PhD Research Research Articles

A study for innovation of methodologies and processes in digitisation and digital creation for improving the interaction with the Cultural Heritage

This paper describes the path of approach, knowledge and development of awareness relating to digitisation and digitalisation processes identifiable as the cultural heritage (CH) of digital transformation (DT). The state-of-the-art contemporary cultural scenario is outlined uninterruptedly, constantly comparing academic reality and the cultural and creative sectors. Pros and cons are analysed to outline good practices for the innovative production of digital cultural artefacts and proposals. Finally, two suggestions concerning digital education and the creation of user-centred digital products are briefly described as services of a newborn start-up CRHACK LAB Bari - Officine di Cultura Digitale providing, representing the end of three years of PhD research.

Contrafeitiçaria na pandemia: arte e corpo nas ações de cuidado em Terapia Ocupacional

This article is the result of PhD research that mapped the field of occupational therapy at the intersection of the body, arts, and culture, through the trajectories, actions, and mobilizations of 12 interviewed occupational therapists. We worked with cartography as research-intervention method. The research integrated the pandemic event, mapped the actions developed during this period, and analyzed the contributions of practices involving art and the body in a context of radical isolation and a weakening of vital potency. We present in this article some of the initiatives developed by two of the interviewed professionals, highlighting their reinventions during this period and analyzing the contributions of these practices in the face of the pandemic's impact on people's lives. As results we highlighted the potency of creativity, the mobilization of other forms of affection through artistic experiments, and the production of relationships facilitated by group settings

The Progression of Hydrobiological Microbial Studies in the University Extramural Setting

This manuscript delineates the progression of microbial hydrobiology within the ambit of an ‘extramural’ university model, illustrated through the establishment of the Laboratory of Microbial Ecology (LEM) in Cantone Ticino and the Microbial Ecology Group at the University of Geneva. Situated within the premises of the Cantonal Institute of Microbiology, LEM has been instrumental in advancing scientific research and education at both graduate and undergraduate levels in the domains of clinical and environmental microbiology. The core research at LEM concentrates on bacterial species prevalent in freshwater environments, particularly those with the potential for human contamination under specific circumstances, thereby underscoring their importance in clinical microbiology. The research also extends to microbial species crucial in biogeochemical cycles within both pristine and anthropogenically influenced freshwater ecosystems. This manuscript offers a comprehensive overview of the scientific endeavors undertaken by LEM, detailing the studied bacterial species and mapping the evolution of analytical methodologies over the past three decades. Notably, advancements in microbiology and molecular biology have facilitated the identification and monitoring of emerging opportunistic pathogens such as Aeromonas, Yersinia, and Legionella in environmental settings, elucidating their transmission pathways from natural habitats to human infection. A particular focus of the study is the permanently stratified ecosystem of Lake Cadagno, a meromictic lake adjacent to the Alpine Biology Centre. This lake serves as a paradigm for understanding biogeochemical processes in freshwater ecosystems, with an emphasis on the biological filter formed at the chemocline. This filter plays a pivotal role in sequestering toxic elements like sulfide, primarily through the activity of anaerobic key genera including Chromatium and Lamprocystis. Moreover, the collaboration between the institutions in Geneva and Ticino has fostered numerous PhD research projects, the establishment of the Alpine Biology Center in Piora, and the development of an academic facility within the new premises of the Cantonal Institute of Microbiology in Bellinzona.

