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Collaborative co-mentored dissertations spanning institutions: influences on student development.

Richard McGee1, Mary J DeLong

  • 1Graduate Partnerships Program, Office of Intramural Training and Education, Office of Intramural Research, Office of the Director, National Institutes of Health, Bethesda, MD 20892-0234, USA. r-mcgee@northwestern.edu

CBE Life Sciences Education
|June 6, 2007
PubMed
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The Graduate Partnerships Program (GPP) fosters predoctoral training through university-NIH collaborations. Co-mentored dissertations enhance student skills for interdisciplinary research without hindering academic progress.

Area of Science:

  • Biomedical research training
  • Graduate education
  • Interdisciplinary science

Background:

  • The Graduate Partnerships Program (GPP) was established in 2000 to connect universities and National Institutes of Health (NIH) laboratories.
  • Several GPP partnerships mandated collaborative dissertations involving at least one NIH and one university research mentor.
  • Over 60 students have participated in these co-mentored research collaborations, with many more establishing similar arrangements.

Purpose of the Study:

  • To evaluate the experiences of students in the Graduate Partnerships Program, particularly those involved in co-mentored dissertation research.
  • To understand the benefits and challenges associated with multi-mentor doctoral training models.
  • To assess the impact of co-mentoring on skill development and academic accomplishment during Ph.D. training.

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Main Methods:

  • A formal self-study of the GPP was conducted in 2005.
  • Structured interviews were used to gather data on the experiences of GPP students.
  • Analysis focused on students with co-mentored dissertations and their development of scientific and interpersonal skills.

Main Results:

  • Careful program design and mentor selection effectively manage potential complications of dual mentorship.
  • Students in co-mentored models develop independence, maturity, flexibility, and diverse research perspectives.
  • No evidence suggests that co-mentoring negatively impacts expected Ph.D. accomplishments.
  • Multi-mentored dissertations foster rapid development of skills crucial for collaborative, interdisciplinary research in suitable candidates.

Conclusions:

  • The co-mentoring model within the GPP equips students with essential skills for modern scientific research.
  • While demanding, multi-mentored dissertations can significantly accelerate the development of collaborative and interdisciplinary research competencies.
  • The GPP's structure supports students in navigating complex research environments and achieving academic success.