The combined medical/PhD degree: a global survey of physician-scientist training programmes

Alamri, Yassar

doi:10.7861/clinmedicine.16-3-215

Cited by 19 publications

(25 citation statements)

References 22 publications

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“…The number of physician-scientists worldwide has shown an alarming decrease in recent years [9]. Whilst an analysis of the root cause(s) is warranted, other deterrents, such as increasing debt or time to graduation, ought to be addressed and, if possible, rectified.…”

Section: Resultsmentioning

confidence: 99%

“…The origin, characteristics and outcomes of such programmes have been extensively reported in the literature [9]. Although attached to a hefty price tag (i.e., at least 2-3 years of research), this particular combined degree opens doors in research and academia for the student that may not otherwise be accessible to others.…”

Section: Doctorate Degrees Phdmentioning

confidence: 99%

“…The dual medicine/PhD degree is arguably the most wellknown combined degree in medicine [9]. The origin, characteristics and outcomes of such programmes have been extensively reported in the literature [9].…”

Section: Doctorate Degrees Phdmentioning

confidence: 99%

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Dual Degrees in Medicine: Options for Medical Students

Alamri

2016

J Canc Educ

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Increasingly, more universities are showing an interest in offering combined degrees (most commonly research-based) with their medical degree. Intercalated degrees often require the medical student to take time off their medical course in order to pursue the second degree full-time. Concurrent degrees, on the other hand, do not usually require taking additional time to complete; rather, they are integrated into the medical curriculum. Exposing medical students to the array of opportunities offered by their academic institutions will hopefully allow interested students to pursue studies in an area of their preference, at a pace of their own and for a cost (time and financial) they could afford. This article explores the different degrees offered around the world to students in combination with medical degrees.

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Section: Resultsmentioning

confidence: 99%

Section: Doctorate Degrees Phdmentioning

confidence: 99%

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Dual Degrees in Medicine: Options for Medical Students

Alamri

2016

J Canc Educ

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“…It was noticed that over the past years, the number of medical students who have chosen to do an intercalated degree has been continuously decreasing despite the advantages in securing foundation posts [11]. In the UK and Ireland, data suggests that only a small percent of students graduating with an intercalated degree annually across all specialties go on to do surgical training; however, those that do, preserve an interest in laboratorybased academic surgery [12][13][14].…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Medical Students’ Attitude and Motivation in Pursuing an Intercalated MSc in Clinical Anatomy

Meguid

Allen

2019

Med.Sci.Educ.

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Objectives This study aimed to explore what factors influence and motivate medical students to undergo an intercalated degree and why they prefer to choose an intercalated MSc in Clinical Anatomy. Methods The study consisted of 54 medical students enrolled in Queen's University Belfast which offers a range of intercalated degrees, including an iBSc in Medical Science and an iMSc in Clinical Anatomy. Five-point Likert scale survey was used to collect data, designed to discover what the influencing factors were in deciding to take an intercalating degree and if they have a desire to gain research experience. It measured the motivational features of their chosen courses. Results In recent years, more students (68.5%, n = 54) opted for the iMSc rather than the iBSc. This difference in number of students was statistically significant (chi-square = 33.4, P < 0.0001). It was theorized that this was due to an interest in future surgical specialization; however, this study has shown that the prime reason 72.2% of students opt to take a year out of their medical degree to carry out an intercalated degree is simply to gain an extra qualification whilst 61.1% thought it would enhance their competitiveness in the job market. Ninety-four percent of the iMSc students recommended the intercalated degree to junior students in comparison to only 34.8% of the iBSc students. This difference in percentage was statistically significant (t = 2.78, P = 0.009). Conclusion The study shows no significant link to a desire to gain research experience in determining which intercalated programme to undertake. Students favoured iMSc more because they believed it will enhance their employability.

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“…Typically, most students complete the first three years of the six-year medical degree, then spend at least two research years, before going back to completing another three years of clinical medicine (i.e., 3 + 2 + 3 approach). Alternatively, students may elect to do the first five years of the medical degree, followed by at least two research years, before going back to complete the final year of the medical course (i.e., 5 + 2 + 1 approach) [5]. …”

Section: Introductionmentioning

confidence: 99%

Would you do it again? A qualitative study of student and supervisor perceptions of an intercalated MBChB/PhD programme

2019

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BackgroundSeveral studies have warned about the diminishing physician-scientist breed. Limited studies, however, have attempted to assess what factors (if any) enhanced or hindered the experience of trainee physician-scientists and their supervisors. Using Vroom’s expectancy theory as a conceptual framework, we explored the highlights, motivations and barriers of an intercalated MBChB/PhD programme as experienced by students of the programme and their supervisors.MethodsPrevious and current students of the MBChB/PhD programme at the University of Otago, and their supervisors, were invited to provide comments on the programme. Data were analysed using a general inductive approach which involved coding responses, and grouping codes into common themes via an iterative process. A deductive approach was used to interpret the themes and relate them to Vroom’s expectancy theory.ResultsA total of 22 students (88% response rate) and 36 supervisors (58.3% response rate) responded to our survey. Three themes were identified through the analysis of the students’ responses. These were: motives for undertaking the intercalated degree, effect on career development, and perceived barriers. Supervisors’ survey yielded two themes: characteristics of successful students, and optimising the intercalated programme.ConclusionsThe current study sheds light on the successes and challenges of an intercalated MBChB/PhD programme by considering the views of those most involved. Whereas the combined programme has its advantages for student research and career development, extending the research-time may be worthwhile. Further studies involving a larger cohort of intercalating students and their supervisors may allow for extrapolation of data to address these concerns.

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The combined medical/PhD degree: a global survey of physician-scientist training programmes

Cited by 19 publications

References 22 publications

Dual Degrees in Medicine: Options for Medical Students

Dual Degrees in Medicine: Options for Medical Students

An Analysis of Medical Students’ Attitude and Motivation in Pursuing an Intercalated MSc in Clinical Anatomy

Would you do it again? A qualitative study of student and supervisor perceptions of an intercalated MBChB/PhD programme

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