PhDTHE FACULTY OF MEDICINE

AALBORG UNIVERSITY

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What does PhD stand for?

PhD is an abbreviation of the title Doctor of

Philosophy (philosophiae doctor in Latin). The

PhD is an internationally recognized acade-

mic degree that in Denmark is awarded follo-

wing postgraduate research training and suc-

cessful defense of a PhD thesis.

A PhD degree is valuable to an academic career in he-

alth care in Denmark or abroad. The PhD program en-

sures strong academic competence and the ability to

create new knowledge in health science which can

translate into better treatment options for patients.

The PhD degree can also provide access to conducting

research and teaching in universities and other profes-

sional institutions

The PhD program is a three-year research trai-

ning program where the student completes

independent research work and writes a PhD

thesis under the supervision of an experienced

researcher. During the program, the student is

part of a research environment collaborating

with Danish and international researchers in

the field, and has the opportunity to do a re-

search stay abroad.

As part of the PhD program, the student also

attends PhD courses and disseminates re-

search findings through teaching and in recog-

nized journals.

The PhD degree as a career path

What is a PhD program?

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The Doctoral School in Medicine, Biomedical Science

and Technology at the Faculty of Medicine has its roots

in a research training program that was established in

1997 and funded by the Danish National Research Fou-

ndation. The research program, then known as Biome-

dical Science and Engineering, was originally created as

a model for an international research training program

in Denmark, and was affiliated with the Center for

Sensory-Motor Interaction (SMI) at Aalborg University.

With the establishment of the Faculty of Medicine in

2010, the research training program became the docto-

ral school at the Faculty of Medicine. Since 1997, 165

PhD degrees have been awarded within health science.

Today, we have over 100 PhD students enrolled and we

expect to see further growth in the coming years.

The collaboration on Aalborg University Hospital opens

up interesting opportunities for new health-related re-

search training programs. We are increasing the focus

on the medical doctoral courses, and we are estab-

lishing a new strong team of PhD supervisors to sup-

port the existing expertise at the Faculty of Medicine.

Clinical PhD projects are not a new phenomenon at the

doctoral school. For many years now, approximately 10

to 15 percent of our PhD projects have had a clinical

angle.

Thomas Graven-Nielsen,Head of the Doctoral School, PhD, Dr. Med.

Increased focus and strong supervision

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In order to ensure the development and improvement

of health care, it is important that Danish physicians

and other healthcare professionals understand condu-

cting research. Health professionals who have research

training are professionally sharp, and through their

education they have learned to be critical of their own

and their colleagues’ health practices. With research

training, health personnel acquire the competences to

be able to continuously evaluate whether preventive

measures, examination, diagnosis, treatment, care or

rehabilitation of patients is the best quality. For it is

the best quality we want in Danish health care – and

we achieve the best quality through knowledge.

A research training program generates knowledge that

can propel the development of the profession. Resear-

chers take a methodologically critical approach in prac-

tice and have an intuitive desire and the ability to

translate unresolved clinical problems into scientific

problems, producing new knowledge in the field so

Lars Hvilsted Rasmussen,Director of Research at Aalborg University Hospital

Knowledge spursprofessional development

that patients are ensured the best quality treatment.

With the establishment of Aalborg University Hospital

we are strengthening health-related research in North

Jutland. Aalborg University Hospital will be a highly

specialized university hospital that puts research, in-

novation and the development of new work methods

and health technology equipment first. A strong re-

search environment will be created in an entirely new

framework, one that embraces health professionals,

professors and PhD students with the common goal of

improving health science and practice nationally as

well as internationally.

Over the next five years, we want to increase the num-

ber of professorships from the current 15 to 50 and at

the same time create more post-doctoral positions.

This means that we can increase the number of PhD

students and improve PhD supervision while fostering

career opportunities in the research environment at

the university hospital.

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The Faculty of Medicine at AAU was established in

2010, but can trace its roots back to 1978 when interdi-

sciplinary research between engineering and medicine

was introduced at the university. So although the fa-

culty is new, the medical research has existed for many

years.

The Faculty of Medicine is a rapidly growing faculty. In

2013, the Department of Clinical Medicine will be

established at the new Aalborg University Hospital. In

an entirely new framework, PhD students will work clo-

sely on patients in conjunction with researchers and

the hospital’s healthcare personnel. PhD students, re-

searchers and healthcare professionals will jointly con-

tribute to a new clinical research environment.