Academic Writing Needs of International Psychology PhDs in a South African University

"The paper examines the academic writing experience amongst international psychology PhD students at a South African public university. The paper also discusses the challenges of academic writing and the support structures of academic writing. Sixteen (16) international students studying at PhD level in psychology were selected by purposive sampling from a public South African university in KwaZulu-Natal. Drawing from generated by iproposalss, findings suggest that participants experienced academic writing challenges in drafting PhD proposal, supervisor’s feedback and plagiarism. Academic writing challenges were aggravated for international PhD students from non-native English-speaking countries. Findings also suggest that university support structures such as academic writing retreats improved the academic writing of participants and exposed them to the rigors of academic writing. Keywords: academic writings, PhD doctoral program, analytical, research, and communication skills"

Physical and Psychological Well Being among Full Time Research Scholars

In today's globalized world, the role of research in an academic institution is critical for its long-term viability and development, and knowledge-driven growth based on innovation is essential. The core concept of research is the pursuit of knowledge. Research scholars play a crucial role in advancing knowledge and contributing to the academic community. However, the demanding nature of their work, including long hours of study, research, and academic responsibilities, can potentially impact their physical and psychological well-being. In Bharathiar University, at present 106 affiliated colleges including 93 Arts and science colleges, 1 Air Force administrative college, 12 Institutions of Information science and management and 30 Research Institutions. The researcher selected 10 Arts and science colleges for this study. The main aim of the study is to know about the perspectives of the research scholars from different disciplines or academic institutions regarding their physical and psychological well-being. Descriptive research design was used in the present study. 40 PhD research scholars were selected from the different disciplines of Arts and Sciences colleges in Coimbatore district. The tool which was developed for the collection of data was a self-structure questionnaire and has been constructed by the researcher based on the key objectives of the study.

Связь педагогического мышления с личностными характеристиками учителя

The article generalizes the findings of a long-term research that identifies the relationship of pedagogical thinking and personal characteristics of teachers. The study is based on a theo­retical generalization of empirical data gathered via the use of psychodiagnostic procedures, including ones that were devised by the author and passed psychometric testing. For the first time, the article provides an overview of 16 PhD research works targeted at identifying the features of pedagogical thinking at all levels of education, including preschool, school, higher,
 postgraduate, and continuing education. The research focuses on the issues of psychological mechanisms and patterns that interlink a teacher’s personal characteristics and the features of pedagogical thinking. It is demonstrated that the move from the situational to the supersituational level of problem solving is the primary psychological mechanism for the professionali­zation of pedagogical thinking. This benefits not just the teacher’s performance but also their deve­lopment. The emergence of new personal formations leads to the alignment of the teacher’s professional and personal growth and raises their degree of thinking resourcefulness. The research enables the development of this concept as a system of generalized empirical results presented as a collection of theoretical ideas about the professionalization of teachers’ thinking, which is necessary to enhance the educational process.

Writing Difficulties for Research Scholars Pursuing PhDs in Engineering

This study explored engineering graduates' academic writing challenges while pursuing their doctoral degrees in information technology, electronics and communication engineering, mechanical engineering, and textile engineering. The focus was on grammar, vocabulary, syntax, coherence and cohesion difficulties. Data were collected by a survey to gain first-hand information from 88 PhD researchers in these collages of engineering. Results revealed that these graduates needed help in syntax, general vocabulary and discourse functions in writing. Punctuation was one of the least problematic of all areas under examination. In light of these findings, some remedial measures are suggested to develop a better sense of cohesion and coherence in scientific-technical discourse. Understanding and applying organizational strategies in writing facilitated through peer reviews and tutor reviews would be a source of support. Paraphrasing strategies is another area in which scholars need plenty of practice. They need to be taught to apply all these strategies without abandoning source material for want of paraphrasing skills.

