Doctoral students' well-being: a literature review

How can research institutions support responsible supervision and leadership?

Supervisors, PhD candidates and research leaders are expected to be the primary persons responsible for maintaining a high research integrity standards. However, research institutions should support them in this effort, by promoting responsible supervision and leadership practices. Although it is clear that institutions play a crucial role in this, there is a lack of institutional guidelines focusing on these topics. The development of the experience-based guidelines presented in this article consisted of a multi-step, iterative approach. We engaged 16 experts in supervision and research integrity in four workshops to co-create institutional guidelines for responsible supervision and leadership. To revise the guidelines and make them operational, we formed a dedicated working group and consulted experts in the field of supervision. This resulted in three guidelines focusing on what institutions can do to support: responsible supervision, PhD candidates during their PhD trajectory, and responsible leadership. The recommendations focus on the rights and responsibilities of the three targeted stakeholder groups, and institutions' responsibilities for the personal development and well-being of supervisors, PhD candidates and research leaders. The three guidelines can be used by institutions to foster responsible supervision and leadership by supporting researchers to conduct research with integrity.

Lived experiences of work-life balance among doctoral nursing students: a qualitative descriptive study

PURPOSE

This study aimed to gain an in-depth understanding of the meaning and nature of nursing doctoral students' lived work-life balance experiences.

METHODS

A qualitative descriptive study was conducted with 11 doctoral nursing students who worked and raised children. In-depth interviews were conducted to collect data, providing insight into the participants' work-life balance experiences. As proposed by van Manen, four lifeworld existential, namely lived place, lived body, lived time, and lived relations, were used for qualitative data analysis.

RESULTS

Four existential themes emerged: 1) existing in multiple spaces; 2) busy, tired, hard, and painful but must endure; 3) time to endure and grow until the end of schooling; and 4) realizing walls of togetherness.

CONCLUSIONS

This study explored how the work and life of doctoral nursing students with multiple roles are balanced and how they relate to others in different contexts. We revealed the problems and difficulties they face in their daily lives and the centres and motives behind their lives. Support from families, universities, and workplaces is needed to continue the Ph.D. program, which will eventually ensure the quality of the discipline.

A systematic review and a comprehensive approach to PhD students' wellbeing

The pursuit of a doctoral degree is a challenging process that can have a negative impact on the wellbeing of PhD students. Therefore, the aim here is to offer a systematic review of the current state of the literature on wellbeing among PhD students and the variables it involves in order to build an integrative model that will enrich future research. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology for systematic reviews has been used to lay out the process in a flow diagram. We systematically review studies up to 2021 (N = 38) published on the Web of Science and SCOPUS databases. The results show the current state of the literature on wellbeing in PhD students, the characteristics of the studies (location, study design, and sample), how the literature defines the concept, the variables involved, the study limitations, and future perspectives to improve the quality of life of doctoral students. Finally, a comprehensive approach to the topic is presented in an integrative model that encompasses all variables identified in the literature and offers a guide for future research.

Examining the Effect of Supervisors' Humble Leadership on Immediate and Delayed Well-Being in Postgraduate Students

Despite supervisors playing a crucial role in the cultivation of postgraduate students, the impact of supervisors' leadership on postgraduate students' well-being is poorly understood. Based on Self-Determination Theory (SDT), this study explores the immediate and delayed effect of supervisors' humble leadership on postgraduate students' well-being, together with the mediating effects of basic psychological need satisfaction and the moderating effects of power distance orientation. Using a survey experiment (Study 1) and multi-timepoint questionnaire (Study 2) design, this paper finds that supervisors' humble leadership influences postgraduate students' well-being through its effect on basic psychological need satisfaction. Power distance orientation moderates the relationships between supervisors' humble leadership, basic psychological need satisfaction, and postgraduate students' well-being; specifically, humble leadership leads to higher basic psychological need satisfaction and well-being in students with high power distance orientation compared to those with low power distance orientation. This research validates the application of SDT in higher education and clarifies how supervisors' humble leadership influences postgraduate students' well-being, providing practical guidance for its improvement.

Teachers' authoritarian leadership and students' well-being: the role of emotional exhaustion and narcissism

BACKGROUND

Teachers' leadership styles have a significant impact on students' academic performance, physical health and mental health. Authoritarian leadership, as a typical leadership style, is prevalent in the teacher community. The purpose of this study was to examine the mechanisms by which authoritarian leadership impacts students' well-being. We also examined the mediating role of emotional exhaustion and the moderating role of narcissism.

METHODS

This study is based on conservation of resources theory. We selected a sample of 369 students from a university in Sichuan province, collected data through two time points, and tested the data using SPSS 24.0 and AMOS 22.0.

RESULTS

It was found that teachers' authoritarian leadership negatively impacted students' well-being and that emotional exhaustion mediated the relationship between authoritarian leadership and well-being. Narcissism not only moderated the effect of authoritarian leadership on emotional exhaustion, but also moderated the mediation role of emotional exhaustion.

CONCLUSIONS

Our findings enriched the research on authoritarian leadership and narcissism, and also had important practical implications for future teacher teaching in higher education.

