proceedingsorpheus -Şubat2011turkjbiochem.com/2011/ozelsayi/proceedings.pdf · s4 forward the...

S2 http://www.TurkJBiochem.com

Proceedings: 6th ORPHEUS Conference on PhD Quality Indicators for Biomedicine and Health Sciences 28-30 April 2011, Izmir, Turkey

6th ORPHEUS CONFERENCE

“PhD QUALITY INDICATORS FOR BIOMEDICINE AND HEALTH SCIENCES”

27-30 April, 2011, Dokuz Eylül University, Izmir, Türkiye

www.orpheus2011izmir.org

ÖZEL SAYI EDİTÖRLERİ

(SUPPLEMENT ISSUE EDITORS)

Gül Güner Akdoğan <[email protected]>

Güldal Kırkalı <[email protected]>

Mine Doluca <[email protected]>

ÖZEL SAYI DANIŞMA KURULU

(SUPPLEMENT ISSUE ADVISORY BOARD)

Zdravko Lackovic <[email protected]>

Mike Mulvany <[email protected]>

Miroslav Cervinka <[email protected]>

Petr Hach <[email protected]>

Seppo Meri Kalevi <[email protected]>

Chris van Schravendjik <[email protected]>

Osman Sinanovic <[email protected]>

Hannes Stockinger <[email protected]>


TABLE OF CONTENTS

Editorial Board- Scientific Editorial Board

Articles

1. Forward Michael Mulvany, Zdravko Lackovic, Gül Güner-Akdoğan

2. Standards for Doctoral Degrees in the Molecular Biosciences: Recommendations of the Committee on Education of the International Union of Biochemistry and Molecular Biology Susan Hamilton

3. PhD Education for Biomedical Scientists in the United States Joey Barnett

4. Postgraduate Education in Turkey and the Contribution of Turkish Biochemical Society Nazmi Özer

5. PhD Quality from the Standpoint of Employers Mike Hardman

6. Standards for PhD Education in Pharmacology in the UK Nicholas Goulding 7. Implementation of Orpheus Standards-Charles University of Prague

Tomas Zima, Petr Hach, Cervinka Miroslav 8. System of Research Training in Russian Federation

Konstantin G. Gurevich, Nikolay D. Yushuk 9. An Overview of the Doctoral education in Health Sciences in Turkey

Hakan S. Orer 10. Current Status of PhD Education in Biomedicine and Health Sciences in Pakistan

Abdul Haque 11. PhD Education in Bulgaria Diana Petkova 12. The Master of Science Degree (MSc) in Clinical Biochemistry and Molecular

Diagnostics, Which Offers the Option for Obtainment of a PhD, as a Model Example for Postgraduate Studies in Greece Manolis Fragoulis

13. Doctoral Education in Biomedical Science: Practice at the Manchester Metropolitan University

Nasser Ahmed 14. Key Performance Indicators for PhD Education in Biomedicine and Health Sciences

Marvin J.R. Lee 15. Standards on Post-Graduate Biochemical Education in Greece

Constantin Drainas 16. Quality Assurance in Doctoral Education -Experiences from Karolinska Institutet

Ingeborg van der Ploeg 17. Achievement of Doctoral Study: Tunisian PhD Students’ View

Emna EL Golli-Bennour 18. Research Environment for PhD Students in Biochemistry in the Medical University-

Sofia Tanya Monova, Alexey Alexeev, Ganka Kossekova

19. “PhD study and program: from ex-student to student – “A LESSON LEARNED”: A PhD course proposal Goran Ćurić, Ljubica Glavaš-Obrovac

20. New Paradigm of PhD Education at Tbilisi State University Faculty of Medicine In Georgia Nato Pitskhelauri

21. Keynotes for Doctoral Educatıon in Food Engineerıng to Health Sciences Haydar Özpınar, İsmail H.Tekiner

S1

S4

S6

S9

S13

S17

S19

S26

S31 S35

S42

S45

S49

S54

S60

S63

S67

S69 S72

S78

S82

S87


Forward The modern concept of the PhD degree, research training under supervision, was developed in the nineteenth century and has since spread to most of the World (ref. 1). The overall aim is to produce a qualified researcher, evaluated by the PhD thesis and an oral defence of the scientific results. At a meeting of European Union ministers in Berlin in 2003 (ref. 2), the previous two cycles of the “Bologna Process” (ref. 3) were extended to a third cycle covering doctoral studies. By implication these include the PhD, but not exclusively. This has accentuated the need to define more carefully what is meant by “PhD studies” and the standard of the PhD degree. In particular there is a need to distinguish the PhD from the "professional doctorates" awarded in some countries, and which are often based on shorter research training periods. To address this question the ORPHEUS (Organization for PhD Education in Biomedicine and Health Sciences in the European System) project was started in 2004, when the first conference was held in Zagreb. Here the standard for the PhD thesis was defined as containing the equivalent of three articles published in international journals. At the second conference, also in Zagreb, the topic was the content of PhD programmes, where it was agreed that programmes should be structured over 3-4 years, and that they should include about half a year of courses. The third conference in Helsinki discussed "clinical PhDs", and there was agreement that a clinical PhD, even if performed together with clinical studies, should meet the same standards as other PhDs as regards the level of the PhD thesis. The fourth conference in Aarhus, combined the previous consensus documents in a “position paper” (ref. 4) describing admission requirements, contents of a PhD programme, supervision, standards for the thesis, and evaluation of the thesis. The fifth conference in Vienna concerned mobility. The results of the various ORPHEUS conferences are in full agreement with those of the European Universities Association: "The core component of the third cycle is the advancement of knowledge through original research, and

this makes the third cycle unique and different from the first and second cycles. The doctoral training phase constitutes the main link between the European Higher Education and Research Areas, and high quality doctoral programmes are therefore crucial in achieving Europe’s research goals." (ref. 5) The aim of the present sixth conference is to discuss implementation of the position paper. In part, through discussion of quality indicators that can be used to evaluate the various sections of the position paper. In part, through presentation of a proposal for formal standards developed from the position paper in collaboration with the World Federation for Medical Education and the Association of Medical Schools in Europe.