Workshop: Research on integrated and personalized care, sharing values and perspectives; a world café method

Introduction/Background: PhD research is one of the directions to contribute to the development of integrated care and contribute to international conferences such as ICIC in. Contributions are made towards the nine pillars of integrated care. Results are added, mostly as part of an individual PhD study, in a wide array of subjects which fits the nine pillars of integrated care. Doing PhD research brings difficulties but also successes. This also applies to PhD researchers and lecturers of the research and education group PIC’T&Re Personalized Integrated Care Teaching & Research of the University of Applied Sciences Utrecht in the Netherlands. The research group aims to contribute to integration knowledge which can facilitate changes towards the customization of integrated healthcare service delivery in the Netherlands on micro, meso and macro level of health and social care.
 Why a workshop? Using a workshop as a method to share values and perspectives in doing PhD research amongst the diversity of PhD researchers within the integrated care community. Also, to exchange experiences which are of value to all researchers in integrated care. Exchange of knowledge, expertise and experiences of all attendees is central in this workshop.
 Who is it for? The target audience for this workshop consists of (PhD) students, researchers, educators and professionals in integrated health and social care.
 Facilitators / speakers 
 Dennis van Kerkvoorden MSc, PhD candidate 
 Ferdy Pluck RN MSc, PhD candidate
 Dr Roelof Ettema, co-supervisor
 Dr Ruben van Zelm, co-supervisor
 What are we going to do? – Workshop 90’
 a.Introduction and background of the world café method and themes – (15’)
 b.World cafe: in three rounds of discussion and 5 table discussions based on the themes of the 2023 conference on Integrated care – (3 x 20’): 
 1.Change management implementation: macro, meso and micro level
 2.Person-centered care: focus on integration of goals and needs
 3.Collaboration: factor for successful implementation of integrated care
 4.Engaging everybody: caring neighborhoods and compassionate communities
 5.Population health approach: leverage for integrated care
 c.Pitches and Conclusions and general reflections (15’)
 How are you going to engage with the audience? Everybody is an expert in her or his own research, education or practice. In small groups of 5-10 persons, we will discuss one of the five themes mentioned above. We challenge everyone to share their own experiences and ideas. 
 How are you going to summarize the take home messages? All collected results will be summarized by the organizing committee of this workshop. These results will be shared with the participants and IFIC Academy with the intension of a yearly follow-up.
 Keywords: research, integrated and personalized care, world café

The Role and Experiences of Frontline Social Care Staff within Integrated Care

Background: This study explores the role of those frontline individuals working in care and support roles in ensuring that people receive Integrated Care and how they interact, collaborate and work in partnership with external professionals. Such staff are often central to the people’s experience of person-centred, co-ordinated care due to their frequent contact with people, their families and a multitude of professionals. Despite the centrality of their role, there is a lack of research on these individuals with most research around Integrated Care focused on formal professions such as Nurses and Social Workers. 
 Who is it for? This research study has been conducted for frontline social care staff within Integrated Care services and for all stakeholders involved in a person’s care ranging from Social Workers, CPNs, Housing support, health and local authorities. This will also be of interest to those responsible for managing future integrated services and to those implementing new Integrated Care programmes.
 Who did you involve and engage with? This research study was led by a PhD Research student around an Integrated Mental Health Recovery Service for Adults in the Midlands region of England which had been implementing integrated care over the past five years. The service supports people to leave /avoid hospital or prison etc to develop new skills, manage their risks and to support the Mental Health Recovery journey for individuals. The emerging insights from this study will be shared with a lived experience panel in order to gain their perspectives.
 What did you do? A scoping literature review was conducted which highlighted the limited number of research studies involving frontline social care and support staff. With the premise that all involved in Integrated Care are equal partners, a lack of literature on these individuals highlighted a gap in data. Qualitative semi-structured interviews are being conducted with social care staff and various professionals involved in the case study site, based on themes which emerged in the literature review.
 What results did you get? This research study is part of a PhD Thesis due for completion in September 2023 and data gathering will be complete and initial analysis will be presented at the conference.
 What is the learning for the international audience? The areas of learning will be around the key themes which emerge from the findings of the qualitative interviews on barriers and facilitators of Integrated Care based on the role and experiences of frontline social care staff, a group which has been under researched both within the UK and internationally.
 What are the next steps? The insights from this research study will help to inform the Integrated service and the local areas to improve the support to people in services, to help advance practice within Integrated Care and for the future development of Integrated Care services and programmes.

