnout, but also to the completion of the studies. Findings: Experienced lack of satisfaction with supervision and equality within the researcher community and a low frequency of supervision were related to experiences of burnout. Experiences of burnout were connected to students’ attrition intentions. Attrition intentions were related to source of supervision, the form of thesis, and inadequate supervision frequency. Frequency was related to both experience of burnout and likelihood of attrition. Recommendations for Practitioners: A recommendation developed from this research is to assist doctoral students with sufficient support, especially equality within the scholarly community and frequency of supervision. Further, greater emphasis could be put on group supervision and other collective forms of supervision. It is important that doctoral

Standardization of doctoral study in agricultural and extension education: is the field of study mature enough for achievement of the optimum degree of order?

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Briers, G E; Lindner, J R; Shinn, G C; Wingenbach, G W; Baker, M T

2010-01-01

Agricultural and extension education--or some derivative name--is a field of study leading to the doctoral degree in universities around the world. Is there are body of knowledge or a taxonomy of the knowledge--e.g., a knowledge domain--that one should possess with a doctorate in agricultural and extension education? The purpose of this paper was to synthesize the work of researchers who attempted to define the field of study, with a taxonomy comprising the knowledge domains (standards) and knowledge objects--structured interrelated sets of data, knowledge, and wisdom--of the field of study. Doctoral study in agricultural and extension education needs a document that provides for rules and guidelines--rules and guidelines that in turn provide for common and repeated use--all leading to achievement of an optimum degree of order in the context of academic, scholarly, and professional practice in agricultural and extension education. Thus, one would know in broad categories the knowledge, skills, and abilities possessed by one who holds a doctoral degree in agricultural and extension education. That is, there would exist a standard for doctoral degrees in agricultural and extension education. A content analysis of three previous attempts to categorize knowledge in agricultural and extension education served as the primary technique to create a new taxonomy--or to confirm an existing taxonomy--for doctoral study in agricultural and extension education. The following coalesced as nine essential knowledge domains for a doctorate in agricultural and extension education: (1) history, philosophy, ethics, and policy; (2) agricultural/rural development; (3) organizational development and change management; (4) planning, needs assessment, and evaluation; (5) learning theory; (6) curriculum development and instructional design; (7) teaching methods and delivery strategies; (8) research methods and tools; and, (9) scholarship and communications.