Self-reported needs for improving the supervision competence of PhD supervisors from the medical sciences in Denmark

Raffing, Rie; Jensen, Thor Bern; Tønnesen, Hanne

doi:10.1186/s12909-017-1023-z

Cited by 11 publications

(17 citation statements)

References 13 publications

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“…Major markers of quality doctoral programs and supervisions might include the rates of completions versus attrition per cohort [4], reported quality of mentorship, support and supervision [5][6], quality of student-advisor relationship [7], duration of program completion, reported candidates/students satisfaction [8] quality of research output and publications [9], potential to contribute to the knowledge economy and overall measurable impact of doctoral education on the various walks of life as measurable in terms of innovations, solutions, quality of life and wellbeing. Unfortunately, most of these markers are generally rated between low and poor in many instances in Africa.…”

Section: Quality Of Supervisionmentioning

confidence: 99%

A Supervisory Model for Emerging PhDs in Basic Medical Sciences on the African Continent: A Perspective

Owolabi

2021

JAMMR

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Aim/Purpose: This article- a perspective, is an attempt to critically review the African scenario with respect to doctoral supervision for Basic Medical Sciences and proffer potential solutions in the form of a supervisory model. Background: There is a need to develop supervisory models for emerging PhDs in Basic Medical Sciences [BMS] in Africa. There has been continuous evolutions and rapid advancements as further compounded by continuous sophistication in research tools, methods, and technologies. These have resulted in newer fields emerging from the traditional fields. A major fallout of this is a shortage or rather unavailability of supervisors to train younger scientists in these new fields. The available supervisors were mostly trained in a more traditional fields or in the context of the relatively traditional paradigm of scholarship. Thus, Africa currently, suffers from a lack of supervisory capacity to train younger scientists in the emerging fields of Basic Medical Sciences. Methodology: This article is a perspective that included a narrative review of literature, critical appraisal of the current prevalent scenario, and proposition of a supervisory model. Relevant literature sources were considered. Effort was made to provide a practical supervisory model that might guide African doctoral schools to train doctoral candidates in emerging fields, leveraging on available resources while making strategic adaptions. It is important to note that this should be done in an evidence-based manner, hence standard practices were reviewed and considered. Contribution: There is currently a paucity of data and information on doctoral scholarship and supervision in Africa. There is a need to conduct research on relevant subjects to provide further insight into the prevalent scenarios, the root cause of the problems and postulate potential solutions to the problems. This article presents a model that might employ effective, innovative, and practical approaches to address the current situation. Otherwise, lack of adequate supervisory capacity could contribute perpetually to impeding adequate advancements in BMS in Africa, through scholarship, particularly in line with global trends and current realities. The article proposes a collaborative model for supervising emerging and novel PhDs.

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Section: Quality Of Supervisionmentioning

confidence: 99%

A Supervisory Model for Emerging PhDs in Basic Medical Sciences on the African Continent: A Perspective

Owolabi

2021

JAMMR

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“…Recently, a study explored the effect of a supervisor’s leadership style on the mental health of graduate students 3. Nearly half the doctoral students who withdrew from the doctoral program reported experiencing insufficient supervision, highlighting the fact that good supervision was important for completing the doctoral program 39,40. A survey in 2018 indicated that a weak relationship with a mentor is a common characteristic of most graduate students who experience anxiety and/or depression 21…”

Section: Introductionmentioning

confidence: 99%

<p>Prevalence and associated factors of depression and anxiety among doctoral students: the mediating effect of mentoring relationships on the association between research self-efficacy and depression/anxiety</p>

Liu¹,

Wang²,

Qi³

et al. 2019

PRBM

102

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PurposeAlthough the mental health status of doctoral students deserves attention, few scholars have paid attention to factors related to their mental health problems. We aimed to investigate the prevalence of depression and anxiety in doctoral students and examine possible associated factors. We further aimed to assess whether mentoring relationships mediate the association between research self-efficacy and depression/anxiety.MethodsA cross-sectional study was conducted among 325 doctoral students in a medical university. The Patient Health Questionnaire 9 and Generalized Anxiety Disorder 7 scale were used to assess depression and anxiety. The Research Self-Efficacy Scale was used to measure perceived ability to fulfill various research-related activities. The Advisory Working Alliance Inventory-student version was used to assess mentoring relationships. Linear hierarchical regression analyses were performed to determine if any factors were significantly associated with depression and anxiety. Asymptotic and resampling methods were used to examine whether mentoring played a mediating role.ResultsApproximately 23.7% of participants showed signs of depression, and 20.0% showed signs of anxiety. Grade in school was associated with the degree of depression. The frequency of meeting with a mentor, difficulty in doctoral article publication, and difficulty in balancing work–family–doctoral program was associated with both the level of depression and anxiety. Moreover, research self-efficacy and mentoring relationships had negative relationships with levels of depression and anxiety. We also found that mentoring relationships mediated the correlation between research self-efficacy and depression/anxiety.ConclusionThe findings suggest that educational experts should pay close attention to the mental health of doctoral students. Active strategies and interventions that promote research self-efficacy and mentoring relationships might be beneficial in preventing or reducing depression and anxiety.

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“…Some of these barriers are reflected in the international literature, whilst some are new findings. General difficulties for students with a medical background initiating the writing process itself have also been found in previous research [3,4,20]. Specifically, lack of writing experience was found in a previous study, suggesting that PhD students with a medical background did not receive sufficient training in writing as part of their curriculum [20,21], although possible solutions were not evaluated.…”

Section: Barriersmentioning

confidence: 76%

“…Publication of results is a general requirement for all researchers, but writing the first scientific article for publication is still challenging for novices across all disciplines, including medical doctors [3]. An important challenge is the barrier to initiating the writing process itself.…”

Section: Introductionmentioning

confidence: 99%

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Facilitators and Barriers for Young Medical Doctors Writing Their First Manuscript for Publication

Raffing

Jensen

Larsen

et al. 2021

IJERPH

Self Cite

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Although scientific publication is often mandatory in medical professions, writing the first research article for publication is challenging, especially as medical curricula have only a minor focus on scientific writing. The aim was therefore to identify facilitators and barriers experienced by medical doctors writing their first scientific article for publication. An explorative inductive approach made use of semi-structured interviews for collecting data until saturation. Data were analyzed with systematic text condensation. Several barriers were identified: (a) writing in general; (b) writing in English; (c) dealing with content, structure, and presentation; and (d) navigating in the author group. Good supervision in the initial writing phase was a facilitating factor. Medical doctors requested a course in which they could work on their own articles and give feedback to fellow students. They valued skilled lecturers and individual supervision, and they wanted to learn about author instructions, how to present text correctly, and how to sell their core message. Their goal was to create a useful end product and to obtain European Credit Transfer System (ECTS) points. The facilitators and barriers that medical doctors experience when writing their first scientific article for publication and their course requests should be reflected in the learning objectives and content of future courses.

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Self-reported needs for improving the supervision competence of PhD supervisors from the medical sciences in Denmark

Cited by 11 publications

References 13 publications

A Supervisory Model for Emerging PhDs in Basic Medical Sciences on the African Continent: A Perspective

A Supervisory Model for Emerging PhDs in Basic Medical Sciences on the African Continent: A Perspective

<p>Prevalence and associated factors of depression and anxiety among doctoral students: the mediating effect of mentoring relationships on the association between research self-efficacy and depression/anxiety</p>

Facilitators and Barriers for Young Medical Doctors Writing Their First Manuscript for Publication

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