Knowledge Production in Two Types of Medical PhD Routes—What’s to Gain?

Abstract

Abstract:Purpose: To assess the assumption that differences exist between the traditional and publication-based PhD routes in terms of the thesis' length and the scientific publications originating from it. Method: A retrospective comparative study on medical PhD theses offered by an online repository was performed. All free full-text medical PhD theses defended at United Kingdom institutions between 2003 and 2015 were analyzed and assigned to the traditional (TT) or publication based thesis (PBT) group. Several characteristics of theses and thesis-related articles were collected and analyzed. The thesis-related articles were investigated regarding quantity and visibility (citations, impact factor, and journal rank). Results: The theses length proved similar in PBT and TT group. PBT group included significantly more studies than TT group (mean 4.44 vs. 2.67) also reflected in significantly more thesis-related articles. The percentage of articles listed in Web of Science and published in a journal with impact factor proved significantly lower in TT compared with PBT group. On the contrary, article citations were significantly higher for TT. Both groups published similarly in high-ranked journals (Q1 or Q2). Conclusion: The research productivity originating from the PBT group was, as expected, significantly larger but not significantly more visible than those from TT group.

Pursuing PhD by publication in geography: a collaborative autoethnography of two African doctoral researchers

“…This study conceptualizes the experiences of doctoral students who are at different stages of doing their PhD studies. Previous studies generally agree on the fact that doctoral students require certain skills, support and knowledge to successfully complete a PBP (Jackson, 2013;Merga, 2015;Merga et al, 2019;Urda-Cîmpean et al, 2016). According to Merga (2015), these include understanding university expectations, confidence in writing, institutional and supervisory support, a selective approach to skills acquisition during doctoral candidacy, and resilience.…”

“…Furthermore, studies have indicated that doctoral students who take the PBP pathway consider the PhD process as a research training or apprenticeship that would culminate in the doctoral qualification (Merga, 2015;Urda-Cîmpean et al, 2016). They contend that a monograph writing skill is not likely to be repeatedly utilized.…”