The overriding aim of the conference is to continue the ORPHEUS project by ensuring that the quality of the PhD degree in biomedicine and health sciences is maintained and strengthened throughout Europe. Above all to ensure that the PhD remains a research degree. The present volume contains a number of articles showing how these questions are being addressed in various countries. Michael Mulvany, Vice-president ORPHEUS, Aarhus University, Faculty of Health Sciences, [email protected] ZdravkoLackovic, President ORPHEUS, University of Zagreb School of Medicine, Zagreb, [email protected] Gül Güner Akdoğan, Organizer ORPHEUS 2011, Dokuz Eylül University, School of Medicine, Izmir, [email protected]


References:

1. Nerad M, Heggelund M (eds): Toward a Global PhD, Univ Washington Press 2008 2. “Realising the European Higher Education Area”. Communiqué of the Conference of Ministers responsible

for Higher Education in Berlin on 19 September 2003 (see www.eua.be). 3. The Bologna Declaration of 19 June 1999; Joint declaration of the European Ministers of Education.

http://ec.europa.eu/education/policies/educ/bologna/bologna.pdf 4. ORPHEUS 2009 position paper: Towards Standards for PhD Education in Biomedicine and Health

Sciences. 2009. See ORPHEUS website: www.orpheus-med.org and www.orpheus2009.org/ 5. TRENDS V, European Universities Association (see www.eua.be)

Türk Biyokimya Dergisi [Turkish Journal of Biochemistry–Turk J Biochem] 2011; 36 (1); 6-8.

EDUCATIONAL ARTICLE Published date 27 April, 2011


Standards for Doctoral Degrees in the Molecular Biosciences: Recommendation of the International Union of Biochemistry and Molecular Biology

Susan Hamilton

Academic Board, The University of Queensland, St Lucia, Queensland, Australia 4072

Abstract

In 1989, the (then) International Union of Biochemistry published for the first time a set of Standards for the PhD Degree in Biochemistry and Molecular Biology. This was a time of unprecedented growth in the molecular biosciences, and also of fragmentation into specialisations such as developmental biology, neuroscience, molecular cell biology, structural biology and molecular pharmacology. The IUB document articulated a clear and relatively generic set of standards for the PhD across these specializations.

These standards have been revised in 2010 to accommodate the additional significant changes to the research environment in the molecular life sciences research in the 21st century, in particular the advances in genomics and associated use of computing, the increase in interdisciplinary research and systems-based approaches, the impact of industry funded research, the drive to develop applications of basic science and the associated emphasis on intellectual property.

These revised Standards emphasize (i) the desired characteristicsof those awarded a doctor’sdegree inaMolecular Bioscience; (ii) suggestions as tohowtheseabilitiesmaybe acquired and how their attainment maybe assessed; and (iii) suggestions regarding the criteriafortheoverall evaluation of candidates. They are intended as an aid to university departments and boards of graduate studies, to national organizations that set standards for graduate education, to those scientists who serve as external examiners toevaluate theses, and to candidates for adegree in these sciences.

Key Words: PhD education, Standards, IUBMB

Introduction

The International Union of Biochemistry and Molecular biology seeks to advance the international molecular life sciences community by:

Promoting interactions across the diversity of endeavours in the molecular life sciences

Creating networks that transcend barriers of ethnicity, culture, gender and economic status

Creating pathways for young scientists to fulfil their potential Providing evidence-based advice on public policy Promoting the values, standards and ethics of science and the

free and unhampered movement of scientists of all nations.


One of the key focus areas for the Union is education. The associated vision statement is: Enhancing teaching and learning in the molecular life sciences through international collaboration.

In 1989 the Committee on Education of the International Union of Biochemistry first published its Standards for the Ph.D. Degree in Biochemistry and Molecular Biology. These were well received internationally, and a second iteration was published in 2000 that was broader in scope, addressing not only Biochemistry and Molecular Biology but all the Molecular Biosciences.

A further revision has now been undertaken [1], necessitated in large part by the dramatic changes in the molecular life sciences over the past decade. The introduction to the new Standards paper expresses this environment very well:

“Biological Science has been changing at a stunning pace with unprecedented growth, a deepening of knowledge and proliferation of methods of investigation. At this time interdisciplinarity has become commonplace and even essential as the barriers among the traditional biosciences disappear. Biochemistry and molecular biology, cell biology, structural biology, developmental biology, genetics, immunology, microbiology, neurobiology, nutrition, physiology, pharmacology, and molecular medicine now speak the same scientific language and use the same molecular tools. It is not unusual for elements of these molecular biosciences to be combined in a single degree. In addition, informational science has made possible the birth of genomics, proteomics and bioinformatics, while interest has been moving from molecules to mechanisms and to whole organisms, from a focus on individual components to biological systems.”

The 2010 Standards document is international in emphasis. It recognises that some institutions may have lower research capability than others, and these institutions are encouraged to develop external networks that improve opportunities and outcomes for students. One specific requirement identified for doctoral students is ready access to the scientific literature and electronic databases, now regarded as essential for modern research in

the molecular life sciences. A working knowledge of English is also highlighted as a prerequisite for functioning in a modern scientific community.

The document also gives emphasis to flexibility of approach – recognising firstly that different pathways can lead to research excellence, and secondly that there is a need for flexibility in areas of the molecular life sciences that are rapidly evolving. Rather than proposing an ”ideal PhD training program” the goal has been to recommend (i) a set of graduate attributes for the PhD graduate (i.e. Standards) , (ii) some strategies by which these attributes might be achieved and (iii) criteria by which the work of the candidates might be appropriately evaluated.

There is also emphasis on breadth and diversity as opposed to narrow specialisation, and on support for the acquisition by doctoral students of generic and transferable skills such as communication skills, time management, independence and collaborative skills, with a corresponding de-emphasis on over-specialisation. Understanding the importance of integrity in science, and what constitutes ethical behaviour as a scientist, is also seen as integral to the training of doctoral students. (See IUBMB Code of Ethics).

