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

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Godskesen, Mirjam; Kobayashi, Sofie

2016-01-01

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

Doctoral 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...

MFT homogeneity study at TNX: Final report on the low weight percent solids concentration

International Nuclear Information System (INIS)

Jenkins, W.J.

1993-01-01

A statistical design and analysis of both elemental analyses and weight percent solids analyses data was utilized to evaluate the MFT homogeneity at low heel levels and low agitator speed at both high and low solids feed concentrations. The homogeneity was also evaluated at both low and high agitator speed at the 6000+ gallons static level. The dynamic level portion of the test simulated feeding the Melter from the MFT to evaluate the uniformity of the solids slurry composition (Frit-PHA-Sludge) entering the melter from the MFT. This final report provides the results and conclusions from the second half of the study, the low weight percent solids concentration portion, as well as a comparison with the results from the first half of the study, the high weight percent solids portion

Critical and Creative Thinking Nexus: Learning Experiences of Doctoral Students

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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…

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…

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…

Flow behaviour and robustness of non-segregating tailings made from filtered/centrifuged MFT

Energy Technology Data Exchange (ETDEWEB)

Nik, R.M.; Sego, D.C.; Morgenstern, N.R. [Alberta Univ., Edmonton, AB (Canada). Geotechnical Center

2010-07-01

This PowerPoint presentation described an experimental study of a centrifugal dewatering filtration process for mature fine tailings (MFT). Various MFT samples from different oil sands operations were pumped into a filtering centrifuge that produced cake, thin tailings, and filtrate. The MFT was then transformed into non-segregated tailings (NST) and composite tailings (CT). The depositional characteristics of the CT-NST samples were evaluated in a series of flume tests. Flow profiles were presented for various samples. Vane shear tests were also conducted. The yield stress of each sample was compared with its flow duration and solids content. The results of the experimental tests demonstrated that the centrifugal filtration process can be considered as the initial stage of a multi-stage tailings management plan. The filtering centrifuge method can be used to produce robust CTs with higher solids content. Use of the method can decrease the amount of coagulants or flocculants required for further treatment. tabs., figs.

Student mobility and doctoral education in South Africa | Sehoole ...

African Journals Online (AJOL)

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

Development of modified FT (MFT) process

Energy Technology Data Exchange (ETDEWEB)

Jinglai Zhou; Zhixin Zhang; Wenjie Shen [Institute of Coal Chemistry, Taiyuan (China)] [and others

1995-12-31

Two-Stage Modified FT (MFT) process has been developed for producing high-octane gasoline from coal-based syngas. The main R&D are focused on the development of catalysts and technologies process. Duration tests were finished in the single-tube reactor, pilot plant (100T/Y), and industrial demonstration plant (2000T/Y). A series of satisfactory results has been obtained in terms of operating reliability of equipments, performance of catalysts, purification of coal - based syngas, optimum operating conditions, properties of gasoline and economics etc. Further scaling - up commercial plant is being considered.

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…

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…

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!

Quantitative Preparation in Doctoral Education Programs: A Mixed-Methods Study of Doctoral Student Perspectives on their Quantitative Training

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Sarah L Ferguson

2017-07-01

Full Text Available Aim/Purpose: The purpose of the current study is to explore student perceptions of their own doctoral-level education and quantitative proficiency. Background: The challenges of preparing doctoral students in education have been discussed in the literature, but largely from the perspective of university faculty and program administrators. The current study directly explores the student voice on this issue. Methodology: Utilizing a sequential explanatory mixed-methods research design, the present study seeks to better understand doctoral-level education students’ perceptions of their quantitative methods training at a large public university in the southwestern United States. Findings: Results from both phases present the need for more application and consistency in doctoral-level quantitative courses. Additionally, there was a consistent theme of internal motivation in the responses, suggesting students perceive their quantitative training to be valuable beyond their personal interest in the topic. Recommendations for Practitioners: Quantitative methods instructors should emphasize practice in their quantitative courses and consider providing additional support for students through the inclusion of lab sections, tutoring, and/or differentiation. Pre-testing statistical ability at the start of a course is also suggested to better meet student needs. Impact on Society: The ultimate goal of quantitative methods in doctoral education is to produce high-quality educational researchers who are prepared to apply their knowledge to problems and research in education. Results of the present study can inform faculty and administrator decisions in doctoral education to best support this goal. Future Research: Using the student perspectives presented in the present study, future researchers should continue to explore effective instructional strategies and curriculum design within education doctoral programs. The inclusion of student voice can strengthen

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…

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…

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

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

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…

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…

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 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 Students Becoming Researchers: An Innovative Curriculum

Directory of Open Access Journals (Sweden)

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.

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.

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…

Student Socialization in Interdisciplinary Doctoral Education

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Boden, Daniel; Borrego, Maura; Newswander, Lynita K.

2011-01-01

Interdisciplinary approaches are often seen as necessary for attacking the most critical challenges facing the world today, and doctoral students and their training programs are recognized as central to increasing interdisciplinary research capacity. However, the traditional culture and organization of higher education are ill-equipped to…

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…

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

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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…

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…

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.…

Paste pumping and deposition field trials and concepts on Syncrude's dewatered mature fine tailings MFT centrifuge cake

Energy Technology Data Exchange (ETDEWEB)

Lahaie, R. [Syncrude Canada Ltd., Edmonton, AB (Canada); Ahmed, I.; Labelle, M.; Brown, R. [Golder Paste Technology, Sudbury, ON (Canada)

2009-07-01

This presentation discussed a paste pumping and deposition field study conducted on dewatered mature fine tailings (MFT) located at Syncrude's Mildred Lake operation. Bench scale rheological examinations of centrifuge cakes and design field testing are used to determine the pumpability of MFT centrifuge cakes. The study included a transportation assessment for the conveyor and positive displacement pumps and pipelines, as well as geotechnical and environmental analyses of bulk materials. Flocculant optimization and centrifuge operational parameter assessments were conducted. Pressure differential and flow rate data were captured in the field studies in order to determine pipeline friction loss. The study showed that pipe friction factors can be obtained using the Bingham plastic model. A natural deposition angle was determined for the MFT centrifuged cake. The study showed that the cake must be sheared in order to reduce yield stress before pumping. It was concluded that displacement pumps can be used to reduced pipeline friction factors. tabs., figs.

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.

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

Science.gov (United States)

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.

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…

Business Professional Doctoral Programs: Student Motivations, Educational Process, and Graduate Career Outcomes

Directory of Open Access Journals (Sweden)

Louis J. Grabowski

2015-08-01

Full Text Available The emerging body of research on business professional doctoral programs has focused primarily on the programs’ composition and management, offering limited insight into students’ motivations and the impact the degree has on graduates and their careers. However, understanding these student motivations and career impacts is valuable for several reasons. In addition to helping future candidates assess various programs and the business professional doctoral degree itself, it can help enrolled students maximize their academic experience and help administrators improve these programs so that they better meet students’ personal and professional expectations. To bridge this research gap, this study pursued a mixed-methods approach to glean insights into why people pursue professional doctorates in business, the ultimate personal and professional outcomes of students, and the educational process producing those outcomes. The study revealed that most students entered these programs with a desire for personal or professional transformation, including the possibility of entering academia or a new industry. Moreover, the vast majority of program graduates believed they had experienced such a transformation, often in both professional and personal ways. Further, while important to personal growth, alumni perceived that certain program elements—such as the student networks they created and non-research related coursework—had little to no effect upon their career and viewed their research and the research process as far more important to their professional development. Based upon these findings, the researchers propose a comprehensive process model to explain the personal and professional factors and outcomes for graduates of business professional doctoral programs. They also suggest practical steps that students and administrators can take to improve the business professional doctoral educational experience.

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

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

2013-01-01

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

Teaching doctors to treat doctors: medical student peer counselling.

Science.gov (United States)

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.

Science.gov (United States)

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.

Preparing Marriage and Family Therapy Students to Become Employee Assistance Professionals.

Science.gov (United States)

Smith, Thomas A., Jr.; And Others

1989-01-01

Addresses issues pertinent to training Marriage and Family Therapy (MFT) students to develop the skills needed to become Employee Assistance Programs (EAP) professionals. Describes qualifications for becoming EAP professional. Suggests how skills may be taught within the framework of an academically based MFT training program. (Author/ABL)

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

Science.gov (United States)

Bimstein, E; Mayes, A; Mittal, Hc

2014-01-01

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

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

Science.gov (United States)

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

2010-03-01

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

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 ...

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

Science.gov (United States)

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

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

Science.gov (United States)

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

2014-07-01

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

Doctoral Women: Managing Emotions, Managing Doctoral Studies

Science.gov (United States)

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…

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

Science.gov (United States)

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.

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…

[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

Science.gov (United States)

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…

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

Science.gov (United States)

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.

Designing a Peer-Mentoring Program for Education Doctorate (EdD) Students

OpenAIRE

Kendra Lowery; Rachel Geesa; Kat McConnell

2018-01-01

Objectives: In preparation for creating a peer-mentoring program for education doctorate (EdD) students, we conducted a literature review to learn about the characteristics of peer-mentoring programs for graduate students and EdD students specifically. Method: Our search criteria included articles about peer mentoring for graduate students only; published in peer-reviewed journals since the year 2000; and about programs that involved more experienced students, students farther along in t...

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

Science.gov (United States)

Miller, John K.; Stone, Dana J.

2011-01-01

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

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

Directory of Open Access Journals (Sweden)

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.

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,

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

Science.gov (United States)

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.

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

Directory of Open Access Journals (Sweden)

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.

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

Science.gov (United States)

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…

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

Science.gov (United States)

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…

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.

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

Science.gov (United States)

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

Science.gov (United States)

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

Science.gov (United States)

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…

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

Science.gov (United States)

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

2017-01-01

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

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

Science.gov (United States)

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…

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

Science.gov (United States)

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.

Science.gov (United States)

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.

Science.gov (United States)

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.

Coteaching in Counselor Education: Preparing Doctoral Students for Future Teaching

Science.gov (United States)

Baltrinic, Eric R.; Jencius, Marty; McGlothlin, Jason

2016-01-01

This phenomenological study explored 10 counselor education doctoral students' coteaching experiences with faculty members. Three coteaching structures identified from the data were relational, operational, and developmental. A definition of coteaching supported by the findings is presented. Implications for counselor education programs,…

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

Directory of Open Access Journals (Sweden)

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.

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

Science.gov (United States)

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

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

Science.gov (United States)

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.

Counseling Psychology Doctoral Students' Training Experiences in Primary Care Psychology

Science.gov (United States)

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…

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

Directory of Open Access Journals (Sweden)

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.

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

Directory of Open Access Journals (Sweden)

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.

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…

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…

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.

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

Preparing marriage and family therapy students to become employee assistance professionals*.

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Smith, T A; Salts, C J; Smith, C W

1989-10-01

While the number of Employee Assistance Programs (EAPs) has grown tremendously, opportunities for marriage and family therapists in EAP settings have not been adequately described. This paper addresses issues pertinent to training Marriage and Family Therapy (MFT) students to develop the skills needed to become EAP professionals. Qualifications for becoming an EAP professional are described and suggestions are made as to how these skills may be taught within the framework of an academically based MFT training program.

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

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Martin, Lisa D.

2016-01-01

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

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

OpenAIRE

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]); ...

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…

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…

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.

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

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…

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’....

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

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…

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.

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.

International Doctoral Students in Counselor Education: Coping Strategies in Supervision Training

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Woo, Hongryun; Jang, Yoo Jin; Henfield, Malik S.

2015-01-01

This study explores 8 international doctoral students' perceptions of coping strategies used in supervision training in counselor education programs. Using human agency as a conceptual framework, the authors found 3 categories: (a) personal and professional self-directed strategies as personal agency, (b) support and care from mentors as proxy…

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....

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…

Nationaler Kompetenzbasierter Lernzielkatalog Medizin (NKLM für Deutschland: Zusammenarbeit der Gesellschaft für Medizinische Ausbildung (GMA und des Medizinischen Fakultätentages (MFT [National Competence-Based Learning Objectives for Undergraduate Medical Education (NKLM in Germany: Cooperation of the Association for Medical Education (GMA and the Association of Medical Faculties in Germany (MFT

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Hahn, Eckhart G.

2009-08-01

Full Text Available [english] The Framework for Qualifications of the European Higher Education Area (FQ-EHEA; Bologna Process and the European Qualifications Framework for Lifelong Learning (EQF-LLL; Lisbon Process are competence-driven frameworks for vocational and higher education programmes in need for defined learning objectives. In the field of medical education, The Netherlands and Switzerland have developed national catalogues for undergraduate medical training, which are competence-based and compatible with a two-cycle curriculum comprised of a Bachelor in Medicine and a Master in Medicine. In Germany, virtually all medical organizations, last not least the Association of Medical Faculties (MFT, have voted against the application of the two-cycle (and the three-cycle curriculum to medical undergraduate education. A standstill of the European processes will not be accepted in the political arena, and a proposition was made by the Conference of German Ministers of Higher Education to develop a medical qualification framework for Germany, asking the Association for Medical Education (GMA and the MFT to join forces. This is not possible without consented national learning objectives derived from the professional context of physicians. The GMA has teamed up with the MFT to develop National Competence-Based Learning Objectives for Undergraduate Medical Education (NKLM in Germany (see Figure 1 to fulfill these needs.

Doctoral education in a successful ecological niche

DEFF Research Database (Denmark)

Christensen, Mette Krogh; Lund, Ole

2014-01-01

Scholarly communities are dependent on and often measured by their ability to attract and develop doctoral students. Recent literature suggests that most scholarly communities entail ecological niches in which the doctoral students learn the codes and practices of research. In this article, we...... successful doctoral education because it: 1) fleshes out the professional attitude that is necessary for becoming a successful researcher in the department, 2) shapes and adapts the doctoral students’ desires to grasp and identify with the department’s practices, and 3) provides the doctoral students...... explore the microclimate in an ecological niche of doctoral education. Based on a theoretical definition of microclimate as the emotional atmosphere that ties group members together and affects their actions, we conducted a case study that aimed to describe the key features of the microclimate...

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

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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.…

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.

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.

Nursing doctoral education in Turkey.

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Yavuz, Meryem

2004-10-01

Quality health care is an issue of concern worldwide, and nursing can and must play a major and global role in transforming the healthcare environment. Doctorally prepared nurses are very much needed in the discipline to further develop and expand the science, as well as to prepare its future educators, scholars, leaders, and policy makers. In 1968, the Master of Science in Nursing Program was initiated in Turkey, followed by the Nursing Doctoral Education Program in 1972. Six University Schools of Nursing provide nursing doctoral education. By the graduating year of 2001, 154 students had graduated with the Doctor of Philosophy in Nursing (Ph.D.), and 206 students were enrolled in related courses. Many countries in the world are systematically building various collaborative models in their nursing doctoral education programs. Turkey would like to play an active role in creating collaborative nursing doctoral education programs with other countries. This paper centres on the structure and model of doctoral education for nurses in Turkey. It touches on doctoral programs around the world; describes in detail nursing doctoral education in Turkey, including its program structure, admission process, course units, assessment strategies and dissertation procedure; and discusses efforts to promote Turkey as a potential partner in international initiatives to improve nursing doctoral education.

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…

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

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Taysum, Alison

2013-01-01

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

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. [...

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

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

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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…

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.

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.

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

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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. [...

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

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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

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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…

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.

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

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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

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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.

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,…

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

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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…

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 master degree: A critical transition in STEM doctoral education

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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

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 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...

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.

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.

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...

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.

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.

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

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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…

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.

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,…

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

Science.gov (United States)

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.

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

Science.gov (United States)

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

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.

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.

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

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.

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

[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.

The complex thinking and prospect of actions of future doctors

Directory of Open Access Journals (Sweden)

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

Improving professional IT doctorate completion rates

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Oliver Kisalay Burmeister

2015-08-01

Full Text Available Professional doctorates in Information Technology (IT have been a relatively recent phenomenon, giving IT professionals career management choices not previously available to them. However, successful completion rates are the lowest of all disciplines. Completed doctorates rate in quality equivalent to PhDs, and retention has been identified as a major obstacle to completion. This qualitative study, involving 44 semi-structured interviews with students, supervisors and institutional support personnel, investigated the obstacles. Amongst the strategies discovered to improve completion rates were retention, student engagement with supervisors, feedback on progress, student engagement in the course, and student involvement in institutional communities of practice.

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…

"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…

I’m just thinking - How learning opportunities are created in doctoral supervision

DEFF Research Database (Denmark)

Kobayashi, Sofie; Berge, Maria; Grout, Brian William Wilson

for learning. Earlier research into doctoral supervision has been rather vague on how doctoral students learn to carry out research. Empirically, we have based the study on four cases each with one doctoral student and their supervisors. The supervision sessions were captured on video and audio to provide...... for verbatim transcripts that were subsequently analysed. Our results illustrate how supervisors and doctoral students create learning opportunities by varying aspects of research in the discussion. Better understanding of this mechanism whereby learning opportunities are created by bringing aspects......With this paper we aim to contribute towards an understanding of learning dynamics in doctoral supervision by analysing how learning opportunities are created in the interaction. We analyse interaction between supervisors and doctoral students using the notion of experiencing variation as a key...

