Abstract
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.
Highlights
There is no shortage of articles in the medical education literature lamenting the dwindling interest in physicianscientist training, and forewarning its adverse consequences [1, 2]
Study participants Twenty-two past and current MBChB/PhD students responded to the survey; this gave a response rate of 88%
Of all MBChB/PhD matriculants, 15 completed both degrees; two students withdrew from the intercalated programme, and eight are still undertaking their research and/or medical degrees
Summary
There is no shortage of articles in the medical education literature lamenting the dwindling interest in physicianscientist training, and forewarning its adverse consequences [1, 2]. For MD/PhD students, obstacles in balancing academic (clinical, research and educational) and Currently, one of the longest-running organised medical/PhD programme in Australasia is through the University of Otago in New Zealand [4]. Students interested in undertaking formalised research may decide to intercalate a BMedSc(Hons) or PhD at any stage up to the 5th year of the medical degree. Most students complete the first three years of the six-year medical degree, spend at least two research years, before going back to completing another three years of clinical. Limited studies 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
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