Standards

The Standards proposed for PhD graduates in the molecular sciences are [1]:

1. The candidate should demonstrate a general knowledge of physics, organic and physical chemistry, mathematics (including calculus, probability and statistics), computer science, biology and cell biology, genetics, biochemistry and molecular biology, bioinformatics, the particular Molecular Bioscience, and good knowledge of the topic of research. 2. The candidate should be familiar with the research literature of the particular Bioscience should have the ability to keep abreast of major developments and to acquire a working background in any area. 3. The candidate should demonstrate skill in the recognition of meaningful problems and questions for research in the particular Bio-science.


4. The candidate should possess technical skill in the laboratory, including computational and mathematical, manipulations. 5. The candidate should demonstrate the acquisition of oral, written and visual communication skills. 6. The candidate should demonstrate skill in designing experiments and in conducting productive self-directed research. Strategies Formal and informal courses, student-run seminars, contributions to undergraduate teaching, presentation at group meetings, journal clubs, seminars and conferences and are among the range of activities that can usefully contribute to a graduate program of study leading to increasing confidence and sophistication as a scientist and independent thinker. The role of the research supervisor in this development is seen as critical, requiring careful judgement regarding the amount and type of guidance needed as the thesis progresses. The valuable contribution that other academics can make to the supervisory process, especially in the form of a supervisory committee, is recognised. Processes for enriching the graduate student experience at a departmental level and for facilitating active involvement of students in their departmental community are also suggested. Thesis The thesis should demonstrate “.. that the candidate has conducted successfully and meaningful research by solving an original problem with an increasing degree of independence, has made significant contributions to the work and understands how the results fit into the scheme of current knowledge” [1]. Recommendations for the preparation of the thesis include: (i) consideration of the options of a written thesis with standard literature review, methodology, results and discussion vs a collation of published papers with an introduction and discussion, as well appropriate supplementary information. For thesis defence, an oral defence before at least one external expert and the supervisory committee is recommended. Elements of the thesis recommended to be considered in assessing quality include: fluency of style, quality of critique of the literature;

clarity of experimental methods such that they can be reproduced; rigorous experimental design, clear presentation of results and appropriate interpretation and conclusions, attribution of the contributions of others. Rejection of the thesis is appropriate if defects cannot be easily remedied to the satisfaction of the supervisory committee in a reasonable timeframe. Conclusion A final theme that permeates the Standards document is the importance of the development of doctoral students as independent and creative thinkers. Pertinent statements include:

The naive beginner must evolve into a self-reliant and professional investigator during the thesis work.

Candidates should have opportunities to practice looking at problems from different perspectives and applying integrative thinking

Candidates should participate actively in selection of the [research] problem.

The original description of the doctoral thesis problem should not be too restrictive.

The supervisor must decrease detailed direction as the project proceeds and the candidate becomes more self-reliant, and may have to accept, within reasonable limits, a degree of loss in efficiency in the work of the laboratory as part of the cost of professional education.

The IUBMB offers these Standards for Doctoral Degrees in the Molecular Biosciences with the hope that they will be helpful to the international community of researchers and educators across the broad landscape of investigation that shares in common the study of living processes at a molecular level. Acknowledgements The revised standards document was prepared through the work of a committee appointed by the IUBMB, whose membership was: George Kenyon (chair), Dagmar Ringe, Adele Wolfson, Frank Vella, Susan Hamilton

References. [1]. Standards for the PhD degree http://www.iubmb.org/index.php?id=164




PhD Education for Biomedical Scientists in the United States Joey Barnett

Department of Pharmacology, Vanderbilt University School of Medicine, Nashville, TN 27232 USA, [email protected]

To whom correspondence should be addressed:

Joey V. Barnett, Ph.D. Department of Pharmacology

Vanderbilt University Medical Center Room 476 RRB 2220 Pierce Avenue Nashville, TN USA 37232-6600

Telephone: (615) 936-1722

Fax: (615) 343-6532

e-mail: [email protected]

Abstract

Most students in the U.S. enter PhD programs in the biomedical sciences after completing a Bachelor’s Degree. Academic achievement and laboratory experience are major criteria for admission. Students are paid a competitive stipend and have all fees paid by the program or mentor. Often admission is into an interdisciplinary umbrella program where additional didactic material and laboratory rotations are completed prior to choosing a mentor. This allows students to sample several disciplines, training programs, and mentors. Mentor selection is accompanied by the selection of a degree-granting program which may have additional didactic or programmatic requirements. After the completion of programmatic requirements, a comprehensive qualifying examination in the student’s area of study must be successfully completed after which the student is referred to as a doctoral candidate. Qualifying Examinations often contain both an oral and written component that may cover discipline specific and general knowledge, research plans for degree completion, or both. Doctoral candidates spend most of their effort in directed research with the mentor. The candidate’s research is overseen by a faculty committee that must approve both the body of work and the written document. Most trainees publish at least one, nonreview, peer reviewed, first author paper. The average time to PhD in the biomedical sciences is 5.5 years. Best practices in graduate training are addressed by several groups with the most influential being the National Institutes of General Medical Sciences.

Key Words: PhD education, Biomedical sciences

Several models exist for training PhD students in the biomedical sciences. In the United States most students enter PhD programs directly from Bachelors degree granting programs. Successful student applicants to PhD programs generally have significant research experience in addition to academic credentials. Graduate school time to degree in the biomedical sciences in the United States averages 5.5 years [1] placing the total time to degree, including the 4 year Bachelors degree, of under 10 years.