The Well-Being of Doctoral Students in Education: An Ecological Systems Perspective

This study aims to explore the factors that influence the well-being situation of doctoral students in education from a qualitative perspective and draws on the ecological systems theory as an overarching framework. A total of 18 doctoral students in education from 3 universities in Hong Kong were interviewed. In line with the ecological systems theory, individual influential factors may embed and interact with all layers of systems (i.e., the microsystem, the mesosystem, the exosystem, the macrosystem, and the chronosystem) surrounding the doctoral students that hinder or boost their well-being, respectively. These six main areas of concern were identified from a thematic analysis of participants' responses. The study highlighted several salient influential factors of doctoral students' well-being, such as coping strategies, social relations, and their living and cultural environment. An interactive effect among specific factors, such as the COVID-19 pandemic and social movements, was also identified. Findings provide theoretical insights and offer recommendations for improving doctoral students' well-being.

A narrative review of anxiety regulation in PhD students based on Green model

To gain a better understanding of the factors that contribute to anxiety among PhD students and the reasons for poor regulation in the current situation, this paper analyses the existing literature on anxiety among PhD students using Green's model. It also compares and evaluates various methods of regulating anxiety. The literature review to extract information on the causes and levels of anxiety, methods and outcomes of anxiety intervention and regulation, and to make comparisons. The study reveals that the phenomenon of PhD students' anxiety has intensified globally in recent years, especially after the end of the epidemic. PhD students experience anxiety due to research pressure, economic pressure, future development, and interpersonal pressure. The main influencing factors are currently the relationship with the supervisor, development prospects, social support, and peer comparison. Among the stress relief methods, the regulation of self-relaxation was found to have better effects on mild anxiety, such as positive thinking, meditation, yoga and physical exercise can be helpful for emotion release then help focus on problem solved. Whereas severe anxiety may require institutional and pharmacological support, also including using psychological therapy such as behavioral cognitive therapy and systematic desensitization methods. For university, competence to provide course-assisted guidance, such as writing groups, peer support, and time management, is also important. Academic communities should pay attention to the guidance on academic fairness. However, PhD students are often unaware of the resources available to them for coping with stress and may not take the initiative to seek psychological counseling or institutional assistance. Therefore, PhD students should receive support from various sources, be guided to express their thoughts, and receive additional education and academic assistance to manage stress. This will enhance their confidence and aid in improving their scientific research.

The bumpy ride to a medical PhD degree: a qualitative study on factors influencing motivation

INTRODUCTION

In parallel with a tremendous increase in medical PhD enrolments, concerns have risen about PhD candidates' poor well-being, increasing attrition rates for PhD programmes, and, eventually, a decline in clinician-scientists. According to the Self-Determination Theory, autonomous motivation is strongly linked to positive aspects of well-being and other positive outcomes such as study completion and success. In this way, motivation has a pivotal role in successful completion of medical doctoral programmes. In this study we explored factors affecting motivation during the PhD journey and aimed to contribute to engaging doctoral education environments, and, eventually, a sustainable clinician-scientist workforce.

METHODS

This constructivist qualitative interview study was conducted among ten medical PhD candidates in the final phase of their PhD. We used timeline assisted interviews to identify meaningful experiences throughout their PhD journey. Thematic analyses as an iterative process resulted in overarching themes.

RESULTS

We identified six themes influencing autonomous and controlled motivation along the challenging PhD journey: (1) Initial motivation to start a PhD matters; (2) Autonomy as a matter of the right dose at the right time; (3) PhD as proof of competence and/or learning trajectory?; (4) It takes two to tango; (5) Peers can make or break your PhD; (6) Strategies to stay or get back on track.

CONCLUSION

This study revealed factors that contribute positively and/or negatively to autonomous and controlled motivation. Some factors impacted motivation differently depending on the PhD phase and individual strategies. Additionally, some factors could coincide and change from positive to negative and vice versa, showing that a successful journey cannot simply be reduced to an absence of negative experiences.

Supporting early-career dementia researchers: Identifying support needs and ways forward via a European study

INTRODUCTION

Early-career researchers contribute significantly to dementia research and clinical practice. However, a growing group of early-career dementia researchers (ECDRs) lack appropriate support throughout their careers. Thus, we aim to (i) explore support needs, (ii) determine recommendations, and (iii) set the agenda for organizations to better support ECDRs.

METHODS

An iterative, explanatory sequential mixed-methods design was applied. First ECDRs' needs were identified using an online survey informed by the Vitae Researcher Development Framework. Next, priority areas were selected and explored qualitatively with ECDRs in two workshops, utilizing the World Café methodology.

RESULTS

Sixty-five ECDRs throughout Europe completed the survey, with the majority reporting that greater support is needed in terms of funding and career opportunities, social support and well-being, and "wide-reaching" dissemination.

DISCUSSION

Based on the findings, six recommendations for support organizations, funding bodies, and universities to better support ECDRs are formulated, each intended for specific target audiences.

HIGHLIGHTS

This article reports on focal points of career-related support needed in doctoral education and postdoctoral employment to foster a healthier academic environment, including finance, work-life balance, dissemination of research findings, and supervision, both in general and in dementia fields specifically. Funding and resources were identified as a significant challenge, and there was a call for more long-term positions and transition funding for postdoctoral researchers. Early-career dementia researchers addressed the need for support in producing outputs for non-academic audiences, including people living with dementia. The importance of disseminating research to diverse audiences has long been recognized; thus, it is critical that early-career dementia researchers be supported in this effort. Recommendations were formulated for researcher support (organizations), funding bodies, and universities. These recommendations include providing support for disseminating research to non-academic audiences, offering training in supervision skills, and promoting peer-to-peer mentoring and social activities for early-career dementia researchers.