Opportunities and Barriers to Embedding Community Development Approaches in Local Systems

Background: Community development is a multi-faceted process which generates individual and community empowerment and can contribute towards reducing health inequalities, particularly in marginalised communities. Community development approaches refer to interventions, frameworks and programmes which work with communities to help them to identify their collective needs and challenges, and mobilises them to utilise available assets to generate long term change within the community. Funding for community development is typically provided on a short term ‘one off’ basis which limits its potential benefits. Continued investment, so that community development becomes normalised, is needed. Embedding community development within local systems, such as primary health care, local authorities and housing associations, is one way to achieve continued investment and to maximise benefits. However, there is little research on how to embed community development approaches within such systems. The research presented is part of a PhD project which aims to address this research gap. 
 Methods: Semi-structured interviews with Key Informants, who have experience embedding community development approaches within systems, are currently being conducted and shall be completed in December 2022. Participants are being recruited through purposive sampling. The interview topic guides were reviewed by a Public and Patient Involvement (PPI) panel in June 2021 and were developed around the Consolidated Framework for Implementation Research (CFIR). Data analysis is being undertaken also using the five domains of the CFIR (intervention characteristics, outer setting, inner setting, individual characteristics and intervention processes) in NVivo.
 Results: Preliminary results have shown that all five domains of the CFIR impact the embedding process. Funding is frequently described as a barrier to implementation, but some participants believe that funding is incorrectly identified as a barrier, with only limited funds needed to embed this way of working. It is frequently mentioned that a strong belief in the purpose of the project and key individuals driving systemic change within the organisation are key to long term implementation. Other current emerging themes include the significance of the political setting at both a local and national level, as well as a multidisciplinary and inter-sectoral approach being adopted being a facilitator to change.
 Future Implications: The results of this research will be collated with other parts of the PhD research project on embedding community development approaches in systems to improve health and reduce inequalities, to generate guidelines on how systems can embed community development approaches into their way of working. A panel of community members will contribute towards the generation of these guidelines, which will be made available to any local system considering adopting a community development approach.

EMOTIONAL RESPONSE TO THE COVID-19 PANDEMIC: NURSING HOME RESIDENTS’ PERSPECTIVES

Abstract Nursing home residents were at the forefront of challenges imposed by the COVID-19 pandemic, including being forced into extended periods of isolation, yet little is known about their emotional response. Therefore, the purpose of this study is to describe residents’ emotional responses to the COVID-19 pandemic, including their response to isolation. Twenty-eight residents residing in 22 Missouri nursing homes during the pandemic participated in semi-structured interviews as part of a larger mixed-methods study to understand nursing homes’ response to COVID-19. Interviews were transcribed and analyzed by a team of PhD researchers and doctoral students using a qualitative content analysis approach. Of the 28 resident interviews, most were more concerned about their families, other residents, and staff becoming infected rather than themselves. Many cited their lack of concern was due to trust in nursing home staff to keep them safe. Regarding isolation, a few described being angry about separation from family and friends. Nevertheless, most understood that the restrictions were about “doing what had to be done” and that isolation was “for the greater good.” The majority also responded positively about their relationships with staff during isolation and happiness at the return of visitors after isolation restrictions were lifted. Overall, residents’ emotional responses during the COVID-19 pandemic varied but primarily reflected their concern for others rather than themselves. Their concern for themselves may have been allayed because of their trust in nursing home staff. Their response to isolation seemed rooted in their understanding of the need to protect themselves and others.

Understanding Middle Eastern parents’ expectations for their children’s early education in New Zealand: Early childhood teachers’ perspectives

The Middle Eastern population in New Zealand has grown significantly in the past two decades. However, little is known about Middle Eastern parents’ expectations and their children’s experiences of the New Zealand early education system. The PhD research on which this article is based was an attempt to address this gap. The findings discussed in this article derive from semistructured interviews with four case-study teachers. Using thematic analysis and drawing on constructs from critical multiculturalism and funds of knowledge, I argue that there is a lack of congruence between the early childhood discourses promoted by the New Zealand teachers and Middle Eastern parents’ expectations for their children’s early education. Possible implications for early childhood pedagogy are suggested to meet the needs of increasingly ethnically and culturally diverse early childhood educational contexts.

