1.8.3 Doctoral education for the health professions: An evaluation (393)

Lorraine Ellis, Senior Lecturer, Acute and Critical Care, University of Sheffield, Sheffield, United Kingdom l.b.ellis@sheffield.ac.uk

Abstract:

Background & aims:

Funded by the General Nursing Council Trust this research reports the findings of a longitudinal study designed to capture students’ perceptions experiences and outcomes of doctoral education over time. This research builds on an earlier study that mapped the number and range of professional doctorates for the health professions in the UK (Ellis 2005). In 2005 twenty three centres in the UK offered professional doctorates for the health care disciplines. Professional doctorates may be conceptualised along a continuum of provision, from the highly prescriptive to the least prescriptive not unlike the traditional PhD. In terms of the present study eight centres were purposively selected from along this continuum and each programme studied in depth.

Methods & sample:

Using a modified form of illuminative case study methodology doctoral students (n=102) were interviewed at each stage of their doctoral journey; pre programme; during the taught phase; transition to research; research phase; and, post doctorate. Students’ manager (n=36) was also interviewed as well as educators (n= 20) to the programme and a documentary analysis of the curriculum. Candidates enrolled on a PhD were also interviewed and their attitudes towards the professional doctorate relative to the PhD captured. Students reported a range of outcomes resulting from their doctorate.

Results & discussion:

This paper presents the key issues to emerge at each stage of the doctoral journey over time including those factors contributing to a positive and negative experience, challenges and concerns. This paper concludes with recommendations for practice, education and research of interest to commissioners and sponsors of professional education, policy makers, educators, supervisors and those at the cross roads of whether to pursue a PhD or a professional doctorate.

Biography:

Dr Lorraine Ellis is a senior lecturer at the School of Health and Related Research at the Univeristy of Sheffield. She leads a programme of research into education for workforce development. She is regularly consulted on all matters concernign post graduate education and in particualr the provision of doctoral education for the health professions at home and international.