Embedding formal and experiential public and patient involvement training in a structured PhD programme: process and impact evaluation

BACKGROUND

Incorporating Public and Patient Involvement (PPI) into doctoral research is valued by PhD funders and scholars. Providing early career researchers with appropriate training to develop skills to conduct meaningful PPI involvement is important. The Health Research Board (HRB) Collaborative Doctoral Award in MultiMorbidity programme (CDA-MM) embedded formal PPI training in its structured education. The four participating PhD scholars established a PPI panel comprising people living with two or more chronic conditions, presenting an opportunity for experiential PPI training. This study aimed to evaluate the process and impact of embedding PPI training in a structured PhD programme.

METHODS

This study was a longitudinal mixed-methods evaluation, conducted over 24 months (June 2020 to June 2022). A process evaluation provided an understanding of how PPI was embedded and explored the experiences of key stakeholders involved. An impact evaluation assessed the impact of embedding PPI training in the programme. Participants included PhD scholars, PPI contributors and PhD supervisors. The data collection and analysis was led by an independent researcher not aligned with the CDA-MM. Data collection methods included five focus groups, individual interviews (n = 6), an impact log, activity logs and group reflections. Qualitative data were analysed using thematic and content analysis and quantitative data analysed using descriptive statistics.

RESULTS

Embedding formal and experiential PPI training in a structured PhD programme is feasible. Both approaches to training are fundamental to building PPI capacity. Involvement of an experienced and knowledgeable PPI lead throughout is perceived as critical. The PPI panel approach offered a good example of embedded consultation and worked well in a structured PhD programme, providing PhD scholars with ample opportunities for learning about PPI and its implementation. For PPI contributors, culture was the most important indicator of quality and was positively evaluated. Key roles for PhD supervisors were identified. Embedding formal and experiential PPI training impacted positively on many different aspects of individual PhD research projects and on PhD scholars as researchers. There were positive impacts for PPI contributors and PhD supervisors.

CONCLUSIONS

Embedding formal and experiential PPI training in a structured PhD programme is a novel approach. The evaluation has identified a number of lessons that can inform future doctoral programmes seeking to embed formal and experiential PPI training.

Research disruption during PhD studies and its impact on mental health: Implications for research and university policy

Research policy observers are increasingly concerned about the impact of the disruption caused by the Covid-19 pandemic on university research. Yet we know little about the effect of this disruption, specifically on PhD students, their mental health, and their research progress. This study drew from survey responses of UK PhD students during the Covid-19 pandemic. We explored evidence of depression and coping behaviour (N = 1780), and assessed factors relating to demographics, PhD characteristics, Covid-19-associated personal circumstances, and significant life events that could explain PhD student depression during the research disruption (N = 1433). The majority of the study population (86%) reported a negative effect on their research progress during the pandemic. Results based on eight mental health symptoms (PHQ-8) showed that three in four PhD students experienced significant depression. Live-in children and lack of funding were among the most significant factors associated with developing depression. Engaging in approach coping behaviours (i.e., those alleviating the problem directly) related to lower levels of depression. By assessing the impact of research disruption on the UK PhD researcher community, our findings indicate policies to manage short-term risks but also build resilience in academic communities against current and future disruptions.

"Anxiety or enjoyment, I feel pleasant to welcome them both": thematic analysis of a Chinese PhD student's personal growth experiences

Engaging with research is an emotionally demanding experience and a trajectory full of difficulties, challenges, and stress. This autoethnographic study explored my personal experiences as a PhD student in a four-year program and conducted a qualitative thematic analysis by analyzing 550 research diary entries collected between September 2018 and June 2022, in which supervisor feedback and reviewer comments were part of the content. Three recurring, unique, and salient themes pertaining to my personal experiences were identified: being fraught with anxiety, gaining a sense of enjoyment, and achieving personal growth. Whereas anxiety was from publication and dissertation writing, foreign language writing, and individual stressors, enjoyment was gained from the support network and conducting research. My personal growth was reflected from sustained engagement and improved autonomy. In the process, I experienced some negative emotions, but found more enjoyment. The findings indicate that anxiety and enjoyment are fluctuating, co-occurring, and reciprocal. The findings call for more attention to the role of research diary writing in scaffolding PhD research, providing emotional support, and facilitating personal growth and well-being of PhD students.

Academic burnout among master and doctoral students during the COVID-19 pandemic

The COVID-19 outbreak has had an immense impact on academic life and public health. Graduate students had experienced obligatory curfews and quarantines due to the COVID-19 outbreak directly impacting their mental health and triggering academic burnout. In this cross-sectional study, we address the issue of mental health in graduate students by relating it to the factors associated with burnout syndrome during the COVID-19 pandemic. A total of 519 graduate students from master's and Ph.D./DLA degrees across universities in Hungary and other European countries participated in this study. The Copenhagen burnout inventory student version was used to evaluate burnout syndrome as an outcome. Our findings displayed burnout significantly lower among graduate students who had good sleep quality, receive high levels of support from their university, and were satisfied with how their university dealt with the pandemic. The excessive consumption of alcohol, the use of antidepressants, being single, and thinking about dropping out showed as predictive factors of burnout. The results add to emergent evidence on the impact of the COVID-19 pandemic on mental health and the predicted factors of academic burnout among master and doctoral students.