A PhD at the Faculty of Medicine

The Doctoral SchoolThe doctoral school at the Faculty of Medicine consists

of a head of school, PhD board, program coordinator

and secretariat. The secretariat handles administrati-

on and enrollment of the PhD students, the program

coordinator is responsible for the programs, and the

head of school, in conjunction with the PhD board, en-

sures the development of the research training pro-

grams and other development of various initiatives.

The doctoral school offers three research training

programs in health science:

1) Clinical Science and Biomedicine

2) Biomedical Science and Engineering

3) Health Education, Organization and Ethics

Learn more about the research training programs at www.phd.medicine.aau.dk

Clinical Science and BiomedicineThis program deals with clinical studies and basic medical research. The program paves the way for research projects in clinical settings such as in hospitals or biomedical laboratories.The program covers all aspects of medi-cal research. Current PhD projects are dealing with issues in areas such as ort-hopedic surgery, cardiology, pharmacolo-gical screening studies, pain mecha-nisms, stem cells and neurobiology.

Health Educations,Organizations and EthicsThis research program provides a framework for students to conduct research on key issues within three health areas:1. Education and learning2. Knowledge production, manage- ment and innovation processes in healthcare organizations3. Ethics, philosophy and health science

Biomedical Science and EngineeringThe program covers medical research on basic science and engineering issues. The program combines knowledge from a large number of complementary disci-plines such as biomedical engineering, physics, mathematics, IT, anatomy and physiology. This interdisciplinary research program focuses on applications in neuroscience and clinical systems.The program includes theoretical and experimental aspects involving, for example, electrophysiology, biomecha-nics, psycho-physics, bio-signal proces-sing, physiological models and image analysis.

Research training programs

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Why did you decide to get a PhD?Before I was employed as a PhD student, I worked

for some years as a doctor in various anesthesiology

departments. I was happy with my work with pa-

tients, where I also had time to do a bit of research

on the side. However, I wanted to improve myself

academically and become a better researcher, so I

contacted my current supervisor to see if it was

possible to become a PhD student in his research

field. I also considered that I would have better car-

ds in my hand as an anesthesiologist in the future if

I had a PhD on top of my medical training.

Research on painI am investigating how the body and brain perceive

and process pain. In my project, I measure pain sig-

nals in both the spinal cord and the brain in order to

find the best measurement methods for pain and

particularly pain treatment. The measurement met-

hods are used for developing models that in the best

case are used to describe and diagnose pain conditi-

ons and hopefully help evaluate new methods of tre-

atment for pain. Pain is experienced individually,

which also makes pain research incredibly complex

and exciting.

My PhD project takes place in interdisciplinary colla-

boration. We are approximately twenty researchers

with different professional backgrounds working to-

gether in the project – each, however, with our main

area. The group consists of pharmacists, veterinari-

ans, engineers, doctors and nurses. We learn an

enormous amount from each other, and the interdi-

sciplinary collaboration strengthens my PhD project.

In conjunction with the group, I conduct various inve-

stigations including pain studies of healthy volunte-

er test subjects. The results of these studies are

used to develop models that classify pain for a parti-

cular type of treatment in a given patient group.

High pointsIt is definitely a high point to be part of a publicati-

on. In addition, it is absolutely fantastic when the

models I’ve helped produce based on a number of

experimental tests can be used in reality. And it’s

also a high point when I get positive feedback from

national and international partners for the work I’ve

done with the models.

ChallengesIt can sometimes feel like a long haul when the mo-

dels don’t work as planned. The models have to be

revised or developed from the beginning, and then

it’s about maintaining enthusiasm for the work. It

can also be difficult when the equipment we use in

the studies acts up or doesn’t work completely op-

timally.

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> Doctor

> 35, married, father of three, living in Aalborg

> Researcher at Medicinerhuset, Aalborg Hospital

> First-year student in the Clinical Science & Biomedicine program

We learn an enormous amount from each other, and the interdisciplinary collaboration strengthens my PhD project

Lasse Paludan Malver, PhD student, AAU

INTERVIEW

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> Nurse, MSc san.