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.

[Doctor-Patient Relationship from the Perspective of Medical Students' Portfolio].

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Girela Pérez, Beatriz; Rodríguez Cano, María Araceli; Girela López, Eloy

2018-01-01

Doctor-patient relationship is of paramount importance for a good medical practice, however as long as medicine has been increasingly influenced by technology and science, it may be at risk of losing contact with basic human values of respect for the beliefs and preferences of the other person. In this study, we have analyzed the deontological vision of the physician-patient relationship perceived through clinical situations reflected in the portfolios carried out by 225 students of the 5th year of the Degree of Medicine at the University of Córdoba, during the courses 2014/15 and 2015/16. 201 out of 833 deontological considerations on articles of the Code of Medical Ethics constitute non-compliances. It is noteworthy that these breaches to the Code of Medical Ethics considered refer mainly (73%) to Chapter III (doctor-patient relationship). It is particularly interesting that the problems most frequently detected are those related to attitude, forms or language and lack of understanding/confidence of the physician with the patient (article 8 with 46 noncompliances), as well as problems in providing information (articles 12.1 and 15, with 18 and 42 noncompliances respectively).

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

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van der Merwe, Mathilde

2015-01-01

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

Perceived Stress, Stressors, and Coping Mechanisms among Doctor of Pharmacy Students

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Jennifer W. Beall

2015-11-01

Full Text Available The primary purpose of this study was to examine perceived stress in doctor of pharmacy students during their first, second, and third years of their program in a fully implemented new curriculum. The secondary objectives were to determine if there is a relationship between perceived stress and certain demographic variables, to compare student pharmacist perceived stress to the perceived stress in the general population, and to examine student reported stressors during pharmacy school and coping strategies employed for those stressors. A previously validated survey (Perceived Stress Scale-10 was given to first, second, and third year student pharmacists. Females exhibited higher mean stress scores than males. The under 22 years and over 32 years age categories exhibited higher mean stress scores than the 22 to 26 year old student population. There was no significant difference in perceived stress scores between classes of the program. Only a portion of the variation in stress scores was predicted by gender, age, marital status, race, and year in curriculum. Stress scores among these student pharmacists are higher overall than those in previously published probability samples in the general population. Class assignments and completing electronic portfolios were the top stressors reported. Spending time with family and friends was the most frequent coping mechanism reported. Programming related to stress reduction (particularly among female and nontraditional age students appears warranted.

Open Access Theses in Institutional Repositories: An Exploratory Study of the Perceptions of Doctoral Students

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Stanton, Kate Valentine; Liew, Chern Li

2011-01-01

Introduction: We examine doctoral students' awareness of and attitudes to open access forms of publication. Levels of awareness of open access and the concept of institutional repositories, publishing behaviour and perceptions of benefits and risks of open access publishing were explored. Method: Qualitative and quantitative data were collected…

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…

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

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Kelly, Steven N.; VanWeelden, Kimberly

2017-01-01

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

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

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

2017-01-01

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

Latino Doctoral Students in Counseling Programs: Navigating Professional Identity within a Predominantly White American Profession

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Locke, Anna Flores

2017-01-01

Using a basic qualitative research design, this author interviewed eight Latino doctoral students in counseling programs about their professional identity development experiences. The author analyzed the data from a Latino Critical Race theoretical perspective to explore the ways in which power and privilege played a role in the participants'…

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.

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…

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…

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…

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.

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…

Comprehension and Time Expended for a Doctoral Student with a Learning Disability when Reading with and without an Accommodation

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Tanners, Adam; McDougall, Dennis; Skouge, Jim; Narkon, Drue

2012-01-01

The purpose of this alternating treatment, single-case research study was to compare reading comprehension and time expended reading, of a doctoral student with learning disabilities, under two reading conditions. In condition one, the student used a self-discovered accommodation, that is, listening, on an iPod, to an audiobook version…

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

The feminisation of Canadian medicine and its impact upon doctor productivity.

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Weizblit, Nataly; Noble, Jason; Baerlocher, Mark Otto

2009-05-01

We examined the differences in work patterns between female and male doctors in Canada to gain insight into the effect of an increased number of female doctors on overall doctor productivity. Data on the practice profiles of female and male doctors across Canada were extracted from the 2007 National Physician Survey. A doctor productivity measure, 'work hours per week per population' (WHPWPP), was created, based on the number of weekly doctor hours spent providing direct patient care per 100,000 citizens. The predicted WHPWPP was calculated for a hypothetical time-point when the female and male doctor populations reach equilibrium. The differences in current and predicted WHPWPP were then analysed. Female medical students currently (2007) outnumber male medical students (at 57.8% of the medical student population). The percentage of practising doctors who are women is highest in the fields of paediatrics, obstetrics and gynaecology, psychiatry and family practice. Female doctors work an average of 47.5 hours per week (giving 30.0 hours of direct patient care), compared with 53.8 hours worked by male doctors (35.0 hours of direct patient care) (P work less on call hours per week and see fewer patients while on-call. Female doctors are also more likely to take parental leave or a leave of absence (P work patterns described in the present study persist, an overall decrease in doctor productivity is to be anticipated.

Potential benefits of student- and junior doctor-led textbooks.

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Qureshi, Zeshan U; Lattey, Katherine; Bryne, Patrick; Rodrigues, Mark; Ross, Michael; Maxwell, Simon

2015-06-01

Medical textbooks are an important teaching supplement. Few have junior doctors or medical students ('juniors') as primary contributors. However, the strengths of junior-led face-to-face teaching are now well-established, and we hypothesized that similar advantages would be transferrable to a textbook setting. Juniors were approached to contribute to an independently published medical textbook, with senior clinicians recruited in parallel to ensure factual accuracy. Juniors directed every aspect of textbook writing and the production process. The published book stressed that it was an open collaboration with readers, inviting them to get in touch to evaluate the text and suggest ideas for new titles. Of 75 respondents, 93 % awarded the first textbook in the series 4 or 5 out of 5 for overall quality. Five other titles have been released, with seven more in development. Over 100 juniors are currently involved, with two students progressing from reviewers to editors after less than a year of mentorship. Juniors can be a motivated, dynamic, innovative group, capable of significant contributions to the medical textbook literature. This initiative has generated a sustainable infrastructure to facilitate junior-led publishing, and has the capacity for expansion to accommodate new initiatives and ideas.

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.

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.

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

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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)

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

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Alamri, Yassar

2015-01-01

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

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

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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…

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

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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.

Doctor's Orders

Institute of Scientific and Technical Information of China (English)

VALERIE SARTOR

2010-01-01

@@ "To become a doctor is like becoming a bomb expert:It takes a long time to learn this skill; you must use care and intuition; and you must understand that your work has grave consequences for those around you,"said Amgalan Gamazhapov,an advanced medical student who studies traditional Chinese and Mongolian medicine at the Inner Mongolia Medical University.

Exploring the Relationships among Self-Regulation, Acculturation, and Academic and Social Integration for Asian International Doctoral Students

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Wu, Yi-Chin

2015-01-01

This dissertation examined the relationship between Asian international doctoral students' self-regulation on academic and social integration and explored how acculturation tendencies function as a mediator between self-regulated learning and academic and social integration. Previous research has indicated that self-regulated learning has a great…

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

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

2016-11-01

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

L ocating the doctoral study in the 'paradigm skirmishes': Challenges ...

African Journals Online (AJOL)

It is important to understand the thought patterns of students and supervisors that underlie the choice of paradigm and determine the progression of doctoral studies as an integral part of articulating scholarship at the doctoral level and subsequently, to completing the research. This paper traces a student's and a supervisor's ...

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

The mentoring of male and female scientists during their doctoral studies

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Filippelli, Laura Ann

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

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

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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.

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

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Kim, Dongbin; Roh, Jin-young

2017-01-01

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

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

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

2016-06-01

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

Comparative analysis of the results of implementation of the methodology of teaching technology development of physical fitness of students - future doctors.

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Viktor Radzijevsky

2017-08-01

Full Text Available The content of three stages of training of technologies of development of physical capacity is revealed. The efficiency of the solution of the set tasks of the research by means of implementation of the methodology of teaching technology development of physical fitness of students - future doctors is shown. The proposed method of teaching the technologies of the development of physical fitness of students - future doctors aimed at the introduction of differentiated tasks, methods, forms and means aimed at the development of physical fitness of students, taking into account their physical preparedness, and provided for the unity of general and special training of students - future doctors for future professional activities. The proposed author's technique envisaged three main stages of teaching technology of physical fitness development for students - future physicians. The initial stage of training was aimed at the development of general endurance, improvement of the functions of the cardiovascular and respiratory systems, strengthening the musculoskeletal system of students, which was achieved by the gradual retraction of the body into work, which was expressed in elongation of the running distance, walking while maintaining a uniform pace. At the second stage, students were offered exercises with an increase in the volume of loading in the mixed aerobic-anaerobic mode of energy supply in accordance with the state of health, physical and functional preparedness of students, while applying a continuous unified work in the form of cross-country running, paced Scandinavian walking in a wide range speeds, as well as continuous variable work, while turning to circular training. In the third stage, if students had a good level of physical fitness, we continued to increase gradually not only the amount of training loads, but also increased the intensity of exercises. But in most cases, when the increased requirements to the level of development of

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....

Dr Oen Boen Ing Patriot doctor, social activist, and doctor of the poor

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Ravando Lie

2017-05-01

Full Text Available This article examines the efforts and achievements of Oen Boen Ing, a Tionghoa doctor, to improve the quality of health of the poorer inhabitants of Surakarta. Dr Oen played an important role in five different periods: Dutch colonialism, the Japanese occupation, the Indonesian revolution, Soekarno’s regime, and Suharto’s New Order. Known for being a benevolent doctor, activist, and patriot of the revolution during his life-time, Dr Oen also gave medical assistance to the needy, which famously earned him the accolade of “doctor of the poor”. During the Indonesian revolution, Dr Oen assisted the Student Soldiers (Tentara Pelajar and afterwards was appointed the member of Supreme Advisory Council (Dewan Pertimbangan Agung/DPA by Soekarno in 1949. As a benevolent doctor and activist, Dr Oen is remembered for founding the Panti Kosala Hospital which was renamed to perpetuate his name on 30 October 1983, exactly a year after his passing. When he died, thousands of peoples gathered to pay their final respects to the doctor. He was honoured with a ceremony conducted in the Mangkunegaran Palace. Dr Oen’s name will be eternally respected, especially in Surakarta.

General FAQs regarding the IDRC Doctoral Research Awards 2018 ...

International Development Research Centre (IDRC) Digital Library (Canada)

This award covers field research expenses for advanced doctoral students who intend ... serious security challenges, IDRC may ask you to delay your field research, .... Women candidates applying to IDRC Doctoral Research Awards calls in ...

EFL Doctoral Students' Conceptions of Authorial Stance in Academic Knowledge Claims and the Tie to Epistemic Beliefs

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Chang, Peichin; Tsai, Chin-Chung

2014-01-01

Taking an effective authorial stance in research argumentation has been designated as both vitally important and challenging. The study investigated English as a foreign language (EFL) doctoral students' conceptions of authorial stance, the role of domains in affecting their conceptions, and the ties of the conceptions to the participants'…

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

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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

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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…

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…

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.

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

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

2014-01-01

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

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

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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…

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

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

2012-11-01

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

Differential Gender Performance on the Major Field Test-Business

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Bielinska-Kwapisz, Agnieszka; Brown, F. William

2013-01-01

The Major Field Test in Business (MFT-B), a standardized assessment test of business knowledge among undergraduate business seniors, is widely used to measure student achievement. Many previous studies analyzing scores on the MFT-B report gender differences on the exam even after controlling for student's aptitude, general intellectual ability,…

[On the way to becoming an MD (Dr. med.): What kind of support do doctoral students need? Part 1: Survey and development of a program].

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Sennekamp, Monika; Paulitsch, Michael A; Broermann, Marischa; Klingebiel, Thomas; Gerlach, Ferdinand M

2016-01-01

In Germany, medical doctorates are regularly criticized for their insufficient quality. In order to improve the quality of doctorates and to support doctoral candidates, a department-wide doctoral research program was established at the Goethe University of Frankfurt am Main in 2011 taking into account the practical needs of doctoral students at the School of Medicine. The program development proceeded in several steps: in the first step (2009/2010), a pilot study with eleven doctoral candidates was carried out at the Institute of General Practice. Their ratings of the perceived relevance and their own knowledge of 15 topics of scientific work were used to identify a provisional need for support. Subsequently an interdisciplinary panel of experts established the program throughout the faculty. Since its implementation, a requirements analysis in the form of questionnaires has been continuously carried out in order to assess the doctoral students' prior knowledge and their preferences expressed. At the same time, systematic searches for support programs in other medical fields have been conducted throughout Germany on several occasions. On the basis of the pilot study, the research results and the expert panel discussions the following topics were found to be particularly relevant: principles of good scientific practice, literature search, reference management, organization and structure of a doctoral thesis, formatting of Word documents, clinical epidemiology and data management. A specific, stepwise development process was used to design a concept for the faculty of medicine that pays close attention to the knowledge and interests of doctoral candidates. The establishment of the doctoral research program in Frankfurt and the results of its evaluation are presented in a second article (Paulitsch et al., 2016). Copyright © 2016. Published by Elsevier GmbH.

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.

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.

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)

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

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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",…

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.

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.

Doctoral Dissertation Supervision: Identification and Evaluation of Models

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Ngozi Agu

2014-01-01

Full Text Available Doctoral research supervision is one of the major avenues for sustaining students’ satisfaction with the programme, preparing students to be independent researchers and effectively initiating students into the academic community. This work reports doctoral students’ evaluation of their various supervision models, their satisfaction with these supervision models, and development of research-related skills. The study used a descriptive research design and was guided by three research questions and two hypotheses. A sample of 310 Ph.D. candidates drawn from a federal university in Eastern part of Nigeria was used for this study. The data generated through the questionnaire was analyzed using descriptive statistics and t-tests. Results show that face-to-face interactive model was not only the most frequently used, but also the most widely adopted in doctoral thesis supervision while ICT-based models were rarely used. Students supervised under face-to-face interactive model reported being more satisfied with dissertation supervision than those operating under face-to-face noninteractive model. However, students supervised under these two models did not differ significantly in their perceived development in research-related skills.

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

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).

Science.gov (United States)

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 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.

Political Transformation and Research Methodology in Doctoral Education

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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…

A faculty-led mock residency interview exercise for fourth-year doctor of pharmacy students.

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Koenigsfeld, Carrie F; Wall, Geoffrey C; Miesner, Andrew R; Schmidt, Ginelle; Haack, Sally L; Eastman, Darla K; Grady, Sarah; Fornoff, Anisa

2012-02-01

To determine whether a faculty-led mock-interview activity enhanced pharmacy student preparation for the residency interview process and increased match rates. Twenty-eight doctor of pharmacy students volunteered for a 40-minute mock-interview session with 2-person faculty teams. A standard roster of 12 interview questions was derived from published literature and the faculty members' experience. Feedback on the student's interview performance was provided verbally during the session. Following the interview, students were given a 2-part survey instrument. The first part of the survey was administered immediately following the mock-interview session and the second part was administered after the standard date for residency program results (known as "Match Day"). Participant match rates were compared to American Society of Health-System Pharmacists (ASHP) national rates. 82.5% (23 of 27) of students in the mock-interview group matched a postgraduate year 1 (PGY1) program. Compared to national rates (61.9%), more students in our surveyed mock-interview group matched a PGY1 residency (P = .015; odds ratio [OR] 3.546, 95% CI 1.161-12.116). Higher match rates were seen in the students completing the mock residency interview compared to ASHP national rates. In general, students completing the mock interview found the process helpful and felt better prepared for their residency interviews.

Poor interpretation of chest X-rays by junior doctors

DEFF Research Database (Denmark)

Christiansen, Janus Mølgaard; Gerke, Oke; Karstoft, Jens

2014-01-01

INTRODUCTION: Studies targeting medical students and junior doctors have shown that their radiological skills are insufficient. Despite the widespread use of chest X-ray; however, a study of Danish junior doctors' skills has not previously been performed. MATERIAL AND METHODS: A total of 22...

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

Science.gov (United States)

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

2015-01-01

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

Caries experience of Egyptian adolescents: does the atraumatic restorative treatment approach offer a solution?