Analysis of Factors Affecting Academic Performance of Mathematics Education Doctoral Students: A Structural Equation Modeling Approach

Student academic performance is an important indicator of doctoral education quality, but limited research has focused on how multiple influential factors of doctoral students' academic performance work together. This study aims to explore the factors significantly affecting the academic performance of mathematics education doctoral students in Indonesia. Several factors were recognized from prior studies, such as the fear of delay, student engagement, parental support, teacher support, facilitating conditions, stress level, and well-being. An online questionnaire was designed and answered by a total of 147 mathematics education doctoral students. The partial least squares structural equation modeling (PLS-SEM) approach was adopted to analyze the questionnaire data. The results suggested that teacher support had the strongest positive effects on mathematics education doctoral students' academic performance in Indonesia. Student engagement was the most significant positive factor in improving doctoral students' well-being, while parental support could most significantly reduce their stress levels. Practically, these results are expected to provide implications to universities and supervisors regarding the improvement of doctoral students' well-being to promote their academic success and further the quality of doctoral programs in education. Theoretically, these results can also contribute to building an empirical model that can be used to explore and explain how multiple factors could affect doctoral students' academic performance in other contexts.

The Third Half: A Pilot Study Using Evidence-Based Psychological Strategies to Promote Well-Being among Doctoral Students

Over the last few years, various studies have reported decreasing well-being levels among doctoral students, who show a higher risk of suffering from psychological distress than the general population. Accordingly, European policies in higher education encourage well-being promotion programs among doctoral studies to enhance young researchers' well-being. However, programs using evidence-based practices for well-being promotion are not yet generalised in public universities. The present study describes a pilot experience designed to evaluate the efficacy of a well-being program among doctoral candidates of a public European university, the Autonomous University of Barcelona. 25 doctoral students (67% women) participated in a pre-post study consisting of six sessions of 3 h each and structured by the big five criteria coming from evidence-based practices for well-being promotion: outdoor green spaces exposure, physical activity, gamification, mentoring, positive and coaching psychology techniques. Results showed how participants experienced significant increases in several indicators of emotional well-being and decreased psychological distress after the Third Half program. These positive pilot results encourage further research and future replications to assess the impact of this evidence-based psychological program among the academic community. Results also lead the way towards the creation of healthier academic workplaces by implementing cost-effective interventions that improve researchers' psychosocial support and their overall well-being.

Tears and cheers: A narrative inquiry of a doctoral student's resilience in study abroad

The existing literature has revealed many issues related to Ph.D. students' wellbeing, such as anxiety and stress, which are likely to cause Ph.D. student attrition or dropout. As one of the key coping strategies against psychological burnout, resilience has received increasing attention among various teacher groups. However, it still lacks a systematic understanding of students, in particular overseas Ph.D. students. This article explores doctoral students' resilience through a narrative inquiry into the resilience-building process of a Ph.D. student in language and linguistics, Hongxia, in the United Kingdom. Drawing on the research methods and results of resilience from teachers, this study examines Hongxia's lived experience as a Ph.D. student throughout her 3 years of learning and research and uncovers the dynamic and multifaceted process of resilience building as the interplay between Ph.D. students' agency, peers, supervisors, academics, families, and friends. The current research supports the value of narrative inquiry, in particular critical story analysis, as a tool for studying the resilience-building processes in Ph.D. students during their candidature. It also hopes to provide insight for administrators, supervisors, and other related stakeholders on their intervention to support and facilitate the research journey of doctoral students.

Nomogram reliability for predicting potential risk in postgraduate medical students with anxiety symptoms

Purpose

This research aims to develop a Nomogram for exact anxiety symptoms prediction in postgraduate medical students so that they may be identified as high-risk individuals early and get focused care.

Methods

Using a convenient sampling method, for case-control matching, 126 participants with anxiety symptoms and 774 participants of the same age and gender but without anxiety symptoms were designated as the case group and control group, respectively. Multivariable logistic regression analysis was utilized to identify influencing factors for anxiety symptoms, then used to design and verify a Nomogram of anxiety symptoms.

Results

Multivariate logistic regression analysis showed that lack of social support (OR = 0.95, 95%CI: 0.91-0.99), low life satisfaction (OR = 0.91, 95%CI: 0.86-0.95), low subjective well-being (OR = 0.58, 95%CI: 0.41-0.83) and frequent tobacco and alcohol use (OR = 1.75, 95%CI: 1.10-2.80) were independent predictors of anxiety symptoms in postgraduate medical students (P < 0.05). The Nomogram risk prediction model based on the above four independent prediction factors was established, and the verified C-index (Concordance index) is 0.787 (95%CI: 0.744-0.803, P < 0.001).

Conclusions

Anxiety symptoms in postgraduate medical students are influenced by various variables. The Nomogram prediction model has high accuracy, validity, and reliability, which can provide reference for predicting anxiety symptoms in postgraduate medical students.

Mental health and working constraints of first-year PhD students in health and science in a French university: a cross-sectional study in the context of occupational health monitoring

OBJECTIVES

To assess the mental health and working constraints perception of first-year PhD in France.

DESIGN

It is a cross-sectional study.

SETTING

The study was conducted by the team of the Lyon 1 University's Occupational Health and Medical Service for Staff, from October 2019 to February 2020. First-year PhD students employed by the university were seen during the routine occupational health medical check-up.

PARTICIPANTS

A total of 161 PhD students in science from the 2019 intake were included in the study (participation rate 98%).