> 38, mother of twins, living in Øster Hornum

> Researcher at the Danish Center for Healthcare Improvement, AAU

> First-year student in the Clinical Science and Biomedicine program

It is a high point and enormously motivating for me to work with such committed people

Ann Lykkegaard Sørensen, PhD student, AAU

INTERVIEW

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Why did you decide to get a PhD?The desire and the idea to get a PhD came about

based on my master’s thesis which dealt with me-

dication errors in psychiatry. I became very interested

in patient safety and quality development through

my master’s program, and a good way to work further

in the area is by doing a PhD project on the subject.

At the same time, I would say that through my ma-

ster’s program I also became more aware that my

profession, nursing, should be further developed

through the new knowledge acquired through scienti-

fic methods. And I would really like to contribute to

that.

Research on medication review in psychiatryI research medication review in psychiatric patients.

When patients receive either too much medication,

too little medication, the wrong medication or when

there are drug interactions, this can mean more illness

for patients, prolonged hospitalizations, injuries or,

in the worst case, death. In my project I am trying to

create a method for systematic review of psychiatric

patients’ medication. The method will result in a

screening tool that nurses hopefully can use in their

clinical work to ensure the quality and safety of me-

dication in the future.

Nurses are the health care professionals that spend

the most time with patients. Therefore, in my project

I’m investigating whether nurses’ clinical knowledge

of patients in conjunction with instruction in phar-

macology can be used to achieve more appropriate

medication of psychiatric patients. I collect medica-

tion lists and information from patient records on a

number of psychiatric patients and examine them

with the goal of determining the greatest problem

areas that nurses are likely to identify based on their

professional background. This study forms the basis

for the screening tool I will develop and that will

subsequently be tested by nurses in the psychiatric

clinic.

High pointsIt’s a high point and enormously motivating for me

to work with such committed people like my super-

visors, partners and other PhD students. These are

people who interested in the same thing as I am, and

who are passionate about improving the health care

system. On the whole, I think it’s a privilege that I

can spend three years on my field of interest. That

in itself is a high point.

ChallengesI think it has been a challenge to figure out the num-

ber of permits that have to be obtained and agree-

ments that must be made before I could get my

project underway. It took me by surprise. I had ex-

pected it to be more straightforward. Planning my

time has also been a challenge. I’ve discovered that

everything takes longer than expected.

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Why did you decide to get a PhD?I had a desire to be immersed in my work. In research

you have a systematic approach to tackling problems,

and that is often connected with interdisciplinary

collaboration which is very exciting. Research gives

me the opportunity both to get a better overview of

my field and see it in a broader perspective through

cooperation with other healthcare groups. It’s rewar-

ding and challenging at the same time.

Research on diseased lungsMy research is on chronic obstructive pulmonary di-

sease (COPD). COPD is a chronic disease of the airways

and lungs that has become a widespread disease. A

good 400,000 Danes suffer from the disease to va-

rying degrees. There is much research on dividing the

group further into subgroups that perhaps can be

understood and possibly treated differently. In my

project, I’m investigating how gas exchange takes

place in the lungs of patients suffering from COPD.

The goal of my project is to obtain more knowledge

about how gas exchange takes place in diseased

lungs and thereby create some useful methods for

measuring gas exchange in COPD patients that hop-

efully can be used in the future in health care.

In my project, I’m studying two groups of patients,

one with 12 and the other with 30 participants. In the

one patient group, I’ve studied how much time it

takes to achieve ”steady state” in the blood after a

change in oxygen supplementation. In the other

group, I’m working on a new way to measure lung

function based on gas exchange in the lungs. I hope

that the method can help show differences in gas

exchange in the patients and thus perhaps different

subgroups of patients.

High pointsIt has been a high point for me to work with the very

ill patients. They have shown great interest in my

research and show up for studies in a good mood and

with a can-do spirit in spite of their poor health. It

has really moved me. I look forward to the high point

of seeing my knowledge in writing in articles and

journals.

ChallengesI think it’s a challenge to step into the role of student

again. As a staff specialist at Aalborg Hospital, I

usually have a supervisory role, and with my PhD I’m

in the student role. It has taken some getting used

to. As a student, I work with other students and a

supervisor who all have professional backgrounds

different from mine. It can be challenging to under-

stand each other’s areas, working methods and – ap-

proach.

