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Receiver operating characteristics (ROC) curve analysis of the selected model. Black line: ROC curve of the selected model; gray line: reference line with area under curve (AUC) of 0.5.
Source publication
PhD training is important for national human resource development in the era of the "knowledge economy". However, it is not clear what factors are associated with the decision of a master's degree graduate to pursue a PhD degree in health care, including medicine, public health, and nursing. It is postulated that the intention to pursue a PhD degre...
Context in source publication
Context 1
... to have a weaker intention to pursue a PhD degree in health care (adjusted OR ¼ 0.48). Moreover, the higher educational level of the mother was also a promoting factor of the intention to pursue a PhD degree in health care. The effects of other factors in the univariate analysis were not significant after adjustment for these selected factors. Fig. 1 depicts the ROC curve analysis of the selected model. The predictive validity of the selected model assessed by area under the ROC curve for intention to pursue a PhD degree in health care is 0.77, with 95% CI 0.73e ...
Citations
... While doctoral programs can vary with a focus on just completing a dissertation in one specific, often narrow, area of research, other programs require doctoral students to become acquainted with a variety of research methods, theories, curriculum development strategies and policies. Local, national and international approaches to doctoral training in HPE appear to diverge (Pan and Lee, 2012;Leja and Wardley, 2002;Pugsley et al., 2008). Clarity in expectations a PhD or EdD degree brings along can be useful for individuals scholars, employers, aspiring doctoral students, supervisors, and institutions providing curricula to educate for these degrees. ...
Health professions education (HPE) has matured into field of study that employs and produces specialized educational scholars. Many academic institutions employ such scholars to support development and innovation in education. Simultaneously, the possibilities to obtain a PhD degree in HPE are expanding. Clarity in the expectations that such a degree brings along can be useful for scholars, employers and institutions. Anticipating that the views of what a PhD in HPE is or should be can vary between institutions, cultures and countries, we conducted an international Delphi study to identify EPAs for HPE PhDs. We used a framework of 24 EPAs resulted from a national consensus study in Iran as input to seek more generalized validity and a wider consensus of reasonably suitable activities. A three-round modified Delphi study was conducted with participation of 15 international experts. Final framework consisted of 17 relevant EPAs with a justification, specifications and limitations, and risks in case of failure per EPA (all had overall CVI > 0.8 for adequacy of description). Eleven EPAs were considered by the majority to be core to PhD training, 16 to be desirable for HPE PhDs as a capability to carry out without supervision, but the majority would trust current HPE PhDs to carry out only 5 of the 17 without supervision. The EPAs identified in this study arguably reflect the expectations of educators with a PhD degree in HPE. The framework has the potential to advance HPE training across countries and to inform personal development and employment decisions.
... The most important goals of the doctoral programs in HPE are to prepare students to conduct robust research, − pursue a teaching career at academic institutions, − identify complex problems in educational systems and produce innovative solutions aimed to improve the quality of life at individual, organizations and society levels [4][5][6][7]. The literature about HPE doctoral programs is mainly focused on listing the institutions that offer formal or less structured doctoral programs [1] and providing basic information about the role of programs and their various options [8], organizational structure [9], the process of supervision and quality of research [10]. Other studies provided standards for PhD dissertations in HPE [11] or proposed tips for studying a PhD in HPE [5,12]. ...
Background
The number of doctoral programs in health professions education (HPE) is expanding. Entrustable professional activities (EPAs) can be a mechanism to define the expected activities of the HPE doctorate to inform training and assessment processes. The purpose of this study was to develop and reach a consensus on EPAs for HPE doctoral graduates.
Methods
We used a modified Nominal Group Technique (NGT) to elicit EPA titles followed by two rounds of a modified Delphi survey to seek consensus on the EPAs among groups of experts (HPE doctoral graduates and Board of HPE Examiners members) at the national level in Iran between July 2019 and July 2020.
Results
A total number of 92 initial EPA titles, which emerged from brainstorming in the NGT meeting, was reduced to 27 titles during the clarification process. The final EPA framework consisted of 24 EPA titles with descriptions, arranged in three categories: Research and scholarship (6 EPAs), Educational development (11 EPAs) and Educational management (7 EPAs). All final EPAs scored ≥80% agreement at the national level.
Conclusions
The proposed EPAs framework can be used to improve the HPE doctorate training and to inform employment decisions. A future international consensus procedure could use these EPA outcomes as a starting point.