OUTCOME MEASURES

Data were collected using a self-questionnaire on psychosocial constraints at work (Job Content Questionnaire), the quality of the professional relationship with the supervisor (Advisory Working Alliance Inventory, Student perspective (AWAI-S)), medical conditions, anxiety (Generalized Anxiety Disorder-7) and depressive symptoms (Patient Health Questionnaire-9).

RESULTS

A total of 161 PhD students from the 2019 intake were included in the study (participation rate 98%). Most of the PhD students reported high psychological demands (58%), high decision latitude (53%), high social support (55%) and good professional relationships with their supervisor (mean of global score of AWAI-S=114.5). However, 34% showed signs of at least mild depression, 19% showed signs of anxiety and 20% were referred to a mental health professional after the survey. Bivariate analyses showed that history of psychiatric disorders, their relationship with their supervisor, having complementary teaching activities and stressful working conditions contributed to anxiety and depression.

CONCLUSIONS

Even in the first year of their PhD, some students had mental health issues. It seems relevant to generalise the medical follow-up of all PhD students as soon as they enter the doctoral programme in order to detect and treat their health problems and psychological disorders at an early stage.

Dental Academic Degrees in Germany Compared to the USA

There are different avenues for obtaining postgraduate doctoral/Ph.D. degrees in Germany and abroad. Depending on their interests and career plans, candidates can choose a postgraduate doctorate/Ph.D. that focuses on a career in academia or a doctorate that does not involve all elements of a Ph.D. and is obtained for the title’s sake. Germany offers this type of diversity and flexibility, whereas the USA postgraduate doctorate model presents a more structured doctorate. The current article provides insight regarding various and more flexible pathways for obtaining a postgraduate doctorate by comparing the German and the American model. The diversity of academic degrees in dentistry and medicine, such as postgraduate doctoral degrees and the higher postdoctoral degrees available in Germany for graduates interested in academia, makes educational evaluation processes and credentials recognition challenging. The lack of transparency and a systematic approach for the academic acknowledgment of the different scientific values of each doctorate type is creating confusion, primarily when German postgraduate doctorate holders pursue academic careers internationally. The current article aims to enhance the knowledge about the different academic degrees and facilitate the educational evaluations, specialty applications, and employment processes. Understanding the additional scientific value of each doctorate type offered in Germany is imperative for their credential recognition internationally.

Organizational Well-Being of Italian Doctoral Students: Is Academia Sustainable When It Comes to Gender Equality?

Despite the fact that there are several researchers reporting the risks of doctoral students in terms of mental health, there is still a lack of studies exploring their well-being at an organizational level, looking at the difference between male and female PhD students. This work aims at describing gender differences in the organizational well-being of doctoral students in an Italian context. A sample of 121 Italian PhD students filled an adaption of the ANAC questionnaire (National Authority for Anti-Corruption) for an organizational well-being assessment between June and July 2021. The results show that there are a number of well-being indicators for which female PhD students have statistically lower scores than men regarding: (1) the perception of health and safety at work; (2) career development; and (3) job autonomy. Practical suggestions to improve the academic system in terms of sustainability for preventing PhD students’ organizational malaise with a particular focus on gender equality are provided.

The Developmental Trajectory of a Decade of Research on Mental Health and Well-Being amongst Graduate Students: A Bibliometric Analysis

The journey of graduate students through academia can be a difficult road plagued with several roadblocks due to several intersectional factors. These difficulties often impact the students’ mental health with severe consequences on their well-being and personal and academic achievements. There is a critical need for researchers to conduct studies in response to the positive mental well-being for this group of trainees, considering their peculiar role in the scholarly environment. This study aimed to explore the scientific research on the health and well-being of graduate students; typify the scientific landscape and development trajectory, cooperation networks, and fundamental research areas; and identify areas of needed research in this field. A bibliometric analysis of articles indexed in Scopus and published in the past decade (2012 to 2021) was undertaken. The results revealed that the research on graduate students’ mental health and well-being has increased over the years, significantly in the past two years, probably owing to the incidence of the COVID-19 pandemic and concerns around remote learning. The highest number of publications was from the United Kingdom (U.K.) and United States (U.S.), while the organizational affiliations were mainly from universities. The most prominent source type of publications was journal articles. The result also shows a weak collaboration across countries and organizations. The study identifies other areas of useful research, collaboration, intervention strategies, and policy review.

Tales of Doctoral Students: Motivations and Expectations on the Route to the Unknown

This paper provides a reflection on the way changes taking place in doctoral education are being perceived and internalized by doctoral students. The Doctoral perceptions are analyzed through Ph.D. candidates’ motivations to enroll in the program and to their levels of satisfaction with the supervision experience. Comparisons between national and international students, as well as differences according to doctoral programs’ scientific areas, i.e., between students enrolled in Science, Technology, Engineering and Mathematics (STEM) and in Social Sciences, Languages and Humanities (SSLH) are established. Based on a case study developed in a Portuguese university, conclusions point to the dominance of a romanticized, traditional view of doctoral education, with the academic profession at its core. This view is mostly shared by international students and those from SSLH scientific areas. In turn, national Ph.D. candidates and those from STEM areas have incorporated a more instrumental view of doctoral education, aiming for training participants to professions outside academia.