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> Staff Specialist in the Department of Respiratory Medicine,

Aalborg Hospital; Clinical Associate Professor at AU

> 41, mother of two, living in Aalborg

> Researcher at Medicinerhuset, Aalborg Hospital

> First-year student in the Clinical Science & Biomedicine program

I look forward to the high point of seeing my knowledge in writing in articles and journals

Ulla Weinreich, PhD student, AAU

INTERVIEW

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> MSc in Human Physiology and Sports Science

> 40, married, mother of two, living in Copenhagen

> Researcher at the Parker Institute at Frederiksberg Hospital and the Department of

Health Science and Technology, AAU

> Second-year student in the Clinical Science & Biomedicine program

I like putting questions to my profession, and as a researcher you’re always asking new questions

Tanja Schjødt Jørgensen, PhD student, AAU

INTERVIEW

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Why did you decide to get a PhD?When I wrote my master’s thesis in the Human Phy-

siology and Sports Science program at the University

of Copenhagen I gained insight into the research

world.

After submitting my thesis I was left with a good

impression about doing research. I like putting que-

stions to my profession and as a researcher you’re

always asking new questions about existing treat-

ment methods, tools and knowledge in order to en-

sure best practice. I want to find new and better

solution methods, so I chose a PhD program. I hope

to stay in research. In the future, I want to I do research

on pain and have the opportunity for a postdoc.

Research on the kneeMy research is on osteoarthritis of the knee (dege-

nerative joint disease of the knee). Knee pain is one

of the most frequent types of musculoskeletal pain

and is the leading cause of reduced functioning. Knee

pain is also a cardinal symptom of many diseases

such as osteoarthritis. In my project, I analyze the

mechanisms causing knee pain in order to understand

the nature of the pain. Some of the mechanisms that

underlie knee pain are currently unknown. More know-

ledge is necessary and will be valuable in both the

treatment of pain as well as other treatments for

patients with knee-related pain.

My project contains analyses from a healthy group

as well as from a group of patients with arthritis of

the knee. I’m investigating how knee pain affects

sensory-motor function and knee biomechanics. The

studies of the healthy patient group are done both

with and without experimental knee pain, which is

relevant in order to understand how the pain system

fundamentally works. I do pain measurements and

gait analyses of both groups. Pain measurements

are done around the knee and in the surrounding

muscles of the upper and the lower leg.

High pointsIt was definitely a high point for me when I was fi-

nished testing the healthy group, after which I could

begin to analyze my data, write an article and then

make further use of the results from the studies in

my project. It is really fantastic to see a product of

my work. On the whole, I think the research world

itself is a high point. It is enormously rewarding to

work with the different competences at the univer-

sity and the Parker Institute.

ChallengesThere haven’t been many challenges in my PhD work.

If I have to say something, I think it was challenging

but also exciting to make a protocol with the right

questions for the healthy subjects and the patient

group with knee arthritis in order to shed light on the

pain system. Their responses should give me a bet-

ter understanding of the pain system as well as the

biomechanical consequence of the disease. It has

also been a challenge to limit my time for each visit

with the subjects, and evaluate which tests my PhD

project should contain.

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• Participate in courses PhD students must participate in PhD courses that total 30 ECTS credits corresponding to half a year of study. Students can significantly influence course topics.

• Participate in teaching and other forms of knowledge dissemination Teaching can be done by supervising of a group of students, by being an assistant teacher or lecturer. The PhD study must include the dissemination of scientific results at national or international conferences.

• Cooperation with an external research environment The PhD study must include collaboration with an external research institution. The PhD student is encouraged to visit an international research environment for 3 to 6 months.

• Disseminate knowledge through relevant journals The PhD student will write several scientific papers for conferences and journals. This helps expand the student’s network internationally.

• Complete a PhD thesis The thesis is often written during the last six months of the study. The PhD thesis will typically be based on a collection of articles.

• Defend his PhD thesis at a PhD defense The student obtains a PhD degree by submitting his or her PhD thesis and defending it at a defense. For the PhD defense, three assessors evaluate the thesis and the student’s oral presentation. The assessors are typically internationally recognized researchers in the field of research that the thesis deals with.

The standard time frame for PhD work is three years.

In that period, the PhD student gains the knowledge to

independently and critically use research methods with

the goal of generating new medical knowledge in his or

her field. With the PhD project, the student contri-

butes to the field with research, articles and a scientific

thesis on a high academic level.

PhD work provides a high degree of freedom to indivi-

dually plan and organize the three-year research period

During the three-year PhD program, the student must:

Overview of the PhD program

Three-year research training programin conjunction with the supervisor. The research can be

conducted at the university, hospitals or relevant labo-

ratories.