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Mobarak, E H; Shabayek, M M; Mulder, J; Reda, A H; Frencken, J E

2011-01-01

To assess the prevalence and severity of dental caries amongst Egyptian adolescents and the prevalence of carious lesions treatable through the atraumatic restorative treatment (ART) approach. Using a convenient sample procedure, two secondary schools with a dental clinic were selected (967 students, average age: 13.7 ± 0.8 years, range: 12-15). Dental caries was diagnosed using the ART caries criteria, and plaque and calculus were assessed using the Green and Vermillion criteria amongst students grades 1-3 in the dental clinic by 3 calibrated examiners. The effect of the independent variables gender, age, tooth surface, jaw side (left or right) and type of jaw (mandible/maxilla) on dependent caries experience variables and D(2) and D(3) variables were tested using ANOVA. The prevalence of dental caries including enamel lesion (D(2)MFT) amongst the 967 students was 51.4% and that of dental caries excluding enamel lesions (D(3)MFT) was 38.1%. The mean D(2)MFT and D(3)MFT scores were 1.5 and 0.8, respectively. The percentage of teeth filled and extracted was low. Female students had statistically significantly higher mean D(3)MFT/S and D(2)MFT/S scores than males (p ART was 48% for score 2 and 28% for score 3. Most of the cavitated lesions were found untreated despite the presence of a dental clinic and a dentist on the school premises. The majority of cavitated lesions without pulp involvement could be treated using the preventive and restorative components of the ART approach. Copyright © 2011 S. Karger AG, Basel.

Mentoring from Different Social Spheres: How Can Multiple Mentors Help in Doctoral Student Success in Ed.D Programs?

Science.gov (United States)

Terry, Tarae; Ghosh, Rajashi

2015-01-01

Doctoral students leave their programs early due to lack of mentoring relationships needed to support degree completion and success. However, how mentoring contributes to Ed.D degree completion is not widely studied. In this qualitative narrative study, we sought to explore how multiple mentoring relationships reduced attrition in an Ed.D program.…

Professional and Personal Development in Contemporary Gerontology Doctoral Education

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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,…

Perceived stress and fatigue among students in a doctor of chiropractic training program.

Science.gov (United States)

Kizhakkeveettil, Anupama; Vosko, Andrew M; Brash, Marissa; Ph, Dr; Philips, Michael A

2017-03-01

High levels of stress and fatigue are associated with decreased academic success, well-being, and quality of life. The objective of this research was to quantify levels of perceived stress and fatigue among chiropractic students to identify sources of and student coping mechanisms for perceived stress and fatigue and to identify the relationship between students' perceived stress and fatigue. A survey comprised of the Perceived Stress Scale, the Undergraduate Sources of Stress Survey, and the Piper Fatigue Scale was administered to chiropractic students in their 2nd, 5th, and 8th trimesters of doctoral study. Data were analyzed by descriptive statistics, 1-way analysis of variance, and linear correlation tests. Students reported having moderate to high levels of stress and fatigue, with higher levels of stress and fatigue seen in women than in men. A nonsignificant difference among stress scores and a significant difference among fatigue scores were observed based on program term. Levels of stress predicted levels of fatigue, and stress was strongly correlated with psychological health, relationships with family members, mood, and need for learning accommodations. Fatigue was strongly correlated with psychological health, academic demands, and conflicts between studies and other activities. There are differences in the reporting of perceived stress and fatigue levels in this chiropractic student population based on gender. The correlation between fatigue and stress also suggests that measures that may alleviate one may likely affect the other.

Tony’s influence on the music therapy doctoral programme

DEFF Research Database (Denmark)

Ridder, Hanne Mette Ochsner

2011-01-01

The first important initiatives to establish international collaboration in music therapy research were taken in 1995 by Inge Nygaard Pedersen, Lars Ole Bonde and Tony Wigram. In 1997 Tony was given the task of leading, developing and creating a doctoral programme. The faculty of humanities granted...... the necessary resources, so that the first five PhD students could be enrolled. Under Tony’s leadership of the doctoral programme, the number of PhD students grew from the initial 5, to 10 in 2001 and 25 in 2010....

The Public Good and Academic Capitalism: Science and Engineering Doctoral Students and Faculty on the Boundary of Knowledge Regimes

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Szelényi, Katalin; Bresonis, Kate

2014-01-01

This article examines the research-related experiences of 48 doctoral students and 22 faculty in science and engineering fields at three research universities, with specific emphasis on the intersection of the public good and academic capitalism. Identifying an expansive, intersecting organizational space between the public good and academic…

Opportunities to Learn Scientific Thinking in Joint Doctoral Supervision

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

2015-01-01

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

Gender contentedness in aspirations to become engineers or medical doctors

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Koul, Ravinder; Lerdpornkulrat, Thanita; Poondej, Chanut

2017-11-01

Medical doctor and engineer are highly esteemed STEM professions. This study investigates academic and motivational characteristics of a sample of high school students in Thailand who aspire to become medical doctors or engineers. We used logistic regression to compare maths performance, gender typicality, gender contentedness, and maths and physics self-concepts among students with aspirations for these two professions. We found that high levels of felt gender contentedness in men had positive association with aspirations for engineering irrespective of the levels of maths or physics self-concept. We found that high levels of felt gender contentedness combined with high levels of maths or physics self-concept in women had positive associations with aspirations to become a medical doctor. These findings are evidence that student views of self are associated with uneven gendered patterns in career aspirations and have implications for the potential for future participation.

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.…

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

Science.gov (United States)

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.

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

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Kun Hwang

2016-03-01

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

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

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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

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...

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

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Chronicle of Higher Education, 1984

1984-01-01

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

Challenges in Doctoral Research Project Management: A Comparative Study

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Reuven Katz

2016-03-01

Full Text Available This paper presents quantitative results of a comparative study evaluating the management skills of doctoral candidates working toward a PhD and additional information related to their lifestyles. We conducted a survey among enrolled doctoral candidates at five universities in Israel and three technological universities in Western Europe. 1013 Israeli candidates and 457 Western European candidates replied to our survey. In our analysis, we compared the answers of Israeli Science and Engineering candidates to those of Social Sciences and Humanities candidates; in addition, we compared the answers of Israeli Science and Engineering students to their Western European peers. Our analysis focused on finding significant patterns by comparing these groups of students. In order to identify such patterns, we analyzed each question using the Pearson chi-square test. The current study’s main finding is that the majority of candidates, regardless of their chosen academic field or the region where they study, have no training or expertise in managing a doctoral research project. Based on these findings, we suggest that all doctoral candidates be taught basic research-project management. We believe that such training will provide them with a powerful tool for better managing their research as they advance towards successful completion of their doctorate.

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

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

2016-03-01

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

``Physics and the girly girl—there is a contradiction somewhere'': doctoral students' positioning around discourses of gender and competence in physics

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Gonsalves, Allison J.

2014-06-01

Doctoral physics students have stories about what kinds of actions, behaviours and ways of doing physics allow individuals to be recognized as physicists. Viewing a physics department as a case study, and individual participants as embedded cases, this study used a sociocultural approach to examine the ways doctoral students construct these stories about becoming physicists. Through observations, photo-elicitation, and life history interviews, eleven men and women shared stories about their experiences with physics, and the contexts that have enabled or constrained their trajectories into doctoral physics. The results of this study revealed the salience of recognition in the constitution of physicist identities; but how recognition was achieved often entailed the reproduction or reworking of persistent discourses of gender norms. Various interchangeable forms of competence (technical, analytical, and academic) emerged as assets that can be used to achieve recognition in this physics community. However, competence was not the only means by which one might be recognized as a physicist. Contributing to the possibility for recognition was the performance of stereotypical Discourses for physicist that relied on traditional gender norms for the field. The results demonstrated that achieving recognition as a competent physicist often involved a complex negotiation of gender roles and the practice of physics.

A Study of Factors Related to Dissertation Progress among Doctoral Candidates: Focus on Students' Research Self-Efficacy as a Result of Their Research Training and Experiences.

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Faghihi, Forooz; Rakow, Ernest A.; Ethington, Corinna

This study examined relationships among doctoral candidates' background characteristics, research preparation, research environment, research involvement, student-advisor relationship, research self-efficacy, and dissertation progress. The study focused on differences in research self-efficacy and dissertation progress among students from the…

Becoming a caregiver: attachment theory and poorly performing doctors.

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Adshead, Gwen

2010-02-01

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

Doctoral Students’ Experiences of Feeling (or not) Like an Academic

OpenAIRE

Esma Emmioglu Sarikaya; Lynn McAlpine; Cheryl Amundsen

2017-01-01

Aim/Purpose: This paper examined the balance and meaning of two types of experiences in the day-to-day activity of doctoral students that draw them into academia and that move them away from academia: ‘feeling like an academic and belonging to an academic community;’ and ‘not feeling like an academic and feeling excluded from an academic community.’ Background: As students navigate doctoral work, they are learning what is entailed in being an academic by engaging with their peers and mor...

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....

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...

Basic life support knowledge, self-reported skills and fears in Danish high school students and effect of a single 45-min training session run by junior doctors; a prospective cohort study

DEFF Research Database (Denmark)

Aaberg, Anne Marie Roust; Larsen, Caroline Emilie Brenner; Rasmussen, Bodil Steen

2014-01-01

BACKGROUND: Early recognition and immediate bystander cardiopulmonary resuscitation are critical determinants of survival after out-of-hospital cardiac arrest (OHCA). Our aim was to evaluate current knowledge on basic life support (BLS) in Danish high school students and benefits of a single...... training session run by junior doctors. METHODS: Six-hundred-fifty-one students were included. They underwent one 45-minute BLS training session including theoretical aspects and hands-on training with mannequins. The students completed a baseline questionnaire before the training session and a follow...... areas of BLS is poor among high school students. One hands-on training session run by junior doctors seems to be efficient to empower the students to be first responders to OHCA....

Going to the Doctor with enhancement in mind

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Petersen, Margit Anne; Nørgaard, Lotte Stig; Traulsen, Janine Marie

2014-01-01

) enhancement purposes. Methods: The study is based on ethnographic fieldwork and in-depth interviews with 20 university students from multiple universities in New York City, from which the case is drawn. Findings: Three main themes were identified in the analysis. “The doctor prescribed them” illustrates how...... these students use doctors as easy access to study drugs, and legitimize their use of stimulants because they were prescribed. The second theme, “A good cause”, shows that the purpose is what counts as a measure for whether stimulant use is considered morally acceptable or not. The third theme, “Being......Aims: With this article, we aim to use students’ moral ambivalence towards prescription stimulants and the doctor’s who prescribe them to problematize the distinction between enhancement and treatment. We do this by investigating a case in which students obtain legitimate prescriptions for (covert...

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…

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…

Doctoral Students' Experience of Information Technology Research

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Bruce, Christine; Stoodley, Ian; Pham, Binh

2009-01-01

As part of their journey of learning to research, doctoral candidates need to become members of their research community. In part, this involves coming to be aware of their field in ways that are shared amongst longer-term members of the research community. One aspect of candidates' experience we need to understand, therefore, involves how they…

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.

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

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

2014-12-01

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

Doctoral Students’ Experiences of Feeling (or not Like an Academic

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Esma Emmioglu Sarikaya

2017-04-01

Full Text Available Aim/Purpose: This paper examined the balance and meaning of two types of experiences in the day-to-day activity of doctoral students that draw them into academia and that move them away from academia: ‘feeling like an academic and belonging to an academic community;’ and ‘not feeling like an academic and feeling excluded from an academic community.’ Background: As students navigate doctoral work, they are learning what is entailed in being an academic by engaging with their peers and more experienced academics within their community. They are also personally and directly experiencing the rewards as well as the challenges related to doing academic work. Methodology\t: This study used a qualitative methodology; and daily activity logs as a data collection method. The data was collected from 57 PhD students in the social sciences and STEM (Science, Technology, Engineering, and Mathematics fields at two universities in the UK and two in Canada. Contribution: The current study moves beyond the earlier studies by elaborating on how academic activities contribute/hinder doctoral students’ sense of being an academic. Findings: The participants of the study generally focused on disciplinary/scholarly rather than institutional/service aspects of academic work, aside from teaching, and regarded a wide range of activities as having more positive than negative meanings. The findings related to both extrinsic and intrinsic factors that play important roles in students’ experiences of feeling (or not like academics are elaborated in the study. Recommendations for Practitioners: Supervisors should encourage their students to develop their own support networks and to participate in a wide range of academic activities as much as possible. Supervisors should encourage students to self-assess and to state the activities they feel they need to develop proficiency in. Future Research: More research is needed to examine the role of teaching in doctoral

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

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…

Scientific dishonesty—a nationwide survey of doctoral students in Norway

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Hofmann Bjørn

2013-01-01

Full Text Available Abstract Background The knowledge of scientific dishonesty is scarce and heterogeneous. Therefore this study investigates the experiences with and the attitudes towards various forms of scientific dishonesty among PhD-students at the medical faculties of all Norwegian universities. Method Anonymous questionnaire distributed to all post graduate students attending introductory PhD-courses at all medical faculties in Norway in 2010/2011. Descriptive statistics. Results 189 of 262 questionnaires were returned (72.1%. 65% of the respondents had not, during the last year, heard or read about researchers who committed scientific dishonesty. One respondent had experienced pressure to fabricate and to falsify data, and one had experienced pressure to plagiarize data. On average 60% of the respondents were uncertain whether their department had a written policy concerning scientific conduct. About 11% of the respondents had experienced unethical pressure concerning the order of authors during the last 12 months. 10% did not find it inappropriate to report experimental data without having conducted the experiment and 38% did not find it inappropriate to try a variety of different methods of analysis to find a statistically significant result. 13% agreed that it is acceptable to selectively omit contradictory results to expedite publication and 10% found it acceptable to falsify or fabricate data to expedite publication, if they were confident of their findings. 79% agreed that they would be willing to report misconduct to a responsible official. Conclusion Although there is less scientific dishonesty reported in Norway than in other countries, dishonesty is not unknown to doctoral students. Some forms of scientific misconduct are considered to be acceptable by a significant minority. There was little awareness of relevant policies for scientific conduct, but a high level of willingness to report misconduct.

Finding the right doctoral thesis - an innovative research fair for medical students.

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Steffen, Julius; Grabbert, Markus; Pander, Tanja; Gradel, Maximilian; Köhler, Lisa-Maria; Fischer, Martin R; von der Borch, Philip; Dimitriadis, Konstantinos

2015-01-01

The importance of research, as promoted by the CanMEDS framework, is widely acknowledged. Many medical students in Germany work on a research project as part of their doctoral thesis whilst still going to medical school. However, a significant amount of projects are abandoned unfinished, which leads to substantial wastage of resources. One reason for this is an information deficit concerning undergraduate research projects. To counteract this, we introduced an annual event at LMU Munich called DoktaMed with more than 600 visitors each year. It combines medical convention and research fair including keynote lectures, workshops and poster sessions as well as an exhibition of research groups and institutes. DoktaMed is a peer-to-peer event organized by a team of 40 students. A needs analysis before its implementation underlined the information deficit as a possible cause for the high rate of abandoned projects. In the annual evaluation, visitors of DoktaMed rate the event with an average grade of 2.1 on a six-level Likert scale (n=558, SD=1.06, with "1=very good", "6=poor"). They stated to now feel better informed about the topic and regarded visiting DoktaMed as a worthwhile investment of time. Students are generally satisfied with the event and feel better informed after visiting DoktaMed. However, many students never visit DoktaMed for various reasons. A possible improvement would be to present a greater number of clinical studies in addition to the laboratory work that DoktaMed focuses on now. Evaluation after six years of DoktaMed is very promising. Visitors seem to be better informed. Nevertheless there is space for improvement in order to get more students and more faculty members involved. More studies are needed to assess long-term effects.

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…

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.

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.

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

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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…

Suicide in doctors and wives of doctors.

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Sakinofsky, I

1980-06-01

This paper re-examines the widespread belief that doctors have a proneness for suicide greater than the general population. The Standardized Mortality Ratio for male physicians is 335 and for single women doctors 257. Doctors' wives have an even greater risk: their SMR is 458. These rates for doctors are higher than for most other professional groups (except pharmacists) and the rate for doctors' wives far exceeds that for wives of other professionals. The intrinsic causes of the physician's high occupational mortality include his knowledge of toxicology and ready access to lethal drugs, so that impulsive suicide is more often successful. Professional stress and overwork, particularly the unrelenting responsibility for decisions upon which the lives of others may depend, have been inculpated. These stresses interact with the decline in the doctors' self-respect and with a personality that is prestige-oriented and independent. Some physicians turn in their frustration to alcohol/and or drugs, accelerating the process of deterioration. The high suicide rate in doctors' wives appears to be the result of unrequited needs for caring and dependency which the doctors' career demands and personality deny them.

Masculinity in the doctor's office: Masculinity, gendered doctor preference and doctor-patient communication.

