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Challenges in PhD education due to COVID-19 - disrupted supervision or business as usual: a cross-sectional survey of Swedish biomedical sciences graduate students.
Börgeson, Emma; Sotak, Matus; Kraft, Jamie; Bagunu, Grace; Biörserud, Christina; Lange, Stephan.
  • Börgeson E; Institute of Medicine, Department of Molecular and Clinical Medicine, Wallenberg Laboratory and Wallenberg Centre for Molecular and Translational Medicine, 41345, Gothenburg, Sweden. emma.borgeson@wlab.gu.se.
  • Sotak M; Region Vaestra Goetaland, Department of Clinical Physiology, Sahlgrenska University Hospital, 41345, Gothenburg, Sweden. emma.borgeson@wlab.gu.se.
  • Kraft J; Institute of Medicine, Department of Molecular and Clinical Medicine, Wallenberg Laboratory and Wallenberg Centre for Molecular and Translational Medicine, 41345, Gothenburg, Sweden.
  • Bagunu G; Institute of Medicine, Department of Molecular and Clinical Medicine, Wallenberg Laboratory and Wallenberg Centre for Molecular and Translational Medicine, 41345, Gothenburg, Sweden.
  • Biörserud C; Revelle College, University of California San Diego, CA-92093, La Jolla, USA.
  • Lange S; Department of Surgery, Institute of Clinical Sciences, Sahlgrenska Academy, University of Gothenburg, Box 115, 405 30, Gothenburg, Sweden.
BMC Med Educ ; 21(1): 294, 2021 May 22.
Article in English | MEDLINE | ID: covidwho-1238719
ABSTRACT

BACKGROUND:

It remains unclear to what extent the SARS-CoV-2/COVID-19 pandemic disrupted the normal progression of biomedical and medical science graduate programs and if there was a lasting impact on the quality and quantity of supervision of PhD-students. To date, multiple editorials and commentaries indicate the severity of the disruption without providing sufficient evidence with quantifiable data.

METHODS:

An online survey was submitted to the administrative offices of biomedical and medical PhD-programs at eight major universities in Sweden to gauge the impact of the pandemic on the students. It consisted of multiple-choice and open-ended questions where students could provide examples of positive and/or negative supervision strategies. Open answered questions were coded as either examples of positive or negative support.

RESULTS:

PhD students were divided into two groups those with improved or unchanged supervision during the pandemic (group 1, n = 185), versus those whose supervision worsened (group 2, n = 69). Group 1 received more help from supervisors and more frequent supervision via both online and alternative platforms (email/messages and telephone). There was no significant difference in educational-stage, gender or caretaking responsibilities between the groups.

CONCLUSIONS:

It is important for the scientific community to learn how to provide the best possible supervision for PhD students during the pandemic. Our data suggests that more frequent supervision, and using a diverse array of meeting platforms is helpful. In addition, it is important for the students to feel that they have their supervisor's emotional support. Several students also expressed that they would benefit from an extension of their PhD programs due to delays caused by the pandemic.
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Full text: Available Collection: International databases Database: MEDLINE Main subject: Pandemics / COVID-19 Type of study: Experimental Studies / Observational study / Prognostic study / Randomized controlled trials Limits: Humans Country/Region as subject: Europa Language: English Journal: BMC Med Educ Journal subject: Education Year: 2021 Document Type: Article Affiliation country: S12909-021-02727-3

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Full text: Available Collection: International databases Database: MEDLINE Main subject: Pandemics / COVID-19 Type of study: Experimental Studies / Observational study / Prognostic study / Randomized controlled trials Limits: Humans Country/Region as subject: Europa Language: English Journal: BMC Med Educ Journal subject: Education Year: 2021 Document Type: Article Affiliation country: S12909-021-02727-3