Emotion Regulation, Stress, and Well-Being in Academic Education: Analyzing the Effect of Mindfulness-Based Intervention

Recent studies point to an increase in psychological distress among graduate students. The aim of this study was to analyze the effects of mindfulness practices on emotion regulation, on the perception of stress, and on the psychological well-being of graduate students. Forty-five (45) graduate students participated in the study, divided into an intervention and a control group. Questionnaires were applied for self-assessment of mindfulness, perceived stress, and psychological well-being, in addition to qualitative interviews in the pre- and post-timeframes of a mindfulness-based intervention. Quantitative data were analyzed using ANOVAs for repeated measures, while the interviews were analyzed using the thematic content analysis technique. The results indicated increases in the levels of mindfulness and psychological well-being, and a reduction in perceived stress in the intervention group, post-intervention. The interviews indicated the presence of ambivalent emotions in relation to graduate studies and the development of new strategies to cope with the stress in this work context. The main contribution of the study was to present empirical evidence of the effectiveness of mindfulness practices in the graduate-level education context, allowing students to become more capable of dealing with the challenges of an academic career.

Evaluating Mental Health and Wellbeing of Postgraduate Researchers: Prevalence and Contributing Factors

High rates of mental ill-health in postgraduate researchers (PGRs) represent a significant barrier to life satisfaction and academic success. Nevertheless, there is little knowledge about the extent and origins of mental health problems of PGRs in the UK. The current study addresses this gap by investigating the prevalence and provenance of anxiety, depression, sleep problems, subjective mental wellbeing, and suicide behaviours of PGRs in the UK. An online survey (N = 479) was used to measure the mental health outcomes and assess their relationships with demographic, trait and academic variables, policy, and social support. We found a high prevalence of mental ill-health and low levels of wellbeing in the current sample. Factors associated with poorer outcomes were female and non-binary gender, non-heterosexual identity, maladaptive perfectionism, workaholism and being in the 5th year of study or above. Resilience, adaptive perfectionism, higher levels of social support and positive evaluations of progress and preparation, departmental climate, and supervisory relationship were associated with more positive outcomes. The current findings contribute new knowledge about the prevalence of mental health symptoms in PGRs in the UK, implying that institutional efforts to improve PGR wellbeing should include strategies to promote equality, diversity, resilience, integration, social support, and work-life balance of PGRs.

The impact of the first COVID-19 lockdown in the UK for doctoral and early career researchers

Doctoral researchers and early career researchers (ECRs) are crucial to producing scientific advancements and represent the future of academic leadership. Their research endeavours were changed radically by lockdowns in response to the COVID-19 pandemic. The aim of this study was to explore the perceived benefits and challenges of the national lockdown in the UK from the perspective of doctoral researchers and ECRs. We present analysis of qualitative survey data from 1,142 doctoral researchers and ECRs on their experiences of the first UK lockdown collected from April 16, 2020-May 14, 2020. Our findings suggest considerable heterogeneity in how the pandemic impacted this key group of academic workers. Challenges arising from the lockdown largely cohered around a poor work environment, limited access to resources, perceptions of pressure, and negative psychological outcomes. Conversely, respondents also highlighted several benefits in the early stages of the pandemic, with the change to working from home creating more time, resulting in greater productivity and a better work-life balance. Collectively, findings indicate the importance of considering the personal circumstances and needs of individual researchers. We discuss the implications for support these researchers require to rebuild their careers in the wake of the initial disruption.

Study Engagement and Burnout of the PhD Candidates in Medicine: A Person-Centered Approach

This study focused on exploring individual variations in doctoral candidates' well-being, in terms of experienced research engagement and burnout by using a person-centered approach. In addition, the associations between well-being profiles and gender, country of origin, study status (full-time or part-time), research group status and drop-out intentions were explored. The participants were 692 PhD candidates in the field of medicine. Latent profile analysis was employed to identify the well-being profiles. Four distinct profiles were identified: high engagement-low burnout, high engagement-moderate burnout, moderate engagement-moderate burnout, and moderate engagement-high burnout. Working in a clinical unit or hospital and working in a research group seemed to be related to increased engagement and reduced risk for suffering burnout, while the intentions to quit one's doctoral studies were more frequently reported in profiles with moderate levels of engagement. The findings imply that although a significant number of PhD candidates in medicine had an increased risk for developing burnout, for most of the PhD candidates research education is an engaging experience.

Mapping the impact of the COVID-19 pandemic on pharmacy graduate students' wellness

Background

The COVID-19 pandemic has resulted in significant changes in pharmacy graduate students' (PhGS) lives. While pharmacy graduate programs across the U.S. have reported adjustments due to the pandemic, there is currently no data on the PhGS’ wellness, and the impact on and extent to which offered supports and guidance has met PhGS needs.

Objective

This study's objectives were 1) to explore PhGS′ perspectives on their challenges and the impact of these challenges on their wellness, and 2) to identify PhGS′ suggestions for pharmacy graduate programs to improve guidance and support offered during the COVID-19 pandemic.

Methods

This study conducted semi-structured interviews based on the Objective, Reflective, Interpretative, Decisional (ORID) methodology. Pharmacy students working on completing a PhD in programs across the United States were invited to participate. All interviews were conducted using the Zoom platform between May and June 2020. Digital audio recordings were auto transcribed using the Trint platform. Thematic analysis was conducted using the six-dimensional model of wellness developed by Hettler as a guide, while open coding of the PhGS’ suggestions was conducted inductively.

Results

Thirteen PhGS across six universities in the U.S. were interviewed. During the pandemic, all six dimensions of the Wellness model were found to be challenged for PhGS. PhGS′ challenges differed based on their laboratory-based vs. non-laboratory-based research settings. International PhGS reported differing challenges from domestic PhGS. PhGS also provided 18 practical suggestions for improving the teaching process and facilitating student's academic growth in the context of the COVID-19 pandemic.