A survey of the training experiences and needs on Wellcome Trust PhD programmes

Background Training for PhD researchers was previously identified by the Wellcome Trust funded Emerging Research Cultures project as an area for further investigation to ensure an inclusive culture which enables PhD students to become well-rounded researchers. Methods The Taskforce on Training conducted a survey of 36 Wellcome Trust-funded PhD students and 10 programme administrators to evaluate the provision of training in eight key areas. This survey examined a number of issues, such as availability and knowledge of training, potential gaps in training, and the perceived usefulness of training. Results PhD students reported that training was generally useful and viewed as important; technical training in particular was highly valued. However, the survey identified that students desired additional training in project management and personal development. A survey of programme administrators highlighted the wide variety in training availability for students across several Wellcome Trust programmes currently run in the UK. Conclusion In response to these findings, a number of recommendations were made. These included: promotion of peer mentoring for PhD students, and alternative methods for delivery of well-being training. However, this report only explores the views of a limited number of Wellcome Trust funded PhD students and would benefit from further research into the experiences of PhD students, programme administrators, and PhD supervisors.

Interview with Laura Machesky – President of the British Society for Cell Biology

ABSTRACT Laura Machesky is the Sir William Dunn Professor of Biochemistry in the Department of Biochemistry at The University of Cambridge, and the current president of the British Society for Cell Biology (BSCB). She also serves on the Board of Directors at The Company of Biologists. Originally from Michigan, USA, Laura carried out her PhD research at Johns Hopkins University in Baltimore, before moving to the UK for her postdoctoral research. In 1998, Laura set up her research group at The University of Birmingham, and then moved on to a position at The Beatson Institute in Glasgow, before returning to Cambridge in 2023. Laura's research focuses on cancer cell migration, invasion and metastasis, and how the extracellular environment of a cell can shape its responses. We spoke to Laura to find out more about her career, her research and roles in the BSCB and The Company of Biologists.

Alternative Arrangements

Alternative Arrangements is a series of works that have emerged from my doctoral research at the Bartlett School of Architecture, UCL. This practice-based research asks how architectures and landscapes of the contested border on the island of Éire (Ireland) tell the stories of its pasts and presents. It uses ‘topographic practice’ – a term I have been developing through the course of my PhD building on Jane Rendell’s ideas of ‘critical spatial practice’ (Rendell, 2006) – to unpack architectural and landscape historiography as a form of artistic output; seeing the methods, practices and outputs as sites themselves, ones that build a multi-layered topography – a landscape of practice – to respond the specific characteristics of each place. Here doing so through ‘bordering practices’ (Hafeda, 2019) that aim to break down the binary of the border.  This third and final project of the PhD consists of film, photography, site-specific installation, and texts to be read in association with key locations, histories, and materials of the border; which in the process of ‘alternative arrangement’ have become intentionally ‘polysituated’ (Kinsella, 2017). In each site these installations act as allegories to create an uncanny double-take that seek to reconfigure the power dynamics of the centre by engaging with architectures, landscapes, and histories of the periphery. My PhD research began with border in sight – both conceptually as an object of study and practically in the relentless early years of the Brexit process – but ending here with the border perhaps disappearing entirely, or at least creating the imaginative space for it to do so. 

Strategies to Strengthen Nursing PhD Enrollment: An Ecological Systems Perspective.