During the program, the student is part of a research

environment at the highest level and will expand his or

her network to include international researchers and

other relevant partners.

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The PhD program takes place under supervision. The

student is connected with a principal supervisor who is

a recognized researcher in the field and who has joint

responsibility with the student for the quality and

completion of the overall PhD program. The main su-

pervisor must be a professor, associate professor or

have equivalent qualifications, and be employed at

AAU.

Often the students have one or more secondary super-

visors associated with the project. The secondary su-

pervisor contributes specialized knowledge to the pro-

gram and the project.

How supervision takes placeThe form the supervision takes is agreed between the

principal supervisor and the student. The principal su-

pervisor must, however, be available during the entire

PhD program as agreed on with the student. Supervi-

Supervision during the program

sion of the student includes addressing questions of a

methodological, structural and substantive nature.

The principal supervisor must ensure competent

guidance in the project’s phases and involve secondary

supervisors where necessary. In addition, the principal

supervisor contributes by reading through the written

articles, providing input and giving advice for discussi-

on sections.

Meetings between the student and the principal su-

pervisor are planned by the parties. Conversations

should however take place on a regular basis and at

least once a month.

What is expected of the principal supervisor?In addition to providing professional supervision and

collaborating with the PhD student, the principal su-

pervisor is responsible for ensuring that the formalities

of PhD program are met. It is also the principal super-

visor’s responsibility to ensure that the student carry

out his or her study in accordance with the stipulated

academic content and complies with the timetable for

the study.

The principal supervisor is thus responsible for:

> Contributing to and approving the study plan drawn up by the PhD student

> Preparation of half-year reports

> Preparation of the principal supervisor’s final statement that is included in the evaluation of whether the thesis can be submitted

> Planning and conducting the PhD defense

I supervise PhD students because I constantly learn something new in my field and develop it in conjunction with new researchers

Ulrik Baandrup, PhD supervisor

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Research fieldI’ve researched the pathological anatomy of the he-

art and blood vessels since the 1970s. I started as a

researcher because it’s fantastic to learn new

things. In my research, we investigate various is-

sues in cardiovascular diseases. We may not always

find new solutions through the research, but now

and then we become a bit wiser. It’s incredibly re-

warding when research findings can be translated

into new and improved treatments for patients.

I got my PhD in London in collaboration with Eck-

hardt Gerhard Johannes Olsen (EGJ Olsen) who was

an internationally recognized researcher in cardiac

pathology. I had come to know him in connection

with a postgraduate course organized by the Danish

Society for Pathology and I had contacted him

because I wanted to learn more. It went well and he

later agreed that I come back to do a PhD. Through

my PhD studies and working with EGJ Olsen I ac-

quired an extensive network of colleagues throug-

hout the world that I have since taken full advan-

tage of.

Why did you become a supervisor?I supervise PhD students because I constantly learn

something new in my field and develop it in con-

junction with new researchers. When I was a PhD

student, I had a supervisor who believed in me and

allowed me to try out research in different ways. I

would like to pass that on to my students. I want to

offer them the joy of investigating something

further – and that requires support and confidence,

space for reflection and the space to follow paths

that may not take us where we expected. Today I

supervise two PhD students. Over the years I have

supervised 15 PhD students.

Maybe we can’t save the world with all our research,

but even the small results we achieve together may

help create breakthroughs in cardiac pathology and

thus make life better for many patients with cardio-

vascular problems.

Supervision requires commitment Supervision is at once work and pleasure. Supervi-

sion is work because you need to allow time to fa-

miliarize yourself with the student’s work, methods

and reflections, and you must provide guidance and

supervision to the student. It’s a pleasure because

you gain new input, thoughts and knowledge from

enthusiastic and talented people who are passio-

nate about the research they have undertaken.

Supervision requires commitment. It’s important

as a supervisor that you are engaged in students’

projects and have open contact in the collaboration.

Both of my PhD students work far from Vendsyssel

Hospital in North Jutland, but that doesn’t prevent

good collaboration between us. We have good con-

tact by e-mail and phone so the physical distance

means little.

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> Professor, MD, PhD, Dr. Med.

> Employed at the Department of Pathology and Director of

the Center for Clinical Research, Vendsyssel Hospital

> PhD supervisor for 30 years

Maybe we can’t save the world with all our research, but even the small results we achieve together may help create breakthroughs

Ulrik Baandrup, PhD supervisor at AAU

INTERVIEW

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> Professor, MD, PhD, Dr. Med.