Conclusions

Despite the COVID-19 pandemic, graduate programs should continue developing a robust and tailored system to encourage and maintain mentorship programs to facilitate graduate students’ successful path through their doctoral studies. Moreover, the suggestions offered by the PhGS participants in this study, when appropriately implemented, can also position graduate program success post-pandemic.

A Systems Approach to Examining PhD Students’ Well-Being: An Australian Case

Previous research regarding PhD students’ well-being (PhD-WB) has lacked a comprehensive and systemic analysis. This research engages with a systems approach to examine the multiple variables, including feedback mechanisms, which influence PhD-WB over time. The model was developed using a structural analysis method (Cross-impact analysis MICMAC) that informed a causal loop diagram (CLD). The aim was to understand what promotes (drivers) and inhibits (barriers) PhD students’ well-being. The results show that PhD students’ well-being reflects an interplay between university, financial support, students’ mental and physical health, and family/friends. However, the analysis shows that the role of the drivers is dynamic, and they can become barriers in certain circumstances. This insight validates the application of systems thinking to illustrate the complexity of PhD students’ well-being.

Asking future doctors: what support options do medical students want to cope with medical school?

Aim

Medical school is demanding, and research aimed at improving the mental health of medical students is scarce. No quantitative study about which specific measures students actually prefer to reinforce their health has been performed yet. The aim of this survey is to find out which types of support should be given to medical students according to students’ own perspectives.

Subject and methods

A classroom survey of medical students (N = 1108, years 1–5) was carried out regarding various support options and depressive symptoms. The statistical analysis was finalized using chi-square tests, t-tests, and the Kolmogorov–Smirnov test.

Results

The support options with the highest average scores were accessible sports classes, desire for free water/fruit during lectures, and a clear study structure. Groups to exchange experiences with, including social media groups, were favored less. Depressive symptoms in students correlated with a higher level of applicability of support options.

Conclusion

Medical students require supportive study conditions. Specific subgroups of medical students could not be correlated to a particular support program. Thus, we need a support program that addresses students’ wishes, not a program based on feasibility, staff interests or passions.

Promovieren in Informatik – Eine Studie mit Doktorandinnen und Doktoranden

Zusammenfassung. Der niedrige Frauenanteil in Informatik ist Anlass für die vorliegende Studie. Hierbei sollen erstmalig in Deutschland mögliche Besonderheiten speziell im Promotionsprozess von Informatikerinnen und Informatikern untersucht werden. Dazu nahmen 690 Doktorandinnen und Doktoranden an einer online-Befragung teil, von denen 254 Personen die Befragung zu unterschiedlichen Zeitpunkten abbrachen. Die Auswertung basiert auf den 436 Personen (113 Doktorandinnen, 320 Doktoranden, 3 divers), die bis zum Schluss Fragen beantworteten (Alter: M = 30.74 Jahre, SD = 4.16). Die Hauptziele der Studie sind zum einen ein Geschlechtervergleich in den untersuchten Merkmalen der Befragten (Berufliche Motive, Geschlechtsrollenselbstkonzept, berufliche Selbstwirksamkeit, soziale Unterstützung) und im wahrgenommenen Verlauf der Promotion (Themenfindung, Zufriedenheit mit Betreuung, geschätzte Zeitdauer der Promotion, wahrgenommene Belastungen). Zum zweiten wird untersucht, ob im Verlauf der Promotion Schwierigkeiten auftraten, die zu einer Krise führten. Erwartet werden geringe Geschlechterunterschiede und deutliche Unterschiede zwischen Personen mit und ohne erlebte Krise. Die Ergebnisse bestätigen die Erwartungen. Es finden sich keine bis geringe Geschlechterunterschiede in den untersuchten Variablen, was mit der vorliegenden Literatur übereinstimmt. Demgegenüber finden sich mittlere bis große Unterschiede zwischen Personen mit und ohne erlebte Krise. Doktorandinnen und Doktoranden, die eine Krise erlebten, berichten häufiger von Abbruchgedanken, schätzen ihre berufliche Selbstwirksamkeit signifikant niedriger ein, sind unzufriedener mit der Betreuung, brauchen länger für ihre Dissertation und schätzen die erfragten psychischen Belastungen signifikant höher ein als die ohne Krise. Diese Ergebnisse werden im Hinblick auf vorliegende Literatur zur psychischen Belastung von Promovendinnen und Promovenden diskutiert und es werden Vorschläge für eine verbesserte Betreuung und Unterstützung an Universitäten gemacht.

Measuring student satisfaction as the first assessment of the Program of Combined Studies in Medicine, an MD/PhD-like program of the Faculty of Medicine, National Autonomous University of Mexico

BACKGROUND

The Program of Combined Studies in Medicine (PECEM, by its acronym in Spanish) is a program for simultaneous bachelor and doctorate studies (MD/PhD) that enrolls students who show academic excellence and interest in scientific research. The initial doctoral training comprises seven six-month research stays in different laboratories or clinical or computer areas with different high-quality scientific advisors who provide students with a unique experience for their scientific training. Therefore, satisfaction in this stage is decisive for students' performance and physical and psychological health. The aim of the present study was to administer a questionnaire to measure students' satisfaction with their research experience as a service-product bundle.