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Himmelstein, Mary S; Sanchez, Diana T

2016-03-01

Mortality and morbidity data suggest that men have shorter life expectancies than women and outrank women on several leading causes of death. These gendered disparities may be influenced by psychosocial factors like masculinity. Three studies (Total N=546) examined the role of masculinity in men's doctor choices and doctor-patient interactions. In Studies 1 and 2, men completed measures of masculinity, gender bias, and doctor preference. Using structural equation modeling, we tested the direct relationship between masculinity and male doctor preference and the indirect relationship of masculinity on male doctor preference through an association with gendered competence stereotypes. Participants in Study 3 disclosed symptoms in private followed by disclosure to a male or female interviewer in a clinical setting. Using repeated measures analysis of variance (ANOVA), we examined the interaction among symptom reporting, masculinity and doctor gender, controlling for participant comfort. In Study 1, results suggested that masculinity encouraged choice of a male doctor directly and indirectly via beliefs that men make more competent doctors than women; Study 2 directly replicated the results of Study 1. In Study 3, independent of participant comfort, an interaction between interviewer gender and masculinity emerged such that men scoring higher on masculinity reported symptoms less consistently to male interviewers (relative to higher scoring men reporting to female interviewers); the reverse was found for men scoring low on masculinity. Taken together these studies suggest that masculinity may affect men's health by encouraging choice of a male doctor with whom doctor-patient communication may be impaired. Copyright © 2015 Elsevier Inc. All rights reserved.

Boundaries, Buddies, and Benevolent Dictators within the Ecology of Doctoral Study

DEFF Research Database (Denmark)

Guccione, Kay; Bengtsen, Søren Smedegaard

2018-01-01

at different times in the doctoral journey? What are the physical and structural barriers to doctoral learning? Buddies, for example: Does a supervisor have to be a friend to a student to supervise them well? How do we enable supervisors to cultivate trusting partnerships? How do peers and post-docs support...

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.

Why the Major Field Test in Business Does Not Report Subscores: Reliability and Construct Validity Evidence. Research Report. ETS RR-12-11

Science.gov (United States)

Ling, Guangming

2012-01-01

To assess the value of individual students' subscores on the Major Field Test in Business (MFT Business), I examined the test's internal structure with factor analysis and structural equation model methods, and analyzed the subscore reliabilities using the augmented scores method. Analyses of the internal structure suggested that the MFT Business…

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…

A peer-led teaching initiative for foundation doctors.

Science.gov (United States)

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

2015-08-01

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

The ‘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...

Medical Specialty Choice and Related Factors of Brazilian Medical Students and Recent Doctors.

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Ligia Correia Lima de Souza

Full Text Available Choosing a medical specialty is an important, complex, and not fully understood process. The present study investigated the factors that are related to choosing and rejecting medical specialties in a group of students and recent medical doctors.A cross-sectional survey of 1,223 medical students and doctors was performed in Brazil in 2012. A standardized literature-based questionnaire was applied that gathered preferable or rejected specialties, and asked questions about extracurricular experiences and the influence of 14 factors on a Likert-type scale from 0 to 4. Specialties were grouped according to lifestyle categories: controllable and uncontrollable, which were subdivided into primary care, internal medicine, and surgical specialties. Notably, the time period of rejection was usually earlier than the time period of intended choice (p < 0.0001, χ(2 = 107.2. The choice mainly occurred during the internship period in medical school (n = 466; 38.7%. An overall large frequency of participation in extracurricular activities was observed (n = 1,184; 95.8%, which were highly associated with the respective medical area. Orthopedic surgery had the highest correlation with participation in specialty-specific organized groups (OR = 59.9, 95% CI = 21.6-166.3 and psychiatry was correlated with participation in research groups (OR = 18.0, 95% CI = 9.0-36.2. With regard to influential factors in controllable lifestyle specialties, "financial reason" (mean score ± standard deviation: 2.8 ± 1.0; median = 3 and "personal time" (3.1 ± 1.3; median = 4 were important factors. In primary care, these factors were less important (1.7 ± 1.3 and 1.7 ± 1.5, respectively; median = 2 for both, and higher scores were observed for "curricular internship" (3.2 ± 1.1, median = 4 and "social commitment" (2.6 ± 1.3, median = 3.The present findings provide important insights into developing strategies to stimulate interest in specialties based on the needs 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…

Patients' Expectations as to Doctors' Behaviors During Appointed Visits.

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Sobczak, Krzysztof; Leoniuk, Katarzyna; Janaszczyk, Agata; Pietrzykowska, Małgorzata

2017-04-01

Numerous guidelines for students and medical professionals provide the instructions of proper behavior during encounters with patients in a doctor's office. However, they quite often do not consider cultural differences that may affect the doctor-patient relationship. In our study we analyzed Polish patients' expectations (N = 976) for their physicians' actual behavior. We compared our results with analogue studies performed in the United States. We determined that patient expectations concerning a desirable form of verbal and nonverbal communication with a physician vary to a considerable degree. Relatively universal, however, is the wish that the doctors introduce themselves and apply personalized forms of contact.

Mind the Gap: Developing the Roles, Expectations and Boundaries in the Doctoral Supervisor-Supervisee Relationship

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Parker-Jenkins, Marie

2018-01-01

Does one need really need boundaries between doctoral supervisor and supervisee when talking about mature learners? Drawing on reflection from her extensive experience, the author believes it is critical to maintain this divide. There is an increase in doctoral students, proliferation of doctoral programmes globally and practices which vary from…

A laboratory simulation of Arabidopsis seed dormancy cycling provides new insight into its regulation by clock genes and the dormancy-related genes DOG1, MFT, CIPK23 and PHYA.

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Footitt, Steven; Ölçer-Footitt, Hülya; Hambidge, Angela J; Finch-Savage, William E

2017-08-01

Environmental signals drive seed dormancy cycling in the soil to synchronize germination with the optimal time of year, a process essential for species' fitness and survival. Previous correlation of transcription profiles in exhumed seeds with annual environmental signals revealed the coordination of dormancy-regulating mechanisms with the soil environment. Here, we developed a rapid and robust laboratory dormancy cycling simulation. The utility of this simulation was tested in two ways: firstly, using mutants in known dormancy-related genes [DELAY OF GERMINATION 1 (DOG1), MOTHER OF FLOWERING TIME (MFT), CBL-INTERACTING PROTEIN KINASE 23 (CIPK23) and PHYTOCHROME A (PHYA)] and secondly, using further mutants, we test the hypothesis that components of the circadian clock are involved in coordination of the annual seed dormancy cycle. The rate of dormancy induction and relief differed in all lines tested. In the mutants, dog1-2 and mft2, dormancy induction was reduced but not absent. DOG1 is not absolutely required for dormancy. In cipk23 and phyA dormancy, induction was accelerated. Involvement of the clock in dormancy cycling was clear when mutants in the morning and evening loops of the clock were compared. Dormancy induction was faster when the morning loop was compromised and delayed when the evening loop was compromised. © 2017 The Authors Plant, Cell & Environment Published by John Wiley & Sons Ltd.

Development of an institutional review board preapproval process for Doctor of Nursing Practice students: process and outcome.

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Szanton, Sarah L; Taylor, Holly A; Terhaar, Mary

2013-01-01

As Doctor of Nursing Practice (DNP) programs proliferate, effective collaboration with institutional review boards (IRBs) is important to protect human subjects. It is particularly important that faculty and students recognize which DNP students' projects should be considered as "human subjects research" or "quality improvement." The former require IRB review, whereas the latter may be eligible for expedited review or may be considered exempt. We report outcomes following implementation of a combination of didactic training, one-to-one consultation, and a decision support protocol to improve preparation for and collaboration with the IRB at a large university. In the first year of using this protocol, 53% of projects were deemed human subjects research and received IRB review. The other 47% were deemed quality improvement projects and did not require IRB review. We offer our experience as an approach for teaching students how to protect the subjects included in their quality improvement activities. Copyright 2012, SLACK Incorporated.

[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.

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

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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…

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

OpenAIRE

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

2014-01-01

Purpose: 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...

Finding the right doctoral thesis – an innovative research fair for medical students

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Steffen, Julius

2015-08-01

Full Text Available Introduction: The importance of research, as promoted by the framework, is widely acknowledged. Many medical students in Germany work on a research project as part of their doctoral thesis whilst still going to medical school. However, a significant amount of projects are abandoned unfinished, which leads to substantial wastage of resources. One reason for this is an information deficit concerning undergraduate research projects.Project description: To counteract this, we introduced an annual event at LMU Munich called with more than 600 visitors each year. It combines medical convention and research fair including keynote lectures, workshops and poster sessions as well as an exhibition of research groups and institutes. is a peer-to-peer event organized by a team of 40 students. Results: A needs analysis before its implementation underlined the information deficit as a possible cause for the high rate of abandoned projects. In the annual evaluation, visitors of rate the event with an average grade of 2.1 on a six-level Likert scale (n=558, SD=1.06, with "1=very good", "6=poor". They stated to now feel better informed about the topic and regarded visiting as a worthwhile investment of time.Discussion: Students are generally satisfied with the event and feel better informed after visiting . However, many students never visit DoktaMed for various reasons. A possible improvement would be to present a greater number of clinical studies in addition to the laboratory work that focuses on now.Conclusion: Evaluation after six years of is very promising. Visitors seem to be better informed. Nevertheless there is space for improvement in order to get more students and more faculty members involved. More studies are needed to assess long-term effects.

Focusing the Lens to Share the Story: Using Photographs and Interviews to Explore Doctoral Students’ Sense of Well-being

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Stefanie Benjamin

2017-09-01

Full Text Available Aim/Purpose: This study explores PhD students’ transition into graduate school, which can be a challenging experience for many. Background: Using photographs and in-depth interviews, this study provides nuanced insight into influences on first-year PhD students’ lived experiences, with a specific focus on these students’ perceptions of doctoral student well-being. Methodology: Twenty-nine first-year biomedical science PhD students from 15 research institutions were asked to take photographs (Participant Produced Images to illuminate significant influences on their research skill acquisition. The participant-produced photographs were discussed within in-depth phone interviews allowing for a deeper understanding of their lived experiences. Contribution: While students were asked to identify factors influencing their research skill acquisition, unexpectedly, what emerged from these data was students’ clear focus on their concern for their physical and mental well-being. The researchers posit that students’ ability to create a “work-life balance” is the foundation of doctoral student success, especially in the early years of doctoral training. Findings: Findings suggest that it is essential to create a PhD culture in which students feel valued, supported, and nourished, both physically and mentally, for them to develop into successful researchers, teachers, and mentors. Recommendations for Practitioners: Findings suggest that doctoral programs must support a more collaborative work environment for students and help novice students create a work life balance, perhaps by encouraging them to pursue stimulating or fun activities outside their school environment. It is imperative for doctoral students to be confident during their doctoral studies, as a lack of confidence tends to breathe life into poor work habits that stymie well-being and happiness. Recommendation for Researchers: If doctoral programs support a culture that facilitates

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…

Missed connections: A case study of the social networks of physics doctoral students in a single department

Science.gov (United States)

Knaub, Alexis Victoria

Gender disparity is an issue among the many science, technology, engineering, and mathematics (STEM) fields. Although many previous studies examine gender issues in STEM as an aggregate discipline, there are unique issues to each of the fields that are considered STEM fields. Some fields, such as physics, have fewer women graduating with degrees than other fields. This suggests that women's experiences vary by STEM field. The majority of previous research also examines gender and other disparities at either the nationwide or individual level. This project entailed social network analysis through survey and interview data to examine a single physics department's doctoral students in order to provide a comprehensive look at student social experiences. In addition to examining gender, other demographic variables were studied to see if the results are truly associated with gender; these variables include race/ethnicity, year in program, student type, relationship status, research type, undergraduate institute, and subfield. Data were examined to determine if there are relationships to social connections and outcome variables such as persistence in completing the degree and the time to degree. Data collected on faculty were used to rank faculty members; data such as h-indices and number of students graduate over the past 5 years were collected. Fifty-five (55) of 110 possible participants completed the survey; forty-three are male, and twelve are female. Twenty-eight of the fifty-five survey participants were interview; twenty-three are male, and five are female. Findings for peer networks include that peer networks are established during the first year and do not change drastically as one progresses in the program. Geographic location within the campus affects socializing with peers. Connections to fellow students are not necessarily reciprocated; the maximum percentage of reciprocated connections is 60%. The number of connections one has varies by network purpose

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.

Developing informational literacy among doctoral students and researchers - Case Åbo Akademi University Library and Turku University Library

Directory of Open Access Journals (Sweden)

Eva Costiander-Huldén

2013-12-01

Full Text Available In recent years, there has been a demand to include doctoral students and researchers in the curriculum for information literacy. Not only information search, but also the expertise of the librarians in scientific publishing, bibliometric analysis is demanded. As a result of the demand the two universities in Turku/Åbo have developed their research services. The libraries have also met for benchmarking and further cooperation is being discussed. 1.The implementation of three focus group interviews with 18 researchers at Åbo Akademi University The Focus Group survey methodology has its roots in social science qualitative research. It is widely used in the library world and is considered to be suitable particularly well for the evaluation and development of library services. The overall purpose with our interviews was to obtain feedback on how library users (in this case, researchers and graduate students wish ÅAUL to develop its services to better meet their needs. Three group interviews were conducted, with 6-8 participators. The following questions were, among others, discussed in every session: How do the researchers perceive the library's role in their daily work? What is the starting point for retrieving information (e.g. The MetaLib portal, Google Scholar or other? Is there a need for courses/more supervision in information search and reference management? Is there a need for tailored and integrated library services? As a result of the sessions and analysis of the group discussions a number of measures were proposed: Targeted teaching of subject-specific databases, more topic-specific sessions in the library portal and RefWorks. Compulsory information retrieval course for first year doctoral students. Information Weeks or "hands on" sessions on campus libraries. The library should participate more in workshops and seminars to increase their visibility and their services. The library should actively consider how to measure the impact and

Are Danish doctors comfortable teaching in English?

DEFF Research Database (Denmark)

Nilas, Lisbeth; Løkkegaard, Ellen Christine Leth; Laursen, Jacob Brink

2016-01-01

English skills was perceived low. Conclusion Teaching in English was rated as 30 % more difficult than in Danish, and a significant subgroup of doctors had difficulties in all forms of communication in English, resulting in challenges when introducing international students in non-native English speaking...... medical departments. Keywords International students Clinical teaching Teaching in foreign language Doctors’ English skills Self-assessment......Background From 2012–2015, the Departments of Obstetrics and Gynecology and of Pediatrics at the University of Copenhagen conducted a project, “Internationalization at Home ”, offering clinical teaching in English. The project allowed international students to work with Danish speaking students...

Are Danish doctors comfortable teaching in English?

Science.gov (United States)

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

2016-08-27

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

Black doctors and discrimination under South Africa's apartheid regime.

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Digby, Anne

2013-04-01

This article discusses an under-researched group and provides an analytical overview of the comparative experiences of African, Indian and Coloured doctors at South African universities during the apartheid era. It probes diversity of experience in training and practice as well as gendered differentiation amongst black students before going on to discuss the careers and political activism of black doctors as well as the impact of recent transformational change on their position. It briefly assesses how singular this South African experience was.

The possibility of establishing a doctoral programme in archive studies

Directory of Open Access Journals (Sweden)

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

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…

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

Science.gov (United States)

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.

Doctors on display: the evolution of television's doctors.

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Tapper, Elliot B

2010-10-01

Doctors have been portrayed on television for over 50 years. In that time, their character has undergone significant changes, evolving from caring but infallible supermen with smoldering good looks and impeccable bedside manners to drug-addicted, sex-obsessed antiheroes. This article summarizes the major programs of the genre and explains the pattern of the TV doctors' character changes. Articulated over time in the many permutations of the doctor character is a complex, constant conversation between viewer and viewed representing public attitudes towards doctors, medicine, and science.

Authoring the identity of learner before doctor in the figured world of medical school.

Science.gov (United States)

Stubbing, Evangeline; Helmich, Esther; Cleland, Jennifer

2018-02-01

Students enter the 'figured world' of medical school with preconceptions of what it means to be a doctor. The meeting of these early preconceptions and their newly developing identities can create emotional tensions. The aim of this study was to advance our understanding of how such tensions were experienced and managed. Using figured worlds as a theoretical framework we explored students' interactions of preconceptions with their newly developing professional identities in their first year at medical school. Advancing our understanding of this phenomena provided new insights into the complex process of identity formation. This was a qualitative study underpinned by a constructivist epistemology. We ran biannual focus groups with 23 first year students in one UK medical school. Data were recorded, transcribed and then template analysis used to undertake an inductive, iterative process of analysis until it was considered the template provided a detailed representation of the data. Significant preconceptions associated with the identity of a doctor were 'to help' and 'to be a leader'. These early preconceptions were in conflict with realities of the figured world of medical school creating the emotional tensions of 'being unable to help' and 'lacking power', with implications for interactions with patients. By the end of year one students' negotiated tensions and 'self-authored' their identity as a learner as opposed to an imagined 'as if' identity of a doctor. We revealed how preconceptions associated with becoming a doctor can conflict with a newly developing professional identity highlighting the importance of supporting students to embrace the formation of a 'learner' identity, a necessary part of the process of becoming a doctor.

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

Science.gov (United States)

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

2015-03-01

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

Empathy and the wounded healer: a mixed-method study of patients and doctors views on empathy.