> Employed at the Medical Gastroenterology Department, Aalborg Hospital

> PhD supervisor for 20 years

Research contributes not only to the development of health science, but just as much to the development of a self

Asbjørn Mohr Drewes, PhD supervisor at AAU

INTERVIEW

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Research fieldMy interest in research came creeping. As a newly

qualified doctor specializing in medical gastrointe-

stinal diseases I found myself faced with problems

in my field that I wanted to find new solutions for.

So I went into research.

In the late 1980s, I helped start a research group at

Aalborg Hospital researching pain and other symp-

toms of gastrointestinal disorders in conjunction with

researchers at Aalborg University. Since then I have

extended my research area from gastrointestinal

research to include signal analysis, imaging, phar-

macology research and interdisciplinary research,

which I now have practiced for many years.

Why did you become a supervisor?I became a supervisor because I want to help develop

my field. I want to improve the field to benefit pa-

tients. In general, physicians should not only develop

themselves but also help understand diseases and

improve treatment. In the interaction with a PhD

student, I provide supervision, but I also gain new

eyes and new perspectives in my field of research. In

this way, supervision is a genuine collaboration that

contributes to mutual and continuous development.

Today I supervise 14 PhD students. Over the years I

have been supervisor for 34 PhD students.

Everyone should go into researchI think everyone should go into research on one level

or another. Research contributes not only to the de-

velopment of health science, but just as much to the

development of a self. You become more insightful

by doing research.

The benefit of being a researcher is that you also

acquire broad contact with other clinicians in an in-

ternational research environment whom you can seek

the advice of. Since I’ve researched for many years,

I have a large network, which means that I gain new

knowledge and obtain feedback from international

colleagues. Through them I also hear what’s hap-

pening in the international research community.

Advice for future supervisorsMy advice to future supervisors is that they have to

want to do research. They must really be passionate

about making a difference. Research cannot fit into

a regular work day from 8 to 16. As a researcher and

supervisor you are on at all times. You do research

out of interest and not out of duty; therefore research

work spills over into your leisure time. You have stu-

dents researching on the weekends, sending you

mails or phoning you. It’s important that you answer

them quickly - even on a Sunday evening - for perhaps

they have a problem they need advice or feedback

on here and now.

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In order to be considered for a PhD program the applicant must have a health-related master’s degree or the

equivalent and submit an application and a project description to the doctoral school. In assessing the appli-

cation, the doctoral school evaluates, among other things, qualifications based on the master’s program and

previous research experience. All applicants receive an expert evaluation.

The quality of the project description is also important. The doctoral school emphasizes the topic and purpose,

the scientific value, methodological considerations, structure and references to relevant literature. The time-

table is closely linked to the project description and is used to assess whether the planned project can realisti-

cally be completed in three years.

Requirements for applicants

ApplicationThe Faculty of Medicine’s doctoral school advertises new PhD stipends on a regular basis on the website: www.

phd.medicine.aau.dk

For ideas for research projects that are not offered as a PhD stipend, it is recommended to contact relevant

researchers at either the university or the hospital in order both to describe the project and to jointly find fun-

ding for the PhD project. Financing for the expenses associated with a PhD project (salaries, operating costs

and enrollment fee) must be resolved before enrollment in the doctoral school can take place.

Applicants must use the application form available on the website under Practical Information. The website

contains more information about the application procedure and information about the project description.

Further informationFind additional information on the PhD program and the research training programs at the Faculty of Medicine

at: www.phd.medicine.aau.dk

For questions regarding the PhD program, enrollment and employment of PhD students or financing of the

study, contact:

PhD Office

Maria Bredvig

Tel.: 9940 9638

E-mail: doctoral.school@adm.aau.dk

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The Faculty of MedicineAalborg University

Niels Jernes Vej 10

9220 Aalborg Øst

Denmark

Tel.: +45 9940 9940

Fax: +45 9815 9757

sund@adm.aau.dk

www.sundhedsvidenskab.aau.dk

http://www.phd.medicine.aau.dk/

BUCH

S.DK

The PhD degree – a career path from Aalborg University

Published by the Faculty of Medicine, Aalborg UniversityText: Cecilia Honores Møller | Photos: Svenn Hjartasson and others | Layout and printing: Buchs.dk