How to Conceptualize and Implement a PhD Program in Health Sciences—The Basel Approach

Abstract

Objectives:Over the past decade, several excellent guidelines have been published on how to enhance the quality of PhD education in Europe. Aimed primarily at preparing students for innovative roles in their fields, they include variously structured approaches to curricular offerings, as well as other program components applicable across specialties (eg: supervisor support, scientific conduct, transferable skills). Since 2012, the interdisciplinary PhD Program in Health Sciences (PPHS) at the Faculty of Medicine of the University of Basel in Switzerland has focused on translating these guidelines into a 21st-century health sciences PhD program.Results:The PPHS started in 2012 based on the European Union (EU) guidelines for PhD education. This article describes the resulting interdisciplinary PhD program’s conceptual underpinnings, rationale, structures, and 10 building blocks, like student portfolios, thematic training, interdisciplinary research seminars, student-initiated interdisciplinary activities, financial support of course participation, top-up and extension stipends, PhD supervision, research integrity, alumni follow-up network, and promotional tools including a dedicated website. Students enter from Clinical Research, Medicine Development, Nursing Science, Epidemiology and Public Health including Insurance Medicine, Sport Science (all from the Faculty of Medicine), and Epidemiology (Faculty of Science).Discussion and Conclusion:The Basel PPHS exemplifies state-of-the-art PhD education in Health Sciences based on European guidelines and offers guidance to other groups from conceptualization to rollout of an interdisciplinary health sciences PhD program.

Transforming Postgraduate Education in Africa

“…This model persists in South Africa despite an international move to more structured and collaborative approaches (McKenna & van Schalkwyk 2022). The shift has occurred in various countries in Western Europe (Keller et al 2018;Baschung 2016;Ramírez 2016) (Samuel & Mariaye 2014), and elsewhere. In some cases, such as Russia, national legislation has mandated a move away from the one-on-one model which is seen as an inefficient approach to doctoral education (Maloshonok & Terentev 2019).…”

Collaboration Collegiality and Commitment Cultivating Critical Hope in a Doctoral Programme

“…This model persists in South Africa despite an international move to more structured and collaborative approaches (McKenna & van Schalkwyk 2022). The shift has occurred in various countries in Western Europe (Keller et al 2018;Baschung 2016;Ramírez 2016), the USA and Canada (Ngulube & Ukwoma 2019; Paul, Olson & Gul 2014), New Zealand and Australia (Sampson & Comer 2010;McCallin & Nayar 2012), China (Zhu, Cai & François 2017), Mauritius (Samuel & Mariaye 2014), and elsewhere. In some cases, such as Russia, national legislation has mandated a move away from the one-on-one model which is seen as an inefficient approach to doctoral education (Maloshonok & Terentev 2019).…”

Perspectiva global y acción local para un programa doctoral en ciencias de la salud

“…Para Sørensen, 17 un programa doctoral se orienta a dos objetivos fundamentales: ampliar el conocimiento acerca de un tópico de salud importante e inexplorado mediante un proyecto de investigación y entrenar extensiva e intensivamente a los estudiantes doctorales no sólo en métodos de investigación, sino también en interacción social. Keller y col. 18 por su parte señalan ocho elementos para un programa exitoso: 1) ejecución de investigación en un medio que la soporte a un ritmo intensivo, con un carácter individual y original; 2) supervisión del estudiante doctoral por un comité senior o de excelencia; 3) existencia de estructuras programáticas flexibles para el desarrollo personal y profesional; 4) existencia de portafolio programático personalizado para cada estudiante doctoral; 5) diversidad e internacionalización; 6) garantías de fondos o de financiación para la duración de los doctorados; 7) oportunidades para un control de calidad amigable y mancomunado, y 8) ofertas laborales y de desarrollo profesional interdisciplinares o intersectoriales (figura 2). El decreto 1295 de 2010, 19 art.…”