METHODS

Students answered an online questionnaire that evaluated three dimensions: perceived quality of the advisor, skills development, and infrastructure and support. Several satisfiers were also evaluated: recommendation of the advisor to peers, fulfillment of student expectations and satisfaction with the program. Correlations were calculated using Fisher's exact test. The significance was set at p < 0.05.

RESULTS

The high quality of the advisor, skills development and guidance during the stay were satisfiers correlated to the students' recommendation of their advisors to their peers and to the fulfillment of the students' scientific expectations. Conversely, skills development and infrastructure and support were satisfiers for a good to excellent experience as a PECEM student. A lack of direct interaction with the advisor's workgroup was related to dissatisfaction.

CONCLUSIONS

The nontangible products of the service, such as a positive interaction between the student, the advisor and the advisor's workgroup as well as support obtained during the research stay, were satisfiers. These data indicate that promoting a fruitful bond between the student and advisor is a priority to ensure the quality of our innovative MD/PhD program.

Risk of Interruption of Doctoral Studies and Mental Health in PhD Students

PhD students report a higher prevalence of mental illness symptoms than highly educated individuals in the general population. This situation presents a serious problem for universities. Thus, the knowledge about this phenomenon is of great importance in decision-making. In this paper we use the Nature PhD survey 2019 and estimate several binomial logistic regression models to analyze the risk of interrupting doctoral studies. This risk is measured through the desire of change in either the supervisor or the area of expertise, or the wish of not pursue a PhD. Among the explanatory factors, we focus on the influence of anxiety/depression, discrimination, and bullying. As control variables we use demographic characteristics and others related with the doctoral program. Insufficient contact time with supervisors, and exceeding time spent studying crossing the 50-h week barrier, are risk factors of PhD studies interruption, but the most decisive risk factor is poor mental health. Universities should therefore foster an environment of well-being, which allows the development of autonomy and resilience of their PhD students or, when necessary, which fosters the development of conflict resolution skills.

Well-being in high-risk pregnancy: an integrative review

BACKGROUND

A prerequisite to the interventions for well-being improvement in high-risk pregnancy (HRP) is to make the concept clear, objective, and measurable. Despite the wealth of studies into the concept of well-being in HRP, there is no clear definition for it. This study aimed to explore the concept of well-being in HRP.

METHODS

This integrative review was conducted using the Whittemore and Knafl's approach. A literature search was done without any data limitation in dictionaries, thesauruses, encyclopedias, well-being-related textbooks, midwifery, psychology, and mental health journals, and Iranian and international databases. The most primary inclusion criterion was relevance to well-being in HRP. The full-texts of all these articles were assessed using the checklists of the Joanna Briggs Institute. Data were analyzed through the constant comparison method and were managed using the MAXQDA 10 software. Meaning units were identified and coded. The codes were grouped into subcategories and categories according to the attributes, antecedents, and consequences of well-being in HRP.

RESULTS

Thirty articles were included in the review, from which 540 codes were extracted. The codes were grouped into seven main attributes, eight main antecedents, and five main consequences of well-being in HRP. The four unique dimensions of well-being in HRP are physical, mental-emotional, social, and spiritual well-being. These dimensions differentiate well-being in HRP from well-being in low-risk pregnancy and in non-pregnancy conditions.

CONCLUSION

As a complex and multidimensional concept, well-being in HRP refers to the pregnant woman's evaluation of her life during HRP. It includes physical, hedonic, and eudaimonic components. The assessment of well-being in HRP should include all these components.

Patient and public involvement in designing and conducting doctoral research: the whys and the hows

PLAIN ENGLISH SUMMARY

Evidence shows that public and patient involvement in research has a positive effect on its quality and end-results. Thus, public and patient involvement in all stages of research is becoming commonplace. There are limited detailed examples however, that describe how to make this possible, especially for those doing PhD research. Doctoral researchers are often new to research practice or have limited experience and are often bound by strict time and financial constraints. It is also not usually a requirement of the award to involve public and patients in their research. Hence, they may not feel confident or motivated to involve or engage with public and patients during their research. We, four doctoral researchers, share examples from our own research studies that have included different approaches to public and patient involvement. Two studies formed public and patient advisory groups who helped design the research questions, data collection tools and recruitment methods. One enlisted the help of an online public and patient panel from a local hospital. A different study worked with patients from an established group to help define key medical words. We did face some challenges, such as the need to develop good group work skills and to apply for grants to cover reimbursement, but we all found it beneficial to involve patients in our studies. We noticed a positive effect on each study's progression and an improvement in our own self-esteem. In addition, having public and patient involvement helped reduce the isolation we felt as doctoral researchers. Thus, we strongly encourage more doctoral researchers to involve public and patients in their studies.

ABSTRACT

Public and patient involvement (PPI) has been shown to have a positive impact on health and social care research. However, adequate examples describing how to operationalise effective PPI, especially in doctoral studies, are lacking. Hence, doctoral researchers new to research, or those with limited experience, can be discouraged from facilitating PPI in their research. This paper aims to describe and discuss in detail the approaches used by four doctoral researchers to incorporate PPI at different stages of their research studies from study design to disseminating findings.We aim to inform other doctoral researchers about the challenges and limitations relating to PPI that we faced. Through these, we share pragmatic recommendations for facilitating PPI during doctoral studies.The description of four case studies demonstrated that PPI could be incorporated at various stages during doctoral research. This has had a beneficial impact on our research study progression, researcher self-esteem and lastly, helped alleviate researcher isolation during doctoral studies.