Science.gov (United States)

Brady, C; Bambury, R M; O'Reilly, S

2015-04-01

Empathy is increasingly being recognized as a crucial component for an effective doctor-patient relationship. Using a mixed method approach, we surveyed 125 patients and 361 medical practitioners (doctors and medical students) views of the doctor-patient relationship. We qualitatively assessed patients' views of what constituted a good doctor and qualitatively measured empathy using a validated scale in medical practitioners. Patients desire a doctor that is both clinically proficient 66 (55%) and caring 32 (27%). Doctors who have a personal experience of illness have a statistically higher empathy score. These doctors may be well placed to help develop and foster empathy in our profession.

[Influence of patients' attitude on doctors' satisfaction with the doctor-patient relationship].

Science.gov (United States)

Xie, Zheng; Qiu, Ze-qi; Zhang, Tuo-hong

2009-04-18

To describe the doctors' satisfaction of the doctor-patient relationship and find out the influencing factors of the patients, gathering evidence to improve the doctor-patient relationship. This study was a cross-sectional study, in which doctors and nurses in 10 hospitals of Beijing, Shandong and Chongqing were surveyed with structured questionnaires and in-depth interviews. The mean score of the doctors' satisfaction of the doctor-patient relationship was 59.97, which was much lower than the patients'. The patients' socio-demographic characteristics, social economic status (SES) and behavior characteristics influence the interaction of the doctors and the patients. The doctors' satisfaction of the doctor-patient relationship was influenced by the patients' trust. The doctors' perspective is helpful to define the tension and the cause of the doctor-patient relationship. The patients' characteristics have important influence on the doctor-patient relationship. It's necessary to take action on the patients to improve the doctor-patient relationship.

Opportunities to learn scientific thinking in joint doctoral supervision

DEFF Research Database (Denmark)

Kobayashi, Sofie; Grout, Brian William Wilson; Rump, Camilla Østerberg

2015-01-01

Research into doctoral supervision has increased rapidly over the last decades, yet our understanding of how doctoral students learn scientific thinking from supervision is limited. Most studies are based on interviews with little work being reported that is based on observation of actual...... supervision. While joint supervision has become widely used, its learning dynamics remains under-researched and this paper aims to address these gaps in research by exploring learning opportunities in doctoral supervision with two supervisors. The study explores how the tensions in scientific discussion...... between supervisors can become learning opportunities. We combine two different theoretical perspectives, using participation and positioning theory as a sociocultural perspective and variation theory as an individual constructivist perspective on learning. Based on our analysis of a complex episode we...

Understanding Critical Thinking to Create Better Doctors

Science.gov (United States)

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…

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

Science.gov (United States)

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

2014-01-01

This exploratory qualitative study investigated how doctoral students reported their personal and professional interaction experiences that they believed might facilitate or impede their academic pursuits in biomedical research. We collected 19 in-depth interviews with doctoral students in biomedical research from eight universities, and we based our qualitative analytic approach on the work of Miles and Huberman. The results indicated that among different sources and types of interaction, academic and emotional interactions from family and teachers in various stages essentially affected students’ persistence in the biomedical science field. In addition, co-mentorship among peers, departmental environment, and volunteer experiences were other essential factors. This study also found related experiences among women and underrepresented minority students that were important to their academic pursuit. PMID:26166928

Patient perception of smartphone usage by doctors

Directory of Open Access Journals (Sweden)

Kerry G

2017-03-01

Full Text Available Georgina Kerry,1 Shyam Gokani,2 Dara Rasasingam,2 Alexander Zargaran,3 Javier Ash,2 Aaina Mittal2 1College of Medical and Dental Sciences, University of Birmingham, Birmingham, 2Faculty of Medicine, Imperial College London, London, 3Faculty of Medicine, St George’s University of London, London, UK Abstract: Technological advancements have revolutionized modern medicine and smartphones are now ubiquitous among health care professionals. The ability to look up information promptly is invaluable to doctors and medical students alike, but there is an additional contiguous benefit to patients. Queries can be answered more accurately through fingertip access to evidence-based medicine, and physicians have instant access to emergency care protocols. However, is consideration always extended to the patient’s perception of the use of smartphones by doctors? Do patients know why we use smartphones to assist us in their care? What do they think when they see a doctor using a smartphone?An independent question, conducted within a wider service evaluation (ethical approval not required, full verbal and written electronic consent provided by all patients at St. Mary’s Hospital, London, indicated that although the majority (91.0% of patients owned a smartphone, many (61.6% did not agree that the use of smartphones at work by doctors is professional. This highlights the potential for damage to the doctor–patient relationship. There is a risk that these patients will disconnect with care services with possible detriment to their health. Additionally, it is notable that a larger proportion of those patients aged >70 years found the use of smartphones by doctors at work unprofessional, compared with patients aged <70 years.Adequate communication between the doctor and patient is critical in ensuring that doctors can make use of modern technology to provide the best possible care and that patients are comfortable with this and do not feel isolated or

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

Science.gov (United States)

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

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

Science.gov (United States)

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…

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

Assessment of the Impact of Teaching Demands on Research Productivity Among Doctoral Nursing Program Faculty.

Science.gov (United States)

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

2016-01-01

This article reports the findings of a study that examined the research and scholarship productivity of doctorally prepared nursing faculty teaching and mentoring doctoral students and the conflicting demands on them to maintain programs of research and scholarship. The specific aims were to (a) examine the research productivity and scholarship of faculty members teaching in doctoral programs and mentoring doctoral students to examine the perceived effectiveness of existing institutional mechanisms to support scholarship, (b) explore institutional features and personal practices used by doctoral program faculty to develop and maintain research and scholarship productivity, and (c) analyze predictors of scholarship productivity. Data were collected via an on-line researcher-developed survey that examined doctoral faculty roles/responsibilities and their relationship to their scholarly productivity, overall research productivity, and institutional features and personal practices to support research/scholarship activities. Survey respondents reported spending a large amount of time engaged in research-related activities with 58.9% (n = 326) spending anywhere from 6 to 20 hours per week conducting research, writing research-based papers, giving presentations, grant writing, or conducting evidence-based improvement projects. Scholar productivity among the respondents was robust. Personal practices that most strongly supported faculty members' scholarship productivity were the belief that engaging in scholarship made them better teachers and the personal gratification in experiencing doctoral students' successes. A multiple regression analysis conducted to determine predictors of productivity indicated that the strongest predictor was the average number of hours spent on research/scholarship-related activities, followed by time bought out from teaching and other responsibilities of the faculty role for research. Copyright © 2016 Elsevier Inc. All rights reserved.

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

The Doctorate Production and Baccalaureate Origins of African Americans in the Sciences and Engineering.

Science.gov (United States)

Solorzano, Daniel G.

1995-01-01

Reviews the status of black doctorate production from U.S. universities during the 1980s, updating baseline information and examining the baccalaureate origins of African American doctorates. Black students continue to be underrepresented, especially in science and engineering, and gender differences persist. The role of historically black…

Emotional reactions of medical doctors and students following the ...

African Journals Online (AJOL)

2009-09-03

Sep 3, 2009 ... throughout the interviews and that all information would be treated with confidentiality. ... change.7 Saunders and Valente found that when doctors had not been able, ... earlier loss, and perhaps adopting a coping strategy of avoiding all grief ..... Perceptions of clients by professional helpers. Psychological ...

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

Science.gov (United States)

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…

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

Science.gov (United States)

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…

Patient-doctor relationship: the practice orientation of doctors in Kano.

Science.gov (United States)

Abiola, T; Udofia, O; Abdullahi, A T

2014-01-01

Attitude and orientation of doctors to the doctor-patient relationship has a direct influence on delivery of high quality health- care. No study to the knowledge of these researchers has so far examined the practice orientation of doctors in Nigeria to this phenomenon. The aims of this study were to determine the orientation of Kano doctors to the practice of doctor-patient relationship and physicians' related-factors. Participants were doctors working in four major hospitals (i.e., two federal-owned and two state-owned) servicing Kano State and its environs. The Patient-Practitioner Orientation Scale (PPOS) and a socio-demographic questionnaire were completed by the 214 participants. The PPOS has 18 items and measures three parameters of a total score and two dimension of "sharing" and "caring". The mean age of participants was 31.72 years (standard deviation = 0.87), with 22% being females, 40.7% have been practicing for ≥ 6 years and about two-third working in federal-owned health institution. The Cronbach's alpha of total PPOS scores was 0.733 and that of two sub-scale scores of "sharing" and "caring" were 0.659 and 0.546 respectively. Most of the doctors' orientation (92.5%) was towards doctor-centered (i.e., paternalistic) care, majority (75.2%) upheld the view of not sharing much information and control with patients, and showing little interest in psychosocial concerns of patients (i.e., 'caring'=93.0%). Respondents' characteristics that were significantly associated with high doctor 'caring' relationship orientation were being ≥ 30-year-old and practicing for ≥ 6 years. Working in State-owned hospitals was also significantly associated with high doctor "sharing" orientation. This paper demonstrated why patient-centered medical interviewing should be given top priority in medical training in Nigeria, and particularly for federal health institutions saddled with production of new doctors and further training for practicing doctors.

From Kabul to the Academy: Narratives of Afghan Women's Journeys to and through U.S. Doctoral Programs

Science.gov (United States)

Aryan, Bushra

2010-01-01

This study explored the experiences of seven Afghan women pursuing doctoral degrees in a variety of disciplines and programs across the United States. The guiding question for this study was: What factors influence Afghan women's journeys to and experiences in doctoral programs? In an attempt to understand Afghan women doctoral students, I…

The ethics curriculum for doctor of nursing practice programs.

Science.gov (United States)

Peirce, Anne Griswold; Smith, Jennifer A

2008-01-01

Ethical questions dealt with by nurses who have Doctor of Nursing Practice (DNP) degrees include traditional bioethical questions, but also business and legal ethics. Doctorally prepared nurses are increasingly in positions to make ethical decisions rather than to respond to decisions made by others. The traditional master's-degree advanced practice nursing curriculum does not address the extended expertise and decision-making skills needed by DNP practitioners as they face these new types of ethical dilemmas. We propose that a curricular framework that addresses clinical, research, business, and legal ethics is needed by all DNP students.

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

Science.gov (United States)

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.

[Doctors in love].

Science.gov (United States)

de Leeuw, Peter W

2012-01-01

To investigate how often doctors fall in love or are in a relationship with a colleague. Descriptive questionnaire. Doctors and medical students completed an online questionnaire during the summer of 2012. The questions concerned baseline characteristics as well as their feelings of happiness. In addition, we asked them whether they were in love or had ever been with a colleague and whether this had resulted in a steady relationship. A total of 401 individuals participated, of which 41% were male and 59% female. Their mean age was 40 years. Altogether, 40% of the participants indicated to be or have been in love with a colleague. This occurred more often in women than men. In 82% the relationship was of an equivalent nature; it was hierarchical in the remainder. In only 23% of cases, the relationship was steady; this was independent of age. Dermatologists appeared to be the least apt to fall in love with a colleague, while obstetricians had the highest rate. Although love between colleagues is a frequently occurring phenomenon, this is associated with a steady relationship in only about 25% of cases. There is wide variation among specialists in their proneness to intercollegial love.

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

Science.gov (United States)

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

2010-06-23

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

The doctor(s) in house: an analysis of the evolution of the television doctor-hero.

Science.gov (United States)

Strauman, Elena C; Goodier, Bethany C

2011-03-01

The medical drama and its central character, the doctor-hero have been a mainstay of popular television. House M.D. offers a new (and problematic) iteration of the doctor-hero. House eschews the generic conventions of the "television doctor" by being neither the idealized television doctor of the past, nor the more recent competent but often fallible physicians in entertainment texts. Instead, his character is a fragmented text which privileges the biomedical over the personal or emotional with the ultimate goal of scientifically uncovering and resolving instances of disease. This article examines the implicit and explicit messages in House M.D. and critically analyzes both the show and its lead character in relation to the traditional medical drama genre that highlights the "doctor-hero" as the central character. While at first House seems to completely violate narrative and generic norms, ultimately the program provides a new form that reinforces the presence of the doctor-hero, but highlights House's character as the central figure who is personally and interpersonally problematic but biomedically effective.

The Effects of Teaching Profession Courses on Doctoral Students’ Attitudes Towards The Teaching Profession

OpenAIRE

Semerci, Çetin; Kara, Ahmet

2004-01-01

This study seeks to evaluate the effects of teaching profession courses on the attitudes towards the teaching profession of doctorate students. An Attitude Scale for the Teaching Profession was given to 64 doctoral students of the institutes of Social Studies, Health, Natural and Applied Sciences at Fırat University in the 2000-2001 academic year. There were 30 items in the scale. The KMO (Kaiser- Meyer- Olkin) value was 0.88, the Bartlett test value was 8980.25 and Cronbach alpha mean was 0....

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

Science.gov (United States)

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…

Training Humanities Doctoral Students in Collaborative and Digital Multimedia

Science.gov (United States)

Ensslin, Astrid; Slocombe, Will

2012-01-01

This study reports on the pedagogic rationale, didactic design and implications of an AHRC-funded doctoral training scheme in collaborative and digital multimedia in the humanities. In the second part of this article we discuss three areas of provision that were identified as particularly significant and/or controversial. These include (1) desktop…

Perceived Caring of Instructors among Online Doctoral Nursing Students

Science.gov (United States)

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…

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

Science.gov (United States)

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.

Counseling Health Psychology: Assessing Health Psychology Training within Counseling Psychology Doctoral Programs

Science.gov (United States)

Raque-Bogdan, Trisha L.; Torrey, Carrie L.; Lewis, Brian L.; Borges, Nicole J.

2013-01-01

Training directors of American Psychological Association-approved counseling psychology doctoral programs completed a questionnaire assessing (a) student and faculty involvement in health-related research, practice, and teaching; (b) health-related research conducted by students and faculty; and (c) programs' expectations and ability to…

Stay Rates of Foreign Doctorate Recipients from U.S. Universities, 2011

Energy Technology Data Exchange (ETDEWEB)

Finn, Michael G. [Oak Ridge Inst. for Science and Education (ORISE), Oak Ridge, TN (United States)

2014-01-02

This report provides estimates of stay rates for foreign students who received doctorates in science or engineering (S/E) from U.S. universities. For this paper, the stay rate represents the proportion of foreign doctorate recipients from U.S. universities who stayed in the United States after graduation for any reason and is always specific to a particular year. Each line in the tables that follow describes a different group of these degree recipients.

The effect of the doctor's sex on the doctor-patient relationship

OpenAIRE

Gray, Judith

1982-01-01

The differences between male and female doctors are investigated, and what patients expect from their doctors is examined. Some conclusions are drawn from the preferences which patients express for male and female doctors and from the different outcomes of male and female doctor-patient interactions.

Perceptions of academic administrators of the effect of involvement in doctoral programs on faculty members' research and work-life balance.

Science.gov (United States)

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

Support for research strongly predicts doctoral program faculty members' research productivity. Although academic administrators affect such support, their views of faculty members' use of support are unknown. We examined academic administrators' perceptions of institutional support and their perceptions of the effects of teaching doctoral students on faculty members' scholarship productivity and work-life balance. An online survey was completed by a random sample of 180 deans/directors of schools of nursing and doctoral programs directors. Data were analyzed with descriptive statistics, chi-square analysis, and analysis of variance. Deans and doctoral program directors viewed the level of productivity of program faculty as high to moderately high and unchanged since faculty started teaching doctoral students. Deans perceived better administrative research supports, productivity, and work-life balance of doctoral program faculty than did program directors. Findings indicate the need for greater administrative support for scholarship and mentoring given the changes in the composition of doctoral program faculty. Copyright © 2017 Elsevier Inc. All rights reserved.

Do doctors need statistics? Doctors' use of and attitudes to probability and statistics.

Science.gov (United States)

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

2009-07-10

There is little published evidence on what doctors do in their work that requires probability and statistics, yet the General Medical Council (GMC) requires new doctors to have these skills. This study investigated doctors' use of and attitudes to probability and statistics with a view to informing undergraduate teaching.An email questionnaire was sent to 473 clinicians with an affiliation to the University of East Anglia's Medical School.Of 130 respondents approximately 90 per cent of doctors who performed each of the following activities found probability and statistics useful for that activity: accessing clinical guidelines and evidence summaries, explaining levels of risk to patients, assessing medical marketing and advertising material, interpreting the results of a screening test, reading research publications for general professional interest, and using research publications to explore non-standard treatment and management options.Seventy-nine per cent (103/130, 95 per cent CI 71 per cent, 86 per cent) of participants considered probability and statistics important in their work. Sixty-three per cent (78/124, 95 per cent CI 54 per cent, 71 per cent) said that there were activities that they could do better or start doing if they had an improved understanding of these areas and 74 of these participants elaborated on this. Themes highlighted by participants included: being better able to critically evaluate other people's research; becoming more research-active, having a better understanding of risk; and being better able to explain things to, or teach, other people.Our results can be used to inform how probability and statistics should be taught to medical undergraduates and should encourage today's medical students of the subjects' relevance to their future careers. Copyright 2009 John Wiley & Sons, Ltd.