Overview of PhD Training in the United States A feature of many PhD granting programs is student participation in an umbrella or interdisciplinary training program (for an example of a typical such program, see 1). Here students do not apply to a specific faculty member or even department for admission but to the umbrella program where applicants may be evaluated by faculty representing several different disciplines. Upon gaining admission, students are placed in a core curriculum, which often includes elements of biochemistry, cell


biology, and genetics, that forms the foundation for future graduate, discipline-specific coursework. While completing the core curriculum which may last up to 1 year students perform rotations in faculty laboratories where they are exposed to available research projects, discipline-specific approaches, and departmental or program PhD requirements. At the conclusion of the umbrella program, successful students will have identified a mentor, a research problem, and completed a coursework foundation for discipline-specific coursework. This model has advantages for both students and faculty. Admission to the umbrella allows student to sample several disciplines as well as faculty laboratories before committing to a PhD program. Similarly, faculty members have the opportunity to determine the suitability of students for their program and laboratory prior to formally admitting them. These advantages are generally felt to outweigh potential disadvantages such as delaying entry into discipline-specific training and extending time to degree.

Once students enter discipline-specific PhD programs, either through an umbrella mechanism or direct admissions, students may spend a year completing discipline specific-coursework while beginning laboratory work and formulating a research problem. At the end of this period students must complete qualifying examinations after which they are admitted to candidacy for the PhD, transitioning from predoctoral students to doctoral candidates. Qualifying examinations vary widely across not just institutions but across departments and programs within an institution. Most examinations have both a written and oral component that may test general knowledge, discipline-specific knowledge, and the ability to define and articulate experimental strategies and design. Examinations are scored by members of the faculty and the student’s faculty mentor may or may not have a formal role in the process. If the student cannot pass the examination they are dismissed from the program.

Students who are admitted to candidacy spend the remainder of their time focused on laboratory-based research although most programs will require participation in journal clubs, seminar series, or other events to continue to expose students to research approaches and provide students the opportunity to present their research. During this

time the student is monitored by a faculty committee that includes the student’s faculty mentor and a variable number of faculty members representing the discipline and often a faculty representative from another discipline. This faculty committee has the majority of the responsibility for ensuring that the student progresses and completes degree requirements. Once the body of work is judged to represent an original and substantial contribution to the field the student is given approval to write the dissertation. This document is evaluated by the committee and accompanied by a public oral defense of the work, after which the student is awarded the PhD.

Organizations with a Stake in PhD Training Several organizations in the United States provide input into graduate education in the biomedical sciences although none have a recognized regulatory role. The National Research Council operating under the auspices of the National Academy of Science has addressed graduate programs across the United States including the recent publication (2010) of “A Data-Based Assessment of Research-Doctorate Programs in the United States” [2] which continues a several decade’s tradition of collecting information from PhD granting programs and providing comparisons based on parameters such as quality of applicants and admitted students, faculty productivity, institutional support, and student outcomes. More recently (2011), the National Research Council released “Research Training in the Biomedical, Behavioral, and Clinical Research Sciences” which addressed national workforce needs in these areas along with recommendations for investing resources to support the training of an adequate number of scientists to meet projected needs [3]. Many biomedical programs are based in medical centers which have garnered attention from the Association of American Medical Colleges which has formed a Graduate Research Education And Training (GREAT) Group that monitors and comments on aspects of graduate education associated with medical schools, particularly mentoring [4]. Discipline-specific associations and professional societies often have committee structures to monitor graduate education and address issues that arise. Recent efforts by professional societies have included supporting national meetings of graduate program directors to improve discipline specific training [5]. However,


the organization with the most direct impact on graduate education in the biomedical sciences is the National Institutes of Health (NIH). The NIH, by virtue of funding both individual fellowships and institutional training programs, has developed criteria that are used in the evaluation for funding of graduate programs. This has led to the adoption of these criteria by many programs as “best practices” that are applied to students even when not directly funded by the NIH. The NIH, National Institute of General Medical Sciences (NIGMS) funds most of the institutional predoctoral training program awards in the biomedical sciences and has just completed a strategic plan for the future of training funded by the Institute [6].

Best Practices as Established by the National Institutes of Health, National Institute of General Medical Sciences (NIGMS) The NIGMS funds institutional predoctoral training programs in the biomedical sciences in the areas of Behavioral-Biomedical Sciences Interface, Bioinformatics and Computational Biology, Biostatistics, Biotechnology, Cellular, Biochemical, and Molecular Sciences, Chemistry-Biology Interface, Genetics, Medical Scientist (MD,PhD) Training Program, Molecular Biophysics, Molecular Medicine, Pharmacological Sciences, and Systems and Integrative Biology [7]. These are highly competitive awards that fund trainee stipends and provide funds for programmatic needs. For award consideration programs are evaluated on specific criteria or “best practices” The review criteria [8] are divided into areas that are dealt with in turn below.

Training Program and Environment-Criteria that are evaluated include facilities which should include the space, equipment, and access to core facilities required for state-of-the-art research within the discipline chosen for training. Although the strength of specific components may vary between institutions, programs should demonstrate that trainees have available the necessary environment to complete the contemplated research. The objectives, design, and direction of the training program should be consistent with the effective training of scientists and the overall program of training should ensure that students are prepared for successful and productive scientific careers. This relevance to program goals and to start-of-the-art approaches also applies to

coursework and other training components of the program. Interdisciplinary or multi-disciplinary training is seen as advantageous as is demonstrated commitment from the institution to support graduate training.

Training Program Director-A primary criteria is whether the director has the scientific background, expertise, and experience required to organized, direct, and administer the training program. This is evidenced by a funded research program, publications in the field, and a record of teaching and training PhD students. The Director must also have sufficient time for administration and interacting with students. Administrative support should be provided and is seen as an indication of institutional support.

Preceptors and Mentors-Sufficient numbers of faculty should be identified to provide a critical mass of mentors to support the program. Faculty members should be funded and productive with evidence of collaboration and participation in the program. Strong records of training PhD students are expected of senior faculty members. Junior faculty members associated with the program should be mentored by senior faculty and assisted in the supervision of students. Regular evaluation of faculty members for continued participation in the program should be outlined. Specific criteria for allowing faculty members to mentor students may be enumerated along with the measures that are used to admit mentors to the program.