... The literature about HPE doctoral programs is mainly focused on listing the institutions that offer a formal or less structured doctoral programs [1], and providing basic information about the role of programs and their various options [9], organizational structure [10], the process of supervision and quality of research [11]. Other studies provided standards for PhD dissertations in HPE [12] or proposed tips for studying a PhD in HPE [6, 13]. ...
Background
The number of doctoral programs in health professions education (HPE) is expanding. Entrustable professional activities (EPAs) can be a mechanism to define the expected activities of the HPE doctorate to inform training and assessment processes. The purpose of this study was to develop and reach a consensus on EPAs for HPE doctoral graduates.
Methods
We used a modified Nominal Group Technique (NGT) to elicit EPA titles followed by two rounds of a modified Delphi survey to seeking consensus on the EPAs among groups of experts (HPE doctoral graduates and Board of Health Professions Education Examiners members) at the national level in Iran between July 2019 and July 2020.
Results
A total number of 92 initial EPA titles, which emerged from brainstorming in the NGT meeting, was reduced to 27 titles during the abstraction process. The final EPA framework consisted of 24 EPA titles with descriptions, arranged in three categories: Research and scholarship (6 EPAs); Educational development (11 EPAs); and Educational management (7 EPAs). All final EPAs scored ≥ 80% agreement at the national level.
Conclusions
The proposed EPAs framework can be used to improve the HPE doctorate training and to inform employment decisions. A future international consensus procedure could use these EPA outcomes as a starting point.
... This analysis was performed only for the 2009 sample because in that year, the HRST survey introduced new variables that recorded information on the PhDs' socio-economic background, such as parental education level and parental professional activity. Although the literature has established that parents' educational level can be an important predictor of an individual's motivation to apply to a PhD program (see Duberley and Cohen, 2010; Lin, 2011; Pan and Lee, 2012), insufficient evidence exists to establish whether this relationship extends up to the point of selecting a career in the private sector. Enders (2002) analyzed social background with regard to the probability of PhD employment inside and outside of the academic environment (that is to say, in governmental organizations , private industry and nonprofit organizations) and found no indications of a class bias in connection with the great majority of disciplines considered, except for the case of business/economics, in which the author uncovered a significantly low bias toward a high parental academic background with regard to employment outside of the higher education and research sectors. ...
... Authors of two recent articles -one from Croatia and the other from Taiwan -reviewed the doctoral programs in health sciences and health care. Their focus was on the organization of the training programs and the training in research methodology, such as the importance of identification of research questions and use of theoretical frameworks (Pan & Lee 2012;Marusic et al. 2013). The literature about HPE doctoral programs is mostly descriptive, relating trends, proposing tips for studying medical education, or identifying reasons for promoting medical education research. ...
The interest to pursue doctoral degrees in the health professions is increasing exponentially. Some reasons for this increase include innovations in curriculum and instructional strategies, competency-based assessment, particularly at the postgraduate level, and accreditation requirements. Through various electronic search methods, interviews, review of documents and site visits, 24 structured doctoral programs were identified worldwide that offer a PhD in health professions education (HPE) or medical education. A number of other programs were also identified that do not follow a structured curriculum; however, through supervision and guidance, candidates could complete a number of publishable projects thus meeting the requirements for a doctorate degree. Also, some institutions train fellows for doctoral degrees in HPE without necessarily advertising or labeling the programs as a PhD in medical or HPE. There are also discipline-specific PhDs, such as medicine and dentistry, which focus on education. For example, a student interested in studying surgical technical skills could be directed to take a PhD in kinesiology. It is time for institutions and individuals to start thinking about disciplinary diversity and not focus exclusively on studies of medical education.
We have analysed the determinant factors which condition firms' employment of PhDs to undertake R&D activities. It has been traditionally thought that doctorate holders are employed only to generate and absorb scientific knowledge; nonetheless, our study has also revealed that there are additional reasons to employ PhD graduates. We have used an upstream–downstream approach of the innovation process, to establish which contingencies of this process increase the number of PhD holders in firms. We have focused on four contingencies: R&D cooperation, types of R&D activities, failures in the innovation process and key information sources to put into motion the innovation process. Results of this study have confirmed that PhD holders not only play upstream roles in the innovation process but in addition also downstream tasks undertaking knowledge exploitation activities.