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…

Choose your doctorate.

Science.gov (United States)

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

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

Directory of Open Access Journals (Sweden)

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.

Doctors on display: the evolution of television's doctors

OpenAIRE

Tapper, Elliot B.

2010-01-01

Doctors have been portrayed on television for over 50 years. In that time, their character has undergone significant changes, evolving from caring but infallible supermen with smoldering good looks and impeccable bedside manners to drug-addicted, sex-obsessed antiheroes. This article summarizes the major programs of the genre and explains the pattern of the TV doctors' character changes. Articulated over time in the many permutations of the doctor character is a complex, constant conversation...

Radiographers as doctors: A profile of UK doctoral achievement

International Nuclear Information System (INIS)

Snaith, B.; Harris, M.A.; Harris, R.

2016-01-01

Introduction: Radiography aspires to be a research active profession, but there is limited information regarding the number of individuals with, or studying for, a doctoral award. This study aims to profile UK doctoral radiographers; including their chosen award, approach and employment status. Method: This was a prospective cohort study utilising an electronic survey. No formal database of doctoral radiographers existed therefore a snowball sampling method was adopted. The study sample was radiographers (diagnostic and therapeutic) based in the UK who were registered with the Health and Care Professions Council (HCPC) and who held, or were studying for, a doctoral award. Results: A total of 90 unique responses were received within the timescale. The respondents comprised 58 females (64.4%) and the majority were diagnostic radiographers (n = 71/90; 78.9%). The traditional PhD was the most common award, although increasing numbers were pursuing Education or Professional Doctorates. An overall increase in doctoral studies is observed over time, but was greatest amongst those working in academic institutions, with 63.3% of respondents (n = 57/90) working solely within a university, and a further 10% employed in a clinical–academic role (n = 9/90). Conclusion: This study has demonstrated that radiography is emerging as a research active profession, with increasing numbers of radiographers engaged in study at a doctoral level. This should provide a platform for the future development of academic and clinical research. - Highlights: • 90 radiographers were identified as holding, or studying for, a doctoral award. • The PhD is the most common award. • EdD and professional doctorates are increasing in popularity. • Academic staff were more likely to pursue such research training.

Unhappiness and dissatisfaction in doctors cannot be predicted by selectors from medical school application forms: A prospective, longitudinal study

Directory of Open Access Journals (Sweden)

Ferguson E

2005-12-01

Full Text Available Abstract Background Personal statements and referees' reports are widely used on medical school application forms, particularly in the UK, to assess the suitability of candidates for a career in medicine. However there are few studies which assess the validity of such information for predicting unhappiness or dissatisfaction with a career in medicine. Here we combine data from a long-term prospective study of medical student selection and training, with an experimental approach in which a large number of assessors used a paired comparison technique to predict outcome. Methods Data from a large-scale prospective study of students applying to UK medical schools in 1990 were used to identify 40 pairs of doctors, matched by sex, for whom personal statements and referees' reports were available, and who in a 2002/3 follow-up study, one pair member was very satisfied and the other very dissatisfied with medicine as a career. In 2005, 96 assessors, who were experienced medical school selectors, doctors, medical students or psychology students, used information from the doctors' original applications to judge which member of each pair of doctors was the happier, more satisfied doctor. Results None of the groups of assessors were significantly different from chance expectations in using applicants' personal statements and the referees' reports to predict actual future satisfaction or dissatisfaction, the distribution being similar to binomial expectations. However judgements of pairs of application forms from pairs of doctors showed a non-binomial distribution, indicating consensus among assessors as to which doctor would be the happy doctor (although the consensus was wrong in half the cases. Assessors taking longer to do the task concurred more. Consensus judgements seem mainly to be based on referees' predictions of academic achievement (even though academic achievement is not actually a valid predictor of happiness or satisfaction. Conclusion

A model of professional self-identity formation in student doctors and dentists: a mixed method study.

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Vivekananda-Schmidt, Pirashanthie; Crossley, James; Murdoch-Eaton, Deborah

2015-04-29

Professional self-identity [PSI] can be defined as the degree to which an individual identifies with his or her professional group. Several authors have called for a better understanding of the processes by which healthcare students develop their professional identities, and suggested helpful theoretical frameworks borrowed from the social science and psychology literature. However to our knowledge, there has been little empirical work examining these processes in actual healthcare students, and we are aware of no data driven description of PSI development in healthcare students. Here, we report a data driven model of PSI formation in healthcare students. We interviewed 17 student doctors and dentists who had indicated, on a tracking questionnaire, the most substantial changes in their PSI. We analysed their perceptions of the experiences that had influenced their PSI, to develop a descriptive model. Both the primary coder and the secondary coder considered the data without reference to the existing literature; i.e. we used a bottom up approach rather than a top down approach. The results indicate that two overlapping frames of reference affect PSI formation: the students' self-perception and their perception of the professional role. They are 'learning' both; neither is static. Underpinning those two learning processes, the following key mechanisms operated: [1] When students are allowed to participate in the professional role they learn by trying out their knowledge and skill in the real world and finding out to what extent they work, and by trying to visualise themselves in the role. [2] When others acknowledge students as quasi-professionals they experience transference and may respond with counter-transference by changing to meet expectations or fulfil a prototype. [3] Students may also dry-run their professional role (i.e., independent practice of professional activities) in a safe setting when invited. Students' experiences, and their perceptions of those

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 ...

Ethics in Doctoral Studies: Reflections and Refractions from an ...

African Journals Online (AJOL)

Research ethics are the cornerstone of conducting effective and meaningful research. Selected theses by doctoral students show variations in ethical considerations applicable. This article discusses personal reflections and refractions in an experiential journey in which child-rearing practices of refugees were studied.

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

Science.gov (United States)

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

2010-07-01

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

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

Science.gov (United States)

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.

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

Science.gov (United States)

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

2013-10-14

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

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

Science.gov (United States)

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.

Improving medical work experience for students.

Science.gov (United States)

Hunter, Neil; Shah, Alexander; Bollina, Prasad; Bollina, Harsha

2010-12-01

This exploratory piece details the development of the programme Medic Insight, which was established in 2007 in Lothian. This is an aptly-named unique organisation that provides an insight into life as a doctor for school students. We believe that the provision of work experience needs to be improved for both students and doctors. Securing work experience in medicine has historically been biased: individuals that have family or friends who work as doctors are able to organise shadowing placements with greater ease. Shadowing experiences are of questionable value, and frequently offer exposure to only one field, and administrators struggle to match doctors' working schedules with those of students. Medic Insight has been developed to address these key problems. It provides a free, application-based shadowing experience for 15-16-year olds, in addition to interactive seminars for younger students. Over the course of the 5-day shadowing experience (Medic Insight Week), students rotate through a variety of specialties, meeting doctors of all grades. Doctors agree to act as mentors prior to the shadowing weeks and post their availability online. Data from our pilot in 2008 has been encouraging. All students who answered our questionnaire found the experience to be either useful or very useful, and ongoing data collection is proving this to be an enjoyable and effective programme. We are confident that Medic Insight will help all suitably enthusiastic and able school students make informed decisions to apply to study medicine. © Blackwell Publishing Ltd 2010.

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

Science.gov (United States)

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…

Don't Blame the Software: Using Qualitative Data Analysis Software Successfully in Doctoral Research

Directory of Open Access Journals (Sweden)

Michelle Salmona

2016-07-01

Full Text Available In this article, we explore the learning experiences of doctoral candidates as they use qualitative data analysis software (QDAS. Of particular interest is the process of adopting technology during the development of research methodology. Using an action research approach, data was gathered over five years from advanced doctoral research candidates and supervisors. The technology acceptance model (TAM was then applied as a theoretical analytic lens for better understanding how students interact with new technology. Findings relate to two significant barriers which doctoral students confront: 1. aligning perceptions of ease of use and usefulness is essential in overcoming resistance to technological change; 2. transparency into the research process through technology promotes insights into methodological challenges. Transitioning through both barriers requires a competent foundation in qualitative research. The study acknowledges the importance of higher degree research, curriculum reform and doctoral supervision in post-graduate research training together with their interconnected relationships in support of high-quality inquiry. URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1603117

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

Science.gov (United States)

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...

Using Doctoral Experience Survey Data to Support Developments in Postgraduate Supervision and Support

Directory of Open Access Journals (Sweden)

Lucy Johnston

2016-06-01

Full Text Available Provision of both high standards of thesis supervision and high quality research environments are required for doctoral candidates to flourish. An important component of ensuring quality provision of research resources is the soliciting of feedback from research students and the provision from research supervisors and institutions of timely and constructive responses to such feedback. In this manuscript we describe the use of locally developed survey instruments to elicit student feedback. We then demonstrate how actions taken in response to this student feedback can help establish a virtuous circle that enhances doctoral students’ research experiences. We provide examples of changes to supervisory practice and resource allocation based on feedback and show the positive impact on subsequent student evaluations. While the examples included here are local, the issues considered and the methods and interventions developed are applicable to all institutions offering research degrees.

Disorganized junior doctors fail the MRCP (UK).

Science.gov (United States)

Stanley, Adrian G; Khan, Khalid M; Hussain, Walayat; Tweed, Michael

2006-02-01

Career progression during undergraduate and early postgraduate years is currently determined by successfully passing examinations. Both academic factors (secondary school examination results, learning style and training opportunities) and non-academic factors (maturity, ethnic origin, gender and motivation) have been identified as predicting examination outcome. Few studies have examined organization skills. Disorganized medical students are more likely to perform poorly in end-of-year examinations but this observation has not been examined in junior doctors. This study asked whether organization skills relate to examination outcome amongst junior doctors taking the clinical Part II examination for the Membership of the Royal College of Physicians (Practical Assessment of Clinical Examination Skills). The study was conducted prospectively at four consecutive clinical courses that provided clinical teaching and practice to prepare trainees for the examination. Arrival time at registration for the course was the chosen surrogate for organization skills. Trainees were advised that they should arrive promptly at 8.00 a.m. for registration and it was explained that the course would start at 8.30 a.m. Recorded arrival times were compared with the pass lists published by the Royal College of Physicians. The mean arrival time was 8.17 a.m. A total of 81 doctors (53.3%) passed the examination with a mean arrival time of 8.14 a.m. However, 71 doctors failed the exam and arrived, on average, six minutes later than doctors who passed (p?=?0.006). Better-prepared junior doctors were more likely to pass the final examination. Arriving on time represents a composite of several skills involved in the planning of appropriate travel arrangements and is therefore a valid marker of organization skills and preparation. This novel study has shown that good time-keeping skills are positively associated with examination outcome.

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

Science.gov (United States)

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

2015-01-01

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

Critical Autobiography in the Professional Doctorate: Improving Students' Writing through the Device of Literature

Science.gov (United States)

Eastman, Christine; Maguire, Kate

2016-01-01

This paper argues for a pedagogic practice to overcome the challenges that many professional practitioners face in undertaking a professional doctorate. Recent examination feedback on a professional doctoral programme of 300 candidates in the UK highlighted that a number of candidates often struggle to write persuasively, critically and…

Learning Doctor-Patient Communication – Evaluating the effectiveness of the communication training course at Leipzig University from the students' point of view

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Cämmerer, Jana

2016-05-01

Full Text Available Objective: At the University of Leipzig, the requirements of the Licensing Regulations for Doctors (Approbationsordnung für Ärzte for the practical training of communication skills are actively implemented by a two-semester communication course. During this course, student tutors impart the basics of interpersonal as well as selected aspects of doctor-patient communication using interactive training methods. This article reports on the effect the training has on the self-assessed communication skills of the medicine students.Methods: The students’ self-perceived communication skills were assessed, both at the beginning and after the completion of the first and second course semesters using questionnaires related to the course’s learning goals. Pre-post comparisons were then carried out. 142 students (of 163 students in total participated in the survey at the start of the course, of which 117 completed the T2-questionnaire at the end of the first course semester. Only the 84 students who also completed the questionnaires in the second course semester were included in the statistical analysis. These responses were analysed using both descriptive and inferential statistics.Results: The comparison of the self-assessments between the four measurement points showed that statistically significant learning progress for all assessed communication skills had taken place from the point of view of the students. The largest changes between measurements, and therefore the greatest learning progress, could be seen in knowledge related skills.Conclusion: From the students’ point of view the communication training contributes significantly to the acquisition of communication skills. The results suggest that this “hands-on” course concept is suited to successfully enhance the students’ communication skills. The course concept should therefore be retained for both the course in its current form as well as for any extension of the course into the

Innovation in Doctoral Degrees Designed for Adult Learners: A Hybrid Model in Personal Financial Planning

Science.gov (United States)

Grable, John E.

2011-01-01

Innovation in doctoral degree program development and delivery provides an effective counterpoint to the expert-apprentice model established in the Middle Ages. The author outlines the importance of innovation in reaching adult learners and describes an innovative hybrid PhD program designed to allow aspiring doctoral adult-age students to pursue…

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

Science.gov (United States)

Ziemann, Esther; Oestmann, Jörg-Wilhelm

2012-05-01

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

Agency doctorates

Energy Technology Data Exchange (ETDEWEB)

NONE

1970-07-01

Mr. Wen-chuan Li of China has become the first student to obtain a doctor's degree as a result of research work carried out in the Agency. Mr. Li, who is 33, graduated as a Bachelor of Agriculture at Taiwan Provincial Chung-hsing University in 1960 and in 1966 was granted a fellowship to study mutations in plant breeding at the Agency's Seibersdorf Laboratory near Vienna, under the direction of Dr. Knut Mikaelsen, a professor of the University of Bergen. The Hochschule fur Bodenkultur of Vienna accepted the research as being suitable for a thesis and have now granted the degree of Doctor of Agriculture. The subject of the thesis was modifying factors influencing the mutagenic effects of alkylating agents as compared with ionizing radiations in barley. Alkylating agents are involved in the use of chemicals as a means of changing the characteristics of seeds to bring about changes aimed at improving the quality of crops. Mr. Li's work is regarded as a significant contribution to the understanding of the mechanics by which mutations are induced, to the efficient use of chemicals and ionizing radiations in practical applications, and to the efforts of the Agency in collaboration with the Food and Agriculture Organization to benefit food supplies. Mr. Li has now completed his fellowship with the Agency and has been appointed an Assistant Professor in Plant Breeding at Taiwan Provincial Chung-hsing University. The photograph, taken in the plastic hot house at Seibersdorf, shows him studying rice plants grown from seeds subjected to irradiation. Another noteworthy achievement is that of Mr. Karl-Franz Lacina, a security guard at the Agency's headquarters. At the age of 50 he has been accorded the degree of Doctor of Philosophy at Vienna University, the result of six years' work in his leisure time. The major subject was Arabic, with French and philosophy as supporting subject. (author)

Agency doctorates

International Nuclear Information System (INIS)

1970-01-01

Mr. Wen-chuan Li of China has become the first student to obtain a doctor's degree as a result of research work carried out in the Agency. Mr. Li, who is 33, graduated as a Bachelor of Agriculture at Taiwan Provincial Chung-hsing University in 1960 and in 1966 was granted a fellowship to study mutations in plant breeding at the Agency's Seibersdorf Laboratory near Vienna, under the direction of Dr. Knut Mikaelsen, a professor of the University of Bergen. The Hochschule fur Bodenkultur of Vienna accepted the research as being suitable for a thesis and have now granted the degree of Doctor of Agriculture. The subject of the thesis was modifying factors influencing the mutagenic effects of alkylating agents as compared with ionizing radiations in barley. Alkylating agents are involved in the use of chemicals as a means of changing the characteristics of seeds to bring about changes aimed at improving the quality of crops. Mr. Li's work is regarded as a significant contribution to the understanding of the mechanics by which mutations are induced, to the efficient use of chemicals and ionizing radiations in practical applications, and to the efforts of the Agency in collaboration with the Food and Agriculture Organization to benefit food supplies. Mr. Li has now completed his fellowship with the Agency and has been appointed an Assistant Professor in Plant Breeding at Taiwan Provincial Chung-hsing University. The photograph, taken in the plastic hot house at Seibersdorf, shows him studying rice plants grown from seeds subjected to irradiation. Another noteworthy achievement is that of Mr. Karl-Franz Lacina, a security guard at the Agency's headquarters. At the age of 50 he has been accorded the degree of Doctor of Philosophy at Vienna University, the result of six years' work in his leisure time. The major subject was Arabic, with French and philosophy as supporting subject. (author)

Masters and doctorate theses issued as laboratory reports

Energy Technology Data Exchange (ETDEWEB)

Howard, E. B.