Nurses with a Doctor of Philosophy (PhD) degree are essential to developing nursing knowledge, promoting health outcomes, and educating the next generation of nurses. Declining enrollment in nursing PhD programs calls for purposeful action. Guided by Bronfenbrenner's Ecological Systems Framework, this article outlines barriers and facilitators, and offers strategies to increase PhD enrollment. Extant literature and the authors' cumulative experiences in PhD education and research were reviewed to identify strategies to increase PhD enrollment. Multilevel influences impede or facilitate enrollment in PhD programs. Strategies addressing individual and interpersonal influences included intentional personalized recruiting and early outreach to students at various levels of education. Institutional and organizational strategies included research partnerships and programs, and financial and infrastructure support. Sociocultural strategies included image branding and a positive social media presence supporting nurse scientists. Strategies to enhance PhD enrollment across all levels can spark interest in nursing science and PhD enrollment. [J Nurs Educ. 2023;62(12):669-678.].

The Amsterdam Approach: optimizing care and research

AbstractAlzheimer Center Amsterdam of Amsterdam UMC, the Netherlands, was founded in 2000. Research is embedded in the pan‐Amsterdam research institute Amsterdam Neuroscience. Alzheimer Center Amsterdam is part of the department of Neurology, and closely collaborates with many departments including Radiology & Nuclear Medicine, Clinical Chemistry, Clinical Genetics, Clinical Neurophysiology and Medical Psychology, as well as across campus for Basic Sciences. The Amsterdam Research Ecosystem furthermore involves the Industry Alliance Office, which facilitates collaborations with private partners. For conduct of clinical trials, we collaborate with Brain Research Center, an independent organization dedicated to execution of pharmaceutical trials.Alzheimer Center Amsterdam has a 15 person staff, including neurologists, epidemiologists and neuroscientists. We employ ∼100ft personnel, mostly PhD students, research assistants and postdocs, working on Alzheimer’s disease and other neurodegenerative diseases causing dementia.Our mission is to achieve personalized medicine, with a particular focus on early onset dementia. Research efforts focus on (1) finding the origin of disease, (2) diagnosis & prognosis, and (3) intervention & prevention. It is our vision that patient care and research should go in hand, to achieve the urgently needed breakthroughs. Together, all patients form the Amsterdam Dementia Cohort, to date counting over 7000 individuals.We also have a keen eye for societal outreach. All colleagues, from junior to senior, reach out to society, e.g. via lectures, blogs or (social) media. Our initiative “Alzheimersocks.nl” increases awareness, while also raising research funds. We accelerate brain research on a national level via hersenonderzoek.nl, an online platform to link Dutch citizens to brain researchers looking for participants. Hersenonderzoek.nl has been highly successful, with over 35,000 registrants, >80 studies serviced with >25.000 participants.Alzheimer Center Amsterdam is one of five Dutch Alzheimer Centers, closely working with Alzheimer Nederland. We have initiated the Dutch Memory Clinic Network, connecting the >80 Dutch memory clinics, to foster harmonization and pave the way for implementation of research results. We take the lead in (national) consortia because collaboration accelerates research. An example is the ABOARD project (www.aboard‐project.nl), which is a public‐private consortium of >30 partners, with the mission to work towards personalized medicine for AD.

Exploring the intersection of digital pedagogies, reflexivity, and culture in religious education

This concise paper reports on the development of a Design-Based Research PhD project that explores the potential of virtual reality and digital pedagogies to enhance reflexivity in the context of religious education and cultural diversity awareness. The research is based in a Norwegian context and aims to develop transferable design principles for enhancing reflexivity in religious education for student teachers. The paper outlines the context, design framework, initial prototype intervention, initial participant feedback, as well as next steps in the research.

