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EXPLORING REASONS THAT U.S. MD-PHD STUDENTS ENTER AND LEAVE THEIR DUAL-DEGREE PROGRAMS.

Devasmita Chakraverty1, Donna B Jeffe2, Katherine P Dabney3

  • 1Indian Institute of Management Ahmedabad, Ahmedabad, India.

International Journal of Doctoral Studies : IJDS
|April 5, 2021
PubMed
Summary

Many MD-PhD students leave training due to declining research interest, isolation, poor advising, and funding obstacles. Improving PhD training support is crucial for retaining physician-scientists.

Keywords:
AttritionBiomedical-research workforceDoctoral training challengesMD-PhD programMedical education

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Area of Science:

  • Biomedical research workforce development
  • Medical and doctoral education

Background:

  • The U.S. has a long history of MD-PhD dual-degree programs, producing the most graduates globally.
  • These rigorous programs typically take eight years, encompassing preclinical, PhD research, and clinical training phases.
  • Attrition from MD-PhD programs incurs significant costs for funding agencies, institutions, and students.

Purpose of the Study:

  • To examine the training experiences of MD-PhD dual-degree program dropouts.
  • To identify reasons for entering MD-PhD programs and for discontinuing training.
  • To offer insights beyond national data on MD-PhD attrition.

Main Methods:

  • A qualitative study involving semi-structured phone interviews with 217 participants.
  • Participants were recruited from 97 U.S. institutions with doctoral programs.
  • Phenomenological and inductive thematic analysis was used to explore reasons for entry and exit.

Main Results:

  • Seven participants reported leaving MD-PhD programs before completion.
  • Reasons for entry included aspirations for clinical practice and research, positive college experiences, and mentorship.
  • Key reasons for leaving included declining research interest, social isolation, suboptimal PhD advising, and research obstacles like funding loss.

Conclusions:

  • Findings underscore the need for enhanced institutional and programmatic support for MD-PhD students, particularly during PhD training.
  • Further research should explore other programmatic aspects contributing to attrition.
  • Investigating communication strategies and the experiences of underrepresented groups can inform interventions to improve retention and boost the physician-scientist workforce.