Abstract
We consider the potential upsides and downsides to expectations for high levels of scholarly productivity among clinical doctoral students in scientist–practitioner programs. As expectations for students rise, there is the potential for considerable growth as scholars. At the same time, there is the risk that an implicit emphasis on quantity of published scholarship can detract from other educational experiences that may ultimately enhance the quality of scholarly work. We consider this tension in the context of time management, creativity, motivation, intellectual risk-taking, and developmental timing of opportunities to publish scholarship.
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