2455. National Trends in the Rates of Drug-resistant Bacteria Commonly Associated with Healthcare in U.S. Acute Care Hospitals, 2019-2021

Abstract Background The 2022 Special Report: COVID-19 U.S. Impact on Antimicrobial Resistance identified significant increases in the rate of hospital-onset (HO) infections during the year 2020 for bacteria commonly associated with healthcare. Using the same data sources and methodology, we provide updated estimates for the year 2021. Methods We identified a cohort of patients from the PINC AI PHD and BD Research Insights databases with a clinical culture yielding an isolate of an organism of interest with accompanying susceptibility testing. Isolates from patients with no culture yielding the same resistance phenotype of interest in the previous 14 days were counted as an incident case. Community-onset (CO) cultures were obtained ≤ day 3 of hospitalization; HO cultures were obtained ≥ day 4. We used a raking-procedure to determine weights for extrapolating the number of discharges included in our sample to match the distribution of discharges, stratified by bed size, U.S. census division, urban/rural designation, and teaching status, for U.S. hospitals included in the American Hospital Association survey. We examined temporal trends using a multivariable logistic model incorporating a survey design with the corresponding weights and hospital designation as the specific cluster controlling for hospital characteristics, month of discharge, proportion of patients in specific age group, proportion of male patients, and database. Results were stratified by HO and CO. Results From 2019-2021, the overall number of hospitals contributing data was 640. HO rates were significantly higher in 2020 and 2021 compared with 2019. The HO rates of VRE, MDRPseu, and CRE were significantly higher in 2021 when compared to 2020 (Table 1). For CO infections, we found that MRSA rates decreased significantly during the study period, while VRE and CRAB were significantly higher in 2021 compared to 2019 (Table 1). Conclusion Hospital onset antibiotic resistant infection rates in 2021 remain higher than pre-pandemic rates with increasing rates for several pathogens in 2021 compared to 2020, while CO MRSA declined. As infections caused by resistant pathogens represent a serious threat to patient safety, further study of factors contributing to the continued increases and decreases may inform prevention strategies. Disclosures All Authors: No reported disclosures

Embedding formal and experiential public and patient involvement training in a structured PhD programme: process and impact evaluation

BackgroundIncorporating Public and Patient Involvement (PPI) into doctoral research is valued by PhD funders and scholars. Providing early career researchers with appropriate training to develop skills to conduct meaningful PPI involvement is important. The Health Research Board (HRB) Collaborative Doctoral Award in MultiMorbidity programme (CDA-MM) embedded formal PPI training in its structured education. The four participating PhD scholars established a PPI panel comprising people living with two or more chronic conditions, presenting an opportunity for experiential PPI training. This study aimed to evaluate the process and impact of embedding PPI training in a structured PhD programme.MethodsThis study was a longitudinal mixed-methods evaluation, conducted over 24 months (June 2020 to June 2022). A process evaluation provided an understanding of how PPI was embedded and explored the experiences of key stakeholders involved. An impact evaluation assessed the impact of embedding PPI training in the programme. Participants included PhD scholars, PPI contributors and PhD supervisors. The data collection and analysis was led by an independent researcher not aligned with the CDA-MM. Data collection methods included five focus groups, individual interviews (n = 6), an impact log, activity logs and group reflections. Qualitative data were analysed using thematic and content analysis and quantitative data analysed using descriptive statistics.ResultsEmbedding formal and experiential PPI training in a structured PhD programme is feasible. Both approaches to training are fundamental to building PPI capacity. Involvement of an experienced and knowledgeable PPI lead throughout is perceived as critical. The PPI panel approach offered a good example of embedded consultation and worked well in a structured PhD programme, providing PhD scholars with ample opportunities for learning about PPI and its implementation. For PPI contributors, culture was the most important indicator of quality and was positively evaluated. Key roles for PhD supervisors were identified. Embedding formal and experiential PPI training impacted positively on many different aspects of individual PhD research projects and on PhD scholars as researchers. There were positive impacts for PPI contributors and PhD supervisors.ConclusionsEmbedding formal and experiential PPI training in a structured PhD programme is a novel approach. The evaluation has identified a number of lessons that can inform future doctoral programmes seeking to embed formal and experiential PPI training.