1976-03-01

This is a compilation of the masters theses and doctoral dissertations that have been issued as reports by the Oak Ridge National Laboratory. The Laboratory has long encouraged the attainment of higher degrees by providing time, space, equipment, technical guidance, and/or financial assistance. Many employees and students with fellowships or grants have completed, within the Laboratory, the work preceding the writing of a thesis. Some of the resultant master and doctorate theses have subsequently been issued as regular laboratory reports and thus have been made available to a wide audience. The report covers the period from 1950 through 1975 and includes indexes for authors, subject classification, and the school accepting the thesis. (auth)

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

Science.gov (United States)

Duke, Dawn C; Denicolo, Pam M

2017-05-01

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

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

Science.gov (United States)

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

2011-05-27

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

[Significance of the doctorate in scientific medical education].

Science.gov (United States)

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.

Professionalism for future humanistic doctors

Directory of Open Access Journals (Sweden)

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

The Doctor Fox Effect: A Paired Lecture Comparison of Lecturer Expressiveness and Lecture Content.

Science.gov (United States)

Ramagli, Howard J., Jr.; Greenwood, Gordon E.

The influence of the Doctor Fox effect on student ratings on instruction was examined. The idea for the Doctor Fox effect stemmed from the work of Erving Goffman and his notion that expressive behavior may influence an audience as much or more than substance when there is little time or reason for the audience to evaluate the presentation (1950).…

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

Science.gov (United States)

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

2017-10-25

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

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

Directory of Open Access Journals (Sweden)

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

Elusive Equity in Doctoral Education in South Africa

Science.gov (United States)

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,…

Encouraging entrepreneurship in university labs: Research activities, research outputs, and early doctorate careers

OpenAIRE

Roach, Michael

2017-01-01

This paper investigates how the encouragement of entrepreneurship within university research labs relates with research activities, research outputs, and early doctorate careers. Utilizing a panel survey of 6,840 science & engineering doctoral students at 39 R1 research universities, this study shows that entrepreneurship is widely encouraged across university research labs, ranging from 54% in biomedical engineering to 18% in particle physics, while only a small share of labs openly discoura...

Doctors in Balzac's work.

Science.gov (United States)

Moulin, Thierry

2013-01-01

Balzac wrote his novels during a time of great literary and scientific change. Romanticism gave way to the school of realism, of which Balzac could be considered the founder. It was via realism, where both the positive and negative aspects of life were depicted, that doctors naturally gained a much more active role in novels. In conjunction with this was the development of science and medicine, which fascinated Balzac, also leading to the significant and prevalent role of doctors in his works. His fascination with the sciences led to him to gain many acquaintances and much knowledge in the medical domain, especially in neuropsychiatry and physiology. His fictional doctors, such as Desplein and Bianchon, thus demonstrate considerable knowledge of pathology, physiology, and neuropsychiatry. The doctors in Balzac's novels can be grouped into four categories: provincial doctors, Parisian doctors, country doctors, and military doctors. They were most often fictitious representations of real individuals (e.g. Guillaume Dupuytren), and often symbolize schools of thought which were in vogue at the time. In addition to the accurate scientific depiction of doctors, it must be noted that his doctors not only played an active role in clinically assessing their patients, but also had a sociological role in assessing society; it is through his doctors that Balzac gave his opinion of the world in which he lived. Copyright © 2013 S. Karger AG, Basel.

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

Science.gov (United States)

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

78 FR 25705 - Applications for New Awards; Fulbright-Hays Doctoral Dissertation Research Abroad (DDRA...

Science.gov (United States)

2013-05-02

... countries in the fields of government, international development, and the professions. Therefore, students... Fellowship Program is to provide grants to colleges and universities to fund individual doctoral students to...), Kirghiz, Korean, Kurdish (Kurmanji), Kurdish (Sorani), Lao, Malay (Bahasa Melayu or Malaysian), Malayalam...

Doctors Today

LENUS (Irish Health Repository)

Murphy, JFA

2012-03-01

Doctors’ relationship with patients and their role in society is changing. Until the 1960s doctors concentrated on the welfare of patients with less emphasis placed on patients’ rights1. Over recent decades there has been increasing empowerment of the individual across all facets of society including health care. Doctors continue to be perceived as having expertise and authority over medical science. Patients, however, now hold sway over questions of values or preferences. We all must be aware of this change in the doctor- patient interaction. We need to be more aware of the outcomes that patients view as important. The concept of shared decision-making with the patient is now widely appreciated. The process involves a change in mind set particularly for doctors who trained in an earlier era.

PhD students share their work

CERN Multimedia

Joannah Caborn Wengler

2012-01-01

Last week, the second Doctoral Student Assembly gave students in the final stages of their PhD at CERN the chance to meet and present their work.   On 9 May, 24 students who are completing their PhD under the CERN Doctoral Student Programme were joined by their CERN supervisors and some of their university supervisors at an event organised by HR and the Technical Students Committee (TSC). After an address by the Director-General Rolf Heuer and short presentations by Ingrid Haug from HR and TSC Chair Stephan Russenschuck, the students presented their work in a poster session. Held in a packed Council Chamber, the event was a great opportunity for the doctoral students to get to know each other and to share their work in fields as diverse as radiation protection, computing, physics and engineering.

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

Directory of Open Access Journals (Sweden)

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

[The white coat as a cape: doctors, superheroes and bionics].

Science.gov (United States)

Engelberts, Connie E; Mevius, Lucas

2013-01-01

To study the relationship between doctors and comic books, cartoons, superheroes and bionic prosthetic organs. Descriptive survey. For this study, 341 doctors and medical students filled in a digital survey in the autumn of 2013. The questionnaire contained questions about comic books and cartoons, their superheroes, prosthetic organs and about bionic and non-bionic super powers. As a child more than half of the participants read comic books regularly or often, and most watched cartoons regularly or often. Now their childhood interest in this subject has mostly been lost. In their youth, Suske & Wiske were the favourite, and now it is Donald Duck. The number of doctors with a favourite superhero decreased as aged increased from 52% to 37%. The care givers entertain lively fantasies about having bionic superpowers. According to the participants, the idea doctor would have ultrasonic eyes and all sorts of other super senses. Ninety-one per cent thought that 'the development of prosthetic organs is not a waste of money'. If Batman and Superman come to blows, Catwoman wins.

The impact of delivery style on doctors' experience of stress during simulated bad news consultations.

Science.gov (United States)

Shaw, Joanne; Brown, Rhonda; Dunn, Stewart

2015-10-01

The purpose of this study was to investigate the relationship between doctors' bad news delivery style and their experience of physiological stress during simulated bad news consultations. 31 doctors participated in two simulated breaking bad news (BBN) consultations. Delivery style was categorized as either blunt, forecasting or stalling (i.e. avoidant), based on the time to deliver the bad news and qualitative analysis of the interaction content and doctor's language style. Doctors' heart rate (HR) and skin conductance (SC) were recorded in consecutive 30s epochs. Doctors experienced a significant decrease in HR (F(1,36)=44.9, p.05) or SC (F(2,48)=.66, p>.05). Doctors experience heightened stress in the pre-news delivery phase of breaking bad news interactions. Delaying the delivery of bad news exposes doctors to a longer period of increased stress.This suggests that medical students and doctors should be taught to deliver bad news without delay, to help mitigate their response to this stressful encounter. Copyright © 2015. Published by Elsevier Ireland Ltd.

Cost incentives for doctors

DEFF Research Database (Denmark)

Schottmüller, Christoph

2013-01-01

If doctors take the costs of treatment into account when prescribing medication, their objectives differ from their patients' objectives because the patients are insured. This misalignment of interests hampers communication between patient and doctor. Giving cost incentives to doctors increases...... welfare if (i) the doctor's examination technology is sufficiently good or (ii) (marginal) costs of treatment are high enough. If the planner can costlessly choose the extent to which doctors take costs into account, he will opt for less than 100%. Optimal health care systems should implement different...... degrees of cost incentives depending on type of disease and/or doctor....

From student to steward: the Interdisciplinary Program in Neuroscience at Georgetown University as a case study in professional development during doctoral training.

Science.gov (United States)

Ullrich, Lauren; Dumanis, Sonya B; Evans, Tanya M; Jeannotte, Alexis M; Leonard, Carrie; Rozzi, Summer J; Taylor, Caitlin M; Gale, Karen; Kanwal, Jagmeet S; Maguire-Zeiss, Kathleen A; Wolfe, Barry B; Forcelli, Patrick A

2014-01-01

A key facet of professional development is the formation of professional identity. At its most basic level, professional identity for a scientist centers on mastery of a discipline and the development of research skills during doctoral training. To develop a broader understanding of professional identity in the context of doctoral training, the Carnegie Initiative on the Doctorate (CID) ran a multi-institutional study from 2001 to 2005. A key outcome of the CID was the development of the concept of 'stewards of the discipline'. The Interdisciplinary Program in Neuroscience (IPN) at Georgetown University participated in CID from 2003 to 2005. Here, we describe the IPN and highlight the programmatic developments resulting from participation in the CID. In particular, we emphasize programmatic activities that are designed to promote professional skills in parallel with scientific development. We describe activities in the domains of leadership, communication, teaching, public outreach, ethics, collaboration, and mentorship. Finally, we provide data that demonstrate that traditional metrics of academic success are not adversely affected by the inclusion of professional development activities in the curricula. By incorporating these seven 'professional development' activities into the required coursework and dissertation research experience, the IPN motivates students to become stewards of the discipline.

Responding to Racism and Racial Trauma in Doctoral Study: An Inventory for Coping and Mediating Relationships

Science.gov (United States)

Truong, Kimberly A.; Museus, Samuel D.

2012-01-01

In this study, Kimberly A. Truong and Samuel D. Museus focus on understanding strategies doctoral students of color use to respond to racism. The authors conducted semi-structured individual interviews with twenty-six participants who self-reported experiencing racism and racial trauma during doctoral studies. Analysis of the data resulted in…

Teaching Future Teachers: A Model Workshop for Doctoral Education

Science.gov (United States)

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,…

Academic style and format of doctoral theses: The case of the disappearing discussion chapter

Directory of Open Access Journals (Sweden)

Elaine Hewitt

2010-04-01

Full Text Available This article describes work carried out within the sphere of analysis of university academic discourse that possibly contains an intercultural comparative element. A hypothesis was put forward that when Spanish doctoral students crafted their theses, they would pass over the Discussion chapter and progress directly on to the Conclusions. The propensity for Spanish doctoral students to miss out discussion of the results in their doctoral theses was noticed by the first author, while supervising her own doctoral students’ empirical Ph.D. theses in the field of English Studies in Spain. It was thought that this oversight may indicate intercultural variation in the preferences of format for different writing cultures. The initial corpus consisted of sixteen theses from the field of English Studies. At a second stage, an additional corpus of thirty-nine theses in the field of Spanish Studies was included. Both corpora had been defended in these two areas in Spanish universities over the last 10 years and were full-text theses from a Spanish national data base: Dialnet. The results confirmed the hypothesis in both corpora with students in Spanish universities. Nevertheless, curiously, a number of further intervening variables were also found to be essential. For the theses from the area of Spanish Studies less divergence was encountered but, on the other hand, evidence was found that may even point to a lingering influence of national or educational rhetoric.

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

Science.gov (United States)

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

2015-02-16

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

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

Science.gov (United States)

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…

Re-visioning the doctoral research degree in nursing in the United Kingdom.

Science.gov (United States)

Burton, Christopher R; Duxbury, Joy; French, Beverley; Monks, Rob; Carter, Bernie

2009-05-01

In the light of concerns about the wider social and economic value of the PhD training programme, this article discusses the challenges being directed primarily at the traditional doctoral programme of study. While the PhD is primarily concerned with the student making an original contribution to knowledge, the value-added component of the doctoral research degree needs to respond to the needs of a wider market of purchasers, and to meet practice and policy requirements for research leadership. The United Kingdom Research Councils (UK GRAD, 2001. Joint Skills Statement of Skills Training Requirements. Available at http://www.grad.ac.uk/downloads/documents/general/Joint%20Skills%20Statementpdf. (last accessed 1st April 2008.) suggest a range of seven skill domains over and above research design and management that should be offered to students. The seven domains are research skills and techniques, participation in the research environment, research management, personal effectiveness, communication, networking and team working, and career management. This article develops and extends these skill domains for the current healthcare context and considers how these should guide the development and evaluation of the value-added components of doctoral research degree programmes in nursing. The challenges that these issues present to academic departments are also discussed. Our conclusion is that PhD research training needs re-visioning and broadening so that the students' experience includes these value-added components.

Interpersonal perception in the context of doctor-patient relationships: a dyadic analysis of doctor-patient communication.

Science.gov (United States)

Kenny, David A; Veldhuijzen, Wemke; Weijden, Trudy van der; Leblanc, Annie; Lockyer, Jocelyn; Légaré, France; Campbell, Craig

2010-03-01

Doctor-patient communication is an interpersonal process and essential to relationship-centered care. However, in many studies, doctors and patients are studied as if living in separate worlds. This study assessed whether: 1) doctors' perception of their communication skills is congruent with their patients' perception; and 2) patients of a specific doctor agree with each other about their doctor's communication skills. A cross-sectional study was conducted in three provinces in Canada with 91 doctors and their 1749 patients. Doctors and patients independently completed questions on the doctor's communication skills (content and process) after a consultation. Multilevel modeling provided an estimate of the patient and doctor variance components at both the dyad-level and the doctor-level. We computed correlations between patients' and doctors' perceptions at both levels to assess how congruent they were. Consensus among patients of a specific doctor was assessed using intraclass correlation coefficient (ICC). The mean score of the rating of doctor's skills according to patients was 4.58, and according to doctors was 4.37. The dyad-level variance for the patient was .38 and for the doctor was .06. The doctor-level variance for the patient ratings was .01 and for the doctor ratings, .18. The correlation between both the patients' and the doctors' skills' ratings scores at the dyad-level was weak. At the doctor-level, the correlation was not statistically significant. The ICC for patients' ratings was .03 and for the doctors' ratings .76. Overall, this study suggests that doctors and their patients have a very different perspective of the doctors' communication skills occurring during routine clinical encounters. 2009 Elsevier Ltd. All rights reserved.

Re-Imagining Doctoral Education: Professional Doctorates and beyond

Science.gov (United States)

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…

Engineering success: Persistence factors of African American doctoral recipients in engineering and applied science

Science.gov (United States)

Simon, Tiffany Monique

The purpose of this qualitative study was to identify factors that influence African Americans to pursue and complete doctoral degrees in engineering and applied science disciplines. Critical race theory (CRT), two models of doctoral student persistence, and graduate student persistence literature guided the conceptual framework of this study. In-depth and focus group interviews were conducted to learn the key factors that positively impacted the persistence of 19 African Americans who earned doctoral degrees in engineering and applied science. The following two factors were found to significantly contribute to the decision to pursue the doctorate: encouragement from others and participation in a research or internship program. Key factors impacting doctoral degree completion included: peer support, faculty adviser support, support from university administrators, and family support. In addition to identifying factors that influenced 19 African Americans to pursue and complete doctoral degrees in engineering and applied science, this study was about the importance of diversity and inclusion of multiple perspectives in education research and scholarship. To this end, the study served to promote and include the expert knowledge of African American doctoral degree recipients in engineering and applied science in the scholarly discourse on the issue of low participation rates of African Americans in engineering and applied science disciplines. Such knowledge will challenge traditional views on this issue and hopefully inspire new ways of addressing and remedying this issue. With African Americans and other minority populations growing at an exponential rate, people of color are quickly becoming the majority in key states across the nation. Therefore, it is imperative that all Americans have an opportunity to develop skills necessary to compete for professional positions in the science and engineering workforce. This mandate is required for the United States to maintain

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.

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

Science.gov (United States)

McKimm, Judy; Wilkinson, Tim

2015-01-01

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

Experiences of the Creative Doctorate: Minstrels and White Lines ...

African Journals Online (AJOL)

Relationships between the expectations of the PhD, creativity and identity are a rich terrain for research, explored here. Doctoral student identity and the expectations of the PhD have been the focus of much previous work, while work on candidates pursuing research in literature and art has focused on tensions in their work, ...

When doctors cross the line.

Science.gov (United States)

Feldman, M K

1994-05-01

Everybody's doing it. Lawyers. Professors. Yes, even doctors. Professionals in positions of authority and trust are taking a closer look at how they relate to their clients, students, or patients. Perhaps it all started with Anita Hill, the woman who sounded the wake-up call that was heard around America with the message that sexual harassment, even sexual innuendo, will no longer be tolerated. It's a new day and age. Today, for ethical as well as practical reasons, some bar associations (including Minnesota's) are warning lawyers not to have sex with clients, and many colleges are forbidding professors from getting involved with students. The American Medical Association and state medical boards are also re-evaluating the rules, because in today's climate even something as simple as a pat on the knee can get a physician in trouble.

Wanted--doctors who care.

Science.gov (United States)

Lovdal, L T; Pearson, R

1989-03-01

A study was conducted to determine what consumers value in doctors' behavior. Results indicate that consumers in the sample population studied prefer doctors who are friendly and caring as well as those who are technically competent. However, these respondents reported less favorable opinions about doctors' friendliness (i.e., affective behavior) than they did about doctors' competence (i.e., instrumental behavior).

