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Transition Experiences in MD-PhD Programs.

Devasmita Chakraverty¹, Donna B Jeffe², Robert H Tai³

¹Department of Teaching and Learning, College of Education, Washington State University, Spokane, WA 99202.

CBE Life Sciences Education

|July 25, 2018

Summary

This summary is machine-generated.

MD-PhD training involves significant transitions. Students need better mentoring and institutional support to navigate academic and social challenges during these crucial phases.

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Area of Science:

Medical Education
Physician-Scientist Training

Background:

MD-PhD programs are lengthy, averaging 8 years.
Training involves two major transitions: preclinical to research and research to clinical phases.
Limited research exists on MD-PhD students' transition experiences.

Purpose of the Study:

To examine the transition experiences of MD-PhD students.
To identify key challenges and needs during program transitions.

Main Methods:

Phenomenological approach and analytic induction.
Semistructured interviews with 48 MD-PhD students across the US.
Analysis of academic and social experiences during transitions.

Main Results:

Five themes emerged: mentoring, integration, curriculum, cultural awareness, and support.
Students require MD-PhD faculty mentorship and improved institutional support.
Transition challenges include isolation and adapting to different training cultures.

Conclusions:

Enhanced mentoring and institutional support are crucial for MD-PhD student success.
Addressing cultural differences between research and clinical phases is vital.
Programmatic changes can mitigate isolation and improve transition experiences.