Practical Tips for Supporting Clinicians Undertaking a Part-time PhD

Sinéad M Hynes

doi:10.15694/mep.2020.000199.1

Abstract

MedEdPublish (ISSN 2312–7996) is a highly visible, open access, specialist practitioner e-journal that enables academics, teachers, clinicians, researchers and students to publish their experiences, views and research findings relating to teaching, learning and assessment in medical and health professions education. An innovative and key feature of MedEdPublish is that the peer review process begins following publication.

Highlights

Many clinicians who decide to undertake a PhD do so on a part-time basis
Part-time PhD students are often overlooked in research, policy and funding and have been found to feel less supported and have a more negative view of the research climate than full-time research students (Neumann and Rodwell, 2009)
Some of the tips are specific to health-care professionals, while others are relevant to anyone supervising a part-time PhD student

Summary

Conclusion

There is little focus in the literature on the challenges that are unique to students undertaking a part-time PhD, and less so again on clinicians undertaking a part-time PhD. Different clinicians have differing needs and the tips presented above may not be applicable to all settings, all formats of part-time study, or all healthcare professionals. It seems likely that clinicians undertaking a part-time PhD are a valuable resource as they are skilled, professional and have the potential to bridge the gap between research and practice. As supervisors we need to encourage clinicians to undertake PhDs, support them in the process and develop them as researchers. Healthcare professionals require specific PhD supports when undertaking a PhD in order to be productive and have the best research training experience. Clinicians undertaking a PhD have many skills and resources that will help them to succeed in their training

Introduction

Findings