Generating Benefits and Negotiating Tensions through an International Doctoral Forum: A Sociological Analysis

Directory of Open Access Journals (Sweden)

Guanglun Michael Mu

2016-02-01

Full Text Available Workshops and seminars are widely-used forms of doctoral training. However, research with a particular focus on these forms of doctoral training is sporadic in the literature. There is little, if any, such research concerning the international context and participants’ own voices. Mindful of these lacunae in the literature, we write the current paper as a group of participants in one of a series of doctoral forums co-organised annually by Beijing Normal University, China and Queensland University of Technology, Australia. The paper voices our own experiences of participation in the doctoral forum. Data were drawn from reflections, journals, and group discussions of all 12 student and academic participants. These qualitative data were organised and analysed through Bourdieu’s notions of capital and field. Findings indicate that the doctoral forum created enabling and challenging social fields where participants accrued and exchanged various forms of capital and negotiated transient and complex power relations. In this respect, the sociological framework used provides a distinctive theoretical tool to conceptualise and analyse the benefits and tensions of participation in the doctoral forum. Knowledge built and lessons learned through our paper will provide implications and recommendations for future planning of, and participation in, the doctoral forum series and similar activities elsewhere.

Australian doctors and the visual arts. Part 3. Doctor-artists in Victoria.

Science.gov (United States)

Hamilton, D G

1986-06-09

The contribution of doctors to the visual arts is being discussed in a series of six articles. The first two articles dealt with doctors and the visual arts in New South Wales. In this, the third, doctor-artists in Victoria are discussed.

Chilly Climates, Balancing Acts, and Shifting Pathways: What Happens to Women in STEM Doctoral Programs

Directory of Open Access Journals (Sweden)

Marilyn Cabay

2018-01-01

Full Text Available Women in doctoral programs in Science, Technology, Engineering and Math (STEM leave without finishing at higher rates than men and, as with men, turn away from academic and research careers. This qualitative study examines the day-to-day influences on female doctoral students during their third or fourth year in physical science and engineering programs. Ethnographic cognitive interviewing and online incident reports document the specific experiences and reactions of 28 participants over a six-month period. The data were analyzed to identify key incidents, categories and recurring themes. Some incidents contributed to women’s growing sense of competence, recognition and identification of oneself as a scientist. Others fit a model of microaggressions and gender barriers in a predominantly masculine culture. Problems of work-life balance were demonstrated for some women. Incidents generated responses by some participants that they would disengage from a research-intensive career trajectory toward alternate career interests outside of academic research. The findings provide information about the lived experiences of women in doctoral programs and suggest that the metaphor of career pathways may be more useful than pipelines in explaining the direction of women who are advanced doctoral students in research-intensive fields.

Bullying and harassment – Are junior doctors always the victims?

International Nuclear Information System (INIS)

Nyhsen, C.M.; Patel, P.; O'Connell, J.E.

2016-01-01

Introduction: NHS staff have the right to work in an environment free from bullying, harassment and violence. There should be good team-working with colleagues from all disciplines. Reports of bullying experienced by junior doctors resulted in mandatory annual GMC surveys regarding the quality of training. This led to medical trainees being surveyed more than any other staff. Radiographers informally reported bullying and harassment (B&H) incidents involving trainees. This survey aims to quantify the issue. Methods: Online survey of general and CT radiographers at a large acute hospital in the North East of England addressing incidents involving junior doctors and occurring in the preceding 12 months. Results: The survey was completed by 86% (44/51) general and 5/7 CT radiographers. Overall 45% experienced bullying, 92% had their own/witnessed a colleague's opinion being ignored and 57% were the target of loud verbal abuse/anger or witnessed colleagues being treated in that way. Several radiographers reported 5 or more B&H incidents. 26 radiographers (51%) were shouted at/ridiculed in theatre, 4 feeling unsafe/physically threatened. Junior doctors regularly queried the need to supervise CT contrast injections on call. Free text comments highlighted that doctors rarely introduced themselves to radiology staff. Conclusion: Radiographers report significant incidents of B&H involving junior doctors, who do not always seem to appreciate radiation exposure legislation, patient safety protocols or respect the seniority of highly trained radiographers. Measures introduced subsequently include guidance for radiographers, a dedicated radiology e-learning package for trainees and classroom sessions for foundation doctors and final year undergraduate students. - Highlights: • Bullying and harassment of radiographers is a persistent problem. • Some radiographers reported feeling physically threatened in theatre. • Some junior doctors do not respect radiation exposure

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

OpenAIRE

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

2016-01-01

Purpose: The aim of this study is to see what medical students think about the role of spouse of a devoted medical doctor through the book reports of The Painted Veil (1925). Methods: The 53 medical students were asked to read Maugham’s The Painted Veil and to have a discussion. In their book reports, following questions were asked to be included: What it is like to be married a devoted medical doctor? Do you think that patients realize, value, and respect the importance of doctor’s work? In ...

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

Science.gov (United States)

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

2015-01-01

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

[Gender patterns in Spanish otolaryngologic doctoral theses].

Science.gov (United States)

Prim-Espada, María Pilar; De Diego-Sastre, Juan Ignacio; Pérez-Fernández, Elia

2010-01-01

In last decades women in Spain have a greater access to postgraduate education. The objective of this study was to perform a gender analysis on the Otolaryngology doctoral theses presented in a 25 year-period. The TESEO data base on doctoral theses was searched for theses on Otorhinolaryngology written between 1981 and 2005. As strategy for the research we employed the terms: 1) Otorrinolaringología (Otorhinolaryngology); 2) Cirugía de garganta, nariz y oídos (Ear, nose and throat surgery); 3) Fisiología de la audición (Physiology of hearing); 4) Fisiología del equilibrio (Physiology of balance); 5) Física de la audición (Physics of hearing); and 6) Bioacústica (Bioacoustics). A total of 450 theses (18.0±8.3 theses/year) were found, of which 129 were written by females (28.6%). There was a gender imbalance among authors, with 5.2±3.4 theses/year for women vs. 12.9±6.6 theses/year for men (p=0.0002). Nevertheless, there was a tendency toward equality in the last 10 years (p=0.001). On the other hand, the PhD student's gender was clearly related to the supervisor's gender (p=0.0001). With respect to the main topics in our area (otology, audiology/vestibular diseases, rhinology and pathology of paranasal sinuses and neck diseases), there were no significant differences between males and females (p=0.231). These results indicate a tendency towards equality in the number of men and women successfully completing doctoral studies in Otolaryngology. However, the PhD student's gender is clearly related to the supervisor's gender. Copyright © 2010 Elsevier España, S.L. All rights reserved.

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

Science.gov (United States)

Haave, Per

2007-12-13

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

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

Science.gov (United States)

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

2013-01-01

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

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

Directory of Open Access Journals (Sweden)

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.

Non-EEA-doctors in EEA-countries: doctors or cleaners?

NARCIS (Netherlands)

Herfs, Paul; Kater, L.; Haalboom, J.R.E.

2007-01-01

Background: Migration of non-EEA doctors to EEA-countries has become a common phenomenon. As coordination within the EEA has not yet been established, every EEA-country is re-inventing the wheel of assessment of foreign medical degrees and developing additional programmes for non-EEA doctors. There

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

Science.gov (United States)

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

2015-09-09

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

What can I do with a doctoral degree in gerontology? Expanding your options.

Science.gov (United States)

Dassel, Kara Bottiggi; Ewen, Heidi; Carr, Dawn; Manning, Lydia; Leach, Corinne; Fitzgerald, Kelly

2014-01-01

An endless number of career trajectories are possible for gerontologists. With a growing aging population, our skills and areas of expertise are of high value to numerous industries. The purpose of this study is to describe the professional development and career trajectories of alumni of U.S. doctoral gerontology programs obtained through the Gerontology Education Longitudinal Study (GELS). Specifically, the authors examine how professional identification, doctoral program career preparation, and perception of job prospects affect alumni decisions to pursue "traditional" (i.e., academic) versus "nontraditional" (i.e., non-academic) careers. Results from the GELS revealed a fairly even split in the alumni sample of careers in traditional and nontraditional settings. The decision to pursue a traditional versus nontraditional career was not significantly associated with personal identification, doctoral program career preparation, or perception of employment options. These results suggest that the skill set obtained in doctoral gerontology programs is useful and is in demand in a variety of careers; therefore, doctoral programs may want to consider tailoring training to meet students' future career goals in both academic and non-academic settings.

Variables associated with seeking information from doctors and the internet after exposure to direct-to-consumer advertisements for prescription medications.

Science.gov (United States)

Fogel, Joshua; Teichman, Chaim

2014-01-01

This study examines variables associated with seeking information from doctors, the Internet, and a combination of both doctors and Internet after exposure to direct-to-consumer advertisements. Data were analyzed from 462 college students. Younger age, women, and health insurance were associated with greater odds for doctor; women, subjective norms, intentions, and greater time since seen doctor were associated with greater odds for Internet; and African American, Hispanic, subjective norms, intentions, and health insurance were associated with greater odds for both doctor and Internet. Marketers of direct-to-consumer advertisements can use these findings for tailoring and targeting direct-to-consumer advertisements.

Talking to Your Doctor

Medline Plus

Full Text Available ... to Your Doctor , National Eye Institute (NEI) Español Aging Planning Your Doctor Visit , NIHSeniorHealth.gov Videos: Talking ... A Guide for Older People , National Institute on Aging (NIA) Talking With Your Doctor Presentation Toolkit , National ...

Medical students' perceptions of bedside teaching.

Science.gov (United States)

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.

How To Talk to Your Doctor (and Get Your Doctor To Talk to You!). An Educational Workshop on Doctor Patient Communication = Como Hablarle a su Doctor (iY que su doctor le hable a usted!). Un seminario educativo sobre la comunicacion entre el doctor y el paciente.

Science.gov (United States)

Baylor Coll. of Medicine, Houston, TX.

This workshop, written in both English and Spanish, focuses on improving communication between physician and patient. In the workshop, the trainers will talk about "building bridges" between patient and doctor by understanding the doctor's role and his/her duty to the patient. According to the workshop, a person's doctor should…

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.

Master's and doctoral theses in the faculty of Health Sciences ...

African Journals Online (AJOL)

The aim of this study was to determine the publication success and problems of postgraduate studies in the Faculty of Health Sciences, University of the Free State (UFS). The sample consisted of students who obtained a postgraduate qualification based on a Master's or doctoral thesis in the faculty from March 2001 to April

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

Science.gov (United States)

Tagg, Brendon

2014-01-01

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

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

Science.gov (United States)

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.

Stereotyping at the undergraduate level revealed during interprofessional learning between future doctors and biomedical scientists.

Science.gov (United States)

Lewitt, Moira S; Ehrenborg, Ewa; Scheja, Max; Brauner, Annelie

2010-01-01

Interprofessional education (IPE) involving undergraduate health professionals is expected to promote collaboration in their later careers. The role of IPE between doctors and biomedical scientists has not been explored at the undergraduate level. Our aim was to introduce IPE sessions for medical and biomedical students in order to identify the benefits and barriers to these groups learning together. Medical and biomedical students together discussed laboratory results, relevant literature, and ideas for developing new diagnostic tools. The programme was evaluated with questionnaires and interviews. While there was general support for the idea of IPE, medical and biomedical students responded differently. Biomedical students were more critical, wanted more explicit learning objectives and felt that their professional role was often misunderstood. The medical students were more enthusiastic but regarded the way the biomedical students communicated concerns about their perceived role as a barrier to effective interprofessional learning. We conclude that stereotyping, which can impede effective collaborations between doctors and biomedical scientists, is already present at the undergraduate level and may be a barrier to IPE. Effective learning opportunities should be supported at the curriculum level and be designed to specifically enable a broad appreciation of each other's future professional roles.

Multiple sclerosis in a postgraduate student of anaesthesia: illness in doctors and fitness to practice.

Science.gov (United States)

Reyes, Antonio Jose; Ramcharan, Kanterpersad; Sharma, Sharda

2016-01-28

A 29-year-old previously healthy woman, a doctor, was diagnosed with remitting relapsing multiple sclerosis after fulfilling McDonald's criteria for the diagnosis of definite multiple sclerosis. Despite 22 months of immunomodulatory treatment, the feasibility of continuing to train in a stressful specialty of medicine became an ethical and practical dilemma. Fitness for practice and career advancement among doctors with illnesses or having cognitive and physical decline from disease and/or ageing is a global problem. The need for addressing this issue in a compassionate and comprehensive manner is discussed. Cognitive and physical fitness are required in doctors and other healthcare workers since medical errors/adverse events are commonplace in medical practice. The public welfare is equally important in this global problem. 2016 BMJ Publishing Group Ltd.

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

Science.gov (United States)

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.

Tricks of the trade: time management tips for newly qualified doctors.

Science.gov (United States)

Offiah, Gozie; Doherty, Eva

2018-03-01

The transition from medical student to doctor is an important milestone. The discovery that their time is no longer their own and that the demands of their job are greater than the time they have available is extremely challenging. At a recent surgical boot camp training programme, 60 first-year surgical trainees who had just completed their internship were invited to reflect on the lessons learnt regarding effective time management and to recommend tips for their newly qualified colleagues. They were asked to identify clinical duties that were considered urgent and important using the time management matrix and the common time traps encountered by newly qualified doctors. The surgical trainees identified several practical tips that ranged from writing a priority list to working on relationships within the team. These tips are generic and so applicable to all newly qualified medial doctors. We hope that awareness of these tips from the outset as against learning them through experience will greatly assist newly qualified doctors. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

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

Science.gov (United States)

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…

Are Dropout and Degree Completion in Doctoral Study Significantly Dependent on Type of Financial Support and Field of Research?

Science.gov (United States)

van der Haert, Margaux; Arias Ortiz, Elena; Emplit, Philippe; Halloin, Véronique; Dehon, Catherine

2014-01-01

In this article, the determinants of "time to dropout" from doctoral studies and "time to PhD completion" are studied using a discrete-time competing risks survival analysis for a sample of 3092 doctoral candidates from the Université libre de Bruxelles. Not surprisingly, results show that students supported with research…

[Job satisfaction among Norwegian doctors].

Science.gov (United States)

Nylenna, Magne; Aasland, Olaf Gjerløw

2010-05-20

Doctors' job satisfaction has been discussed internationally in recent years based on reports of increasing professional dissatisfaction. We have studied Norwegian doctors' job satisfaction and their general satisfaction with life. A survey was conducted among a representative sample of practicing Norwegian doctors in 2008. The validated 10-item Job Satisfaction Scale was used to assess job satisfaction. 1,072 (65 %) doctors responded. They reported a mean job satisfaction of 5.3 on a scale from 1 (very dissatisfied) to 7 (very satisfied). Job satisfaction increased with increasing age. Private practice specialists reported the highest level of job satisfaction (5.8), and general practitioners reported higher job satisfaction (5.5) than hospital doctors (5.1). Among specialty groups, community doctors scored highest (5.6) and doctors in surgical disciplines lowest (5.0). While long working hours was negatively correlated with job satisfaction, the perception of being professionally updated and having part-time affiliation(s) in addition to a regular job were positively correlated with job satisfaction. 52.9 % of doctors reported a very high general satisfaction. Norwegian doctors have a high level of job satisfaction. Satisfaction with life in general is also high and at least in line with that in the Norwegian population.

Gender bias in specialty preferences among Danish medical students

DEFF Research Database (Denmark)

Pedersen, Laura Erna Toftegaard; Skytte, Nanna Hasle Bak; Dissing, Agnete Skovlund

2011-01-01

Female medical students tend to prefer person-oriented specialties characterized by close doctor-patient contact and aspects of care. Conversely, male medical students tend to seek towards specialties with elements of autonomy, technology and "action" . Furthermore, female doctors will outnumber ...

Foundation doctors and dyslexia: a qualitative study of their experiences and coping strategies.

Science.gov (United States)

Newlands, Freda; Shrewsbury, Duncan; Robson, Jean

2015-03-01

Dyslexia is the most common form of specific learning difficulty affecting approximately 6% of the general UK population and believed to affect approximately 2% of UK medical students. The impact of dyslexia on early practice has not been studied. To develop an understanding of the challenges faced by doctors with dyslexia in the first year of practice and their support requirements. Semistructured telephone interviews were conducted with seven foundation year 1 doctors with dyslexia from Scottish hospitals between March 2013 and August 2013. Foundation doctors indicated that due to their dyslexia, they experience difficulty with all forms of communication, time management and anxiety. There were concerns about disclosure of their dyslexia to colleagues and supervisors. Coping strategies used frequently were safety-netting and planning; technology solutions did offer some assistance. Although technological interventions have the potential to offer benefits to foundation doctors with dyslexia, increased openness about a diagnosis of dyslexia with discussion between doctor and supervisors about the challenges and anxieties is likely to provide the most benefit. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

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

Science.gov (United States)