Trainees-Programs must articulate a recruitment plan that attracts quality applicants that are evaluated by well-defined selection criteria. Ideally the recruiting strategy may include broad participation of the training faculty and students. These approaches are best coupled with retention strategies that support students throughout their training. Retention strategies should include resources to address academic or personal issues that present barriers to training.

Training Record-Training outcomes are the best measure of training programs. Parameters that are particularly relevant include the completion rate and time to degree of admitted students. If the selection criteria and retention strategies are effective the majority of students admitted should


complete a degree in a reasonable time frame as determined by comparison to time to degree in peer programs. Student productivity can be measured by the record of publication and presentations at national meetings. Productivity may also be reflected in the success of program trainees in obtaining fellowships and awards. In addition to these measures, programs should track and report on the careers of program graduates to demonstrate that the program generates successful graduates who contribute to the scientific community. An evaluation plan for the program that specifically monitors the issues outlined above must be in place and include mechanisms for feedback from graduates and a long term monitoring plan for graduates.

Program support by the NIGMS generally supports only a fraction of the total number of trainees in a particular program. However, the prestigious nature of these institutional awards and the significant financial support provides a significant incentive that stimulates programs to adopt best practices that improves training for all trainees. These guidelines also encourage broader recruitment efforts, a focus on the retention of trainees, and a commitment to mentoring and monitoring students.

Acknowledgements

Professor Barnett would like to thank the ORPHEUS committee, and especially Professor Lackovic, for the kind invitation to participate, the American Society for Pharmacology and Experimental Therapeutics for a travel award to attend the meeting, and Vanderbilt University for continuing support.

References

[1]. Handbook for Graduate Students in the Training Program in the Pharmacological Sciences (2010) Vanderbilt University. Nashville, Tennessee USA

http://www.mc.vanderbilt.edu/documents/pharmacology/files/Graduate%20Student%20Handbook%20_2009_.pdf

[2]. National Research Council (2010) A Data-Based Assessment of Research-Doctorate

Programs in the United States. Washington, DC:The National Academies Press.

http://www.nap.edu/rdp/

[3]. National Research Council (2011) Research Training in the Biomedical, Behavioral, and Clinical Research Sciences. Washington, DC:The National Academies Press.

http://www.nap.edu/rdp/#download

[4]. Compact Between Biomedical Graduate

Students and Their Research Advisors (2008) American Association of Medical Colleges Group on Graduate Research, Education, and Training (GREAT). Washington, DC.

www.aamc.org/gradcompact

[5]. Barnett, JV. (2006) Directors of Pharmacology Graduate Programs: Pharm Phorum. Molecular Interventions 6: 4-7.

[6]. Investing in the Future, (2011) National Institute of General Medical Sciences Strategic Plan for Biomedical and Behavioral Research Training. Washington, DC

http://publications.nigms.nih.gov/training/NIGMS_Research_Training_Strategic_Plan201101.pdf

[7]. NRSA Institutional Predoctoral Training Grants Program Description and Guidelines (2011) National Institute of General Medical Sciences. Washington, DC

http://www.nigms.nih.gov/Training/InstPre doc/PredocTrainingDescription.htm

[8]. Items Considered by Reviewers in Evaluating Institutional Training Grant Applications (2009) National Institute of General Medical Sciences. Washington, DC

http://www.nigms.nih.gov/Training/NRS




Postgraduate Education in Turkey and the Contribution of Turkish Biochemical Society Nazmi Özer

Department of Biochemistry, Faculty of Medicine, Hacettepe University, 06100 Ankara and Department of Biochemistry, Faculty of Medicine, Near East University, Nicosia, Mersin-10, Turkey

Abstract

Postgraduate education has two phases in Turkey. Before 1980, universities were administered according to the law 1750. According this law, even govermental universities, were more independent in their budget managements but there were no coordination between universities. Each university had its own rules for accepting students to both undergraduate and graduate education. Some universities had MSc, PhD programmes but some did not. In medical faculties, in our knowledge till 1980 only Hacettepe Medical Faculty had MSc and PhD programmes. Other universities had only medical specialist programmes. After 1981, a new Constitution was prepared and a new university law based on items 130 and 131 in that Constitution, “Higher Education Law 2547, YOK Kanunu”, was prepared. According to 2547 YOK Kanunu undergraduate and graduate education was re-organised.

Turkish Biochemical Society (TBS) established in 1975 and after its establishment it became a member of FEBS (1978), IUBMB (1978), BCLF (1996), EFCC (FESCC, 1997), IFCC (1997). TBS had organised several workshops to contribute to the undergraduate and graduate education in biochemistry, molecular biology and clinical biochemistry. Four workshops on undergraduate and graduate education were organised together with the Educational Committee of IUBMB (in 1989, 1991, 1998 and 2000). Turkish Biochemical Society had organised 23 National Congresses with International Participation. TBS also had organised three BCLF meetings, three BBBD meetings, one FEBS Congress. A Worldlab Congress is going to be organised in 2014 in Istanbul. Thirty two (32) theoretical and practical workshops on different areas of biochemistry, molecular biology, statistics, and clinical biochemistry were also organised by TBS.

TBS also contributes to biochemistry, molecular biology and clinical biochemistry education via its journal “Turkish Journal of Biochemistry” (TrJBiochem) which has been published since 1976, on quarterly basis. Basic and clinical research, as well as reviews, are accepted for publication. It is indexed by SCI Expanded, Journal Citation Reports/Science Edition, Chemical Abstracts, Directory of Open Access Journals, Index Copernicus, Embase, Scopus, Ulakbim Türk Tıp Dizini, Ulrich’s Periodical Directory, EBSCO.

Key Words: Postgraduate education, Turkish Biochemical Society


Introduction

I. The history of the universities in Turkey

i. The history of universities in Turkey has three phases. In the first phase, till university reform at 1933, professorial chair system was dominant and every professorship behaved like seigniory. In some universities more extreme situations observed were the transfer of the professorial chair from father to his son. Professors instead of doing scientific work they were dealing with daily politics.

ii. In 1933 Ataturk made the university reform. Several professors were discharged from the university. Ataturk sent many young scientists to Europe to do their PhD’s. He also invited many scientists from European countries. At that time, especially Jewish scientists living in Germany were under restraint by nazists. After Atatürk’s invitation many of them came to Turkey and took a role in the establishment of new universities such as Ankara University or/and in reorganisation of Istanbul University. During this period, feudality system in universities weakened and they were transformed to modern universities but unfortunately after Ataturk’s death and especially after 1950’s, most of those scientists returned back to their countries or moved to USA. The universities and other education institutions were despised by the goverment. Although universities did not have enough budget for research, stil they were improving. Unfortunately, universities were blamed as the source of many terrorist actions during 1965 to 1980. After the take-over of army the most harmfull effect was observed on the universities.

iii. The third phase of the universities started with the army take-over at 1980; A new constitution and and new university law (number 2547) based on the items 130 and 131 of the new Constitution were prepared. The aim of this law was to harmonise and control the universities. It was an undemocratical and did not obey to academic customs. According to this new law academic

degrees obtained very easily and the necessity for academic maturation was disregarded. Academic advancement was based on publication in international journals. Although this resulted in increase of the number of the publications but it also resulted in a lot of fabrication.

II. The history of postgraduate education in different countries

i. In Islamic countries; the first established postgraduate education was at the medieval madrasahs (9th century), was doctorate (PhD) which originates from the permission (ijazet attadris wa ‘l-ifttd = PhD) in madrasah where the proficiency of “license to teach and issue legal opinions” were tought.

ii. In other countries;

- In France: the first PhD was given in Paris at 1150.

- In Germany: PhD started at 17th century but it was only on Theology (Th.D.), Law (J.D.) and Medicine (M.D.). In Germany the use of PhD term started at the 19th century.

- In United States of America (USA): Yale university accepted German’s system and started to use Ph.D. term starting from 1861.

- In Canada: PhD started at 1900.

- In England: The use of Ph.D. term started at 1917.

- In Turkey: The PhD education started after the university reform at 1933.

Some universities first used DPhil but later they started to use PhD. As shown in the Scheme 1, below the graduate and postgraduate education establishment followed an unexpected pathway:


Scheme 1. Historical development of academic career pathway

Why PhD is so important? PhD is very important because it is an advanced academic degree given by universities, it is the highest receivable academic degree in some countries, it is necessary to be an academician in universities and it is a necessity, in order to be a researcher in some areas.

III. The history and present situation of postgraduate education in Turkey

A. The history of the postgraduate education in Turkey;

i. The first phase starts with the university reform. Before 1980 universities were administered according to the law 1750. According this law, even govermental universities, were more independent in their budget managements but there were no coordination between universities. Each university had its own rules for accepting students to both undergraduate and graduate education. Some universities had MSc, PhD programmes but some did not. In medical faculties, in our knowledge till 1980 only Hacettepe Medical Faculty had MSc and PhD programmes. Other universities had only medical specialist programmes.

ii. After army take-over in 1980, a new Constitution was prepared and a new university law based on items 130 and 131 in that Constitution, “Higher Education Law

2547, YOK Kanunu”, was prepared. According to 2547 YOK Kanunu undergraduate and graduate education were re-organised.

B. The present situation of postgraduate education in Turkey: What are the general criteria for accepting students to MSc or PhD programmes in biochemistry?

Although legislation is prepared according to criteria in “YOK kanunu” there are quite big differences between universities.

1. A candidate should have an ALES (Academic postgraduate education Examination) score above 50 (In some universities higher e.g. 70)

2. A candidate should have a CGPA (Cumulative Grand Point Average) 2.4 / 4 or 60 / 100 (In some universities 2.8/4 or 70/100)

3. University Language Examination 70/100 or its equivalence in TOEFL, KPDS, UDS, FCE, CAE, CPE, IELTS (Academic).

4. Candidate should be successful in oral interview

For accepting to MSc or PhD programmes 50 % of item 1, 20 % item 2 and 30 % item 4 are taken into consideration but in some universities item 4; 30 % is divided between item 3 and item 4 , each contributes 15%.

IV. Turkish Biochemical Society (TBS): The history and the contribution of TBS to the graduate and postgraduate education in Turkey

Doctorate

(PhD) Bachelor of Science (BSc)

Master (MSc)

Doctorate

(PhD)

Undergraduate

(BSc)


i. Turkish Biochemical Society (TBS) established in 1975 and after its establishment it became a member of FEBS (1978), IUBMB (1978), BCLF (1996), EFCC (FESCC, 1997), IFCC (1997).

ii. TBS had organised several workshops to contribute to the undergraduate and graduate education in biochemistry, molecular biology and clinical biochemistry. Four workshops on undergraduate and graduate education were organised together with the Educational Committee of IUBMB (in 1989, 1991, 1998 and 2000). Turkish Biochemical Society had organised 23 National Congresses with International participation. TBS also organised three BCLF meetings, three BBBD meetings, one FEBS Congress. A Worldlab Congress is going to be organised in 2014 in Istanbul. Thirty two (32) theoretical and practical workshops on different areas of biochemistry, molecular biology, statistics, clinical biochemistry were also organised by TBS.

iii. TBS also contributes to biochemistry, molecular biology and clinical biochemistry education via its journal “Turkish Journal of Biochemistry” (TrJBiochem) which has been publishing since 1976, on quarterly basis. Basic and clinical research as well as reviews are accepted for publication. It is indexed by SCI Expanded, Journal Citation Reports/Science Edition, Chemical Abstracts, Directory of Open Access Journals, Index Copernicus, Embase, Scopus, Ulakbim Turk Tıp Dizini, Ulrich’s Periodical Directory, EBSCO.

V. References

[1]. University law No. 1750.

[2]. University law No. 2547 (Higher Education Law, YOK)

[3]. De Meis, L., Mehler, A.H., Rombauts, W, White, H.B., Wood, E.J. (1999, revised 2006) Standards for the Ph.D. degree in the molecular biosciences, Recomendations of the committee on education of IUBMB.

[4]. Wellington, J. Bathmaker, A._M. Hunt, C., McCullough, G. & Sikes, P. (2005). Succeeding with your doctorate. London: Sage. ISBN 1-4129-0116-2

[5]. Wilkinson, D. (2005) The essential guide to postgraduate study. London : SAGE ISBN 1-4129-0062-X (hbk.)

[6]. Wisker, G. (2005) The Good Supervisor: Supervising Postgraduate and Undergraduate Research for Doctoral Theses and Dissertations. Palgrave Macmillan. ISBN 1-4039-0395-6.




PhD Quality from the Standpoint of the Employers Mike Hardman

AstraZeneca, R&D Science Policy,UK

Abstract

PhD students are the new generation of scientists. They are enthusiastic, innovative and question traditional wisdom – all of these are essential for the future of science. They create the new ideas, which need to be nurtured in a “greenhouse” until we know which ones will grow.

The model for PhD training has evolved and not only includes developing scientists capable of excellence in research, but also includes an understanding of innovation, entrepreneurship and collaboration. This is an enhanced skill set combining “blue sky” research and the application of science.

The industry employers are increasingly recognizing the need for collaboration with academia, and Public Private Partnership (PPP) PhDs are an important element in achieving this. These PPPs allow the PhDs to work across boundaries and develop a better understanding of the different needs of academia and industry. This is important for both their initial research and for future collaborations. These PPP PhDs are also better equipped to move across boundaries, thus promoting another critical success factor – mobility.

EMTRAIN is working to increase and strengthen the PPP PhDs. We aim to develop a cohort of industry-aware PhD students, with an enhanced skill set (including innovation, entrepreneurship and drug development) and to establish an interactive community thus promoting greater communication and mutual support.

Key Words: Public Private Partnership PhDs, EMTRAIN

PhD students are the new generation of scientists. They are enthusiastic, innovative and question traditional wisdom – all of these are essential for the future of science. They create the new ideas, which need to be nurtured in a “green-house” until we know which ones will grow. Naturally the employers have an interest in the quality of the PhD students.

The employers that I represent are the Pharmaceutical Industry. The European Federation of Pharmaceutical Industries and Associates (EFPIA) was very conscious of the issues facing biomedical research in Europe and partnered with the EU commission to address them. The partnership is called the Innovative Medicines Initiative (IMI) and is the largest public-private partnership in biomedical science in Europe. The IMI projects are designed to address issues in safety, efficacy, knowledge management and education and training. It is the education and training pillar which addresses the requirements for PhD students.


The European Medicines Research Training Network (EMTRAIN) focuses on strengthening the pan-European community of scientists in drug development. Fostering mobility, integrating education and training and helping scientists to navigate the jungle of courses are the three main areas of activity. Building a programme for public private partnership (PPP) PhDs is part of this strategy.

Why are public private partnership PhDs so important to us? The industry is increasingly looking to the academic community for partnerships/collaborations in all areas of research. Having scientists who better understand both the world of academia and the world of drug development, is essential. Therefore, quality for us includes: scientific excellence, awareness of the industry needs and the application of science, additional transferable skills (innovation, entrepreneurship and collaboration) as well as communication across this community. These elements are critically important if Europe is going to remain competitive. A recent report from Denmark on a large cohort of industrial PhD students showed clear benefits in terms of salaries and job prospects as well as benefits to the companies in terms of innovation (patents) and growth [1].

In support of this we are increasing the number of public-private partnership PhDs by simplifying the contracts and helping companies and academia as well as by supporting the student communities with workshops and social networking. Having an agreed syllabus for courses also helps us to understand what the PhD graduates can do and this transparency is a part of the quality we are looking for. However, it doesn’t stop there. We are looking to map the benefits of these interventions and drive life-long learning to ensure that our scientists continue to develop their professional competency.

Another way in which EMTRAIN can support the scientific community is to provide a simple, one-stop-shop for all Masters, PhD and Continuing Professional Development courses. This will be achieved by the “on-course” catalogue/resource centre which will be launched this summer.

Finally, we are looking to bring together the scientific community, the academic community, the

employers and National Ministries so that together we can ensure that science in Europe regains it’s status. Then we can ensure that there will always be a thriving environment for future new scientists.

Reference

Analysis of the industrial PhD programme, 2011. Danish agency for science technology and innovation. http://en.fi.dk/research/industrial-phd-programme




Standards for PhD Education in Pharmacology in the UK. Nicolas J Goulding1, Annie Geraghty2

Corresponding author: Nicolas J Goulding1

1William Harvey Research Institute, Barts & the London, Queen Mary University of London UK and

2The British Pharmacological Society, UK.

Abstract

The British Pharmacological Society undertook a study to discover the views of UK pharmacologists on joining current initiatives for the harmonization of PhD education across Europe. This was achieved by a survey of the membership and subsequent triangulation by interview and the convening of a London Workshop on PhD Standards in Pharmacology in April 2011. Consensus with the ORPHEUS position was achieved for many aspects of the PhD process, including its central focus on research, three year duration and outcomes for careers in research. Significant differences were revealed in admission requirements, the extent of formalized teaching programmes and types of assessment. UK institutions would continue to offer PhD places for three year Bachelor level qualifications whilst the European ‘standard’ calls for three year Bachelor plus two year Master’s entry criteria. ORPHEUS calls for up to 6 months of formalized taught courses during the three year PhD. In the UK this is significantly less. The UK monographic thesis and viva voce examination with an internal and external examiner was preferred to the European model of published scientific articles and full review of the literature assessed by committee with iteration and public defense. This study highlights the need for continued and amplified discussion and cross-fertilization between UK and European institutions in order to influence future UK and European policy makers in doctoral education and ensure the future success of biomedical research across Europe.

Key Words: PhD standards, pharmacology, biomedical research

Introduction

The award of the PhD degree has been operational in the United Kingdom since 1917, when Oxford University instigated the first doctoral DPhil degree by research [1]. This degree standard was ratified by major UK universities in 1918 at the only national consensus meeting on the PhD to be held in the UK. London University did not accept this consensus until 1919. The inception of the UK PhD was war and market-driven. Before 1917, students from within the British Empire and the United States of America in search of research experience tended to migrate to German universities to be awarded a PhD which had gained research kudos. UK and US universities accepted the PhD standard in order to prevent a significant exodus of students to Europe. Whilst this might be perceived as a negative reason, the introduction of doctoral programmes was hugely successful and the ensuing century has seen the maturation and widespread acceptable of the PhD as the ‘Gold Standard’ qualification for a career in research.


Since its inception, higher education institutions in the United Kingdom have maintained responsibility for developing their own PhD format and regulations. Despite minor variations, there is a remarkable consistency between UK universities in the academic format required for the award for a PhD degree; the style of the PhD thesis and the process by which PhD examinations are conducted [2]. .

Universities in the UK are often categorized into two camps: those who received a Royal Charter prior to 1992; the ‘traditional’ universities and the so-called ‘new’ post-1992 universities previously known as polytechnics, running courses of a more vocational nature. Whilst these distinctions are beginning to blur, comparison of PhD regulations from pre- 1992 universities reveals more flexibility and less prescription than that exhibited by regulations and policies from the post-1992 universities [3]. This is a distinction can be explained by the need for newer institutions to establish standards and principles as they seek to gain reputation. The first serious attempt to provide a national framework for higher degree qualifications in the UK occurred in 2008. Before that time, attempts at improving quality standards of the PhD were driven by individual funding agencies who sought to assess value-for-money and to enhance completion rates [4]. In 2008, The Quality Assurance Agency for Higher Education (QAA) published an outline framework [5] which formulated outcomes for European Qualifications Framework (EQF) level 8 equivalent doctoral degrees and described the skills attained by holders of a PhD qualification in the broadest terms (Figure 1).

Doctoral degrees are awarded to students who have demonstrated:

the creation and interpretation of new knowledge, through original research or other advanced scholarship, of a quality to satisfy peer review, extend the forefront of the discipline, and merit publication

a systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of an academic discipline or area of professional practice

the general ability to conceptualise, design and implement a project for the generation of new knowledge, applications or understanding at the forefront of the discipline, and to adjust the project design in the light of unforeseen problems

a detailed understanding of applicable techniques for research and advanced academic enquiry.

Typically, holders of the qualification will be able to:

make informed judgements on complex issues in specialist fields, often in the absence of complete data, and be able to communicate their ideas and conclusions clearly and effectively to specialist and non-specialist audiences

continue to undertake pure and/or applied research and development at an advanced level, contributing substantially to the development of new techniques, ideas or approaches.

And holders will have:

the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent environments.

Figure 1: Doctoral degree outcomes and descriptors (QAA Framework for Higher Education August 2008)


In 2011, the QAA published draft characteristics of UK doctoral degrees, including the PhD, as a consultation paper [6]. This document sought to flesh-out the quality assurance mechanisms with regard to content and assessment. This was an important initiative to stimulate discussion on UK PhD standards at a national level, which has previously been lacking.

There has been much more advanced activity at the European level over the past decade. The Bologna Process has begun to focus on the potential harmonization of PhD education across Europe in its third cycle. The Bergen Communiqué (2005) by European Ministers Responsible for Higher Education indicated an aspiration of doctoral degrees being “fully aligned with the European Higher Education Area (EHEA) overarching framework for qualifications using the outcomes-based approach” [7]. Subsequent communiqués from London (2007) [8] and Leuven / Louyain-la-Neuve (2009) [9] added some aspirations towards increasing the variety of doctoral programmes and transparency in access, supervision and assessment. The 2009 communiqué highlighted the need for an impact on the quality of both disciplinary and inter-disciplinary programmes. These discussions have been informed by a framework for alignment of biomedical and health science PhDs produced and updated by the Organisation for PhD Education in Biomedicine and Health Sciences in the European system (ORPHEUS) [10] between 2004 and 2010.

Aims and Objectives

The British Pharmacological Society recently instigated a project with the aim of better understanding the potential benefits and risks to UK institutions from the European harmonization of PhD education with particular reference to pharmacology. The methodology was to develop a short questionnaire based upon the main themes of the ORPHEUS 2009 position paper 10. These were issues of a) admission criteria, b) content and nature of the programme, c) supervision and d) assessment.

The survey was advertised to members of the British Pharmacological Society by means of email and the BPS newsletter and delivered electronically (SurveyMonkey® - Palo Alto, CA, USA). Anonymous responses were received from 41

individuals over a two month period. These responses were triangulated by individual interviews and a UK workshop on PhD standards in Pharmacology held in London in April 2011 to which 14 representatives of the UK PhD pharmacology education community and 2 representatives from ORPHEUS were invited.

Survey Results

All 41 respondents were PhD supervisors with 85% working within a university or university hospital setting. The remain 15% of respondents were from the pharmaceutical industry or other commercial enterprises. Together these respondents had supervised 207 PhD students in the UK over the past 5 years. These students were funded either from internal institutional resources (18%); self-funded (13%); funded by UK Research Councils or research charities (58%); European sources (2%) or industry (9%).

Table 1 illustrates the answers provided by these supervisors in relation to the suggested ORPHEUS standards identified in the 2009 position paper [10]. .


Table 1. Survey responses to ORPHEUS suggested PhD standards

Statement Agree Disagree No opinion

a) Admissions

PhD studentships should always be recruited in advertised open competition

68% 28% 4%

PhD applicants for 3 year programmes should normally be qualified to Masters level

15% 75% 10%

b) Standardization of a PhD in Pharmacology

Across UK

Across Europe

Global

63%

33%

25%

30%

55%

63%

7%

12%

12%

c) The Nature of the PhD

PhD programmes should contain a significant component of transferable skills The main focus of the PhD should be scientific training rather than original research

d) Supervison

New PhD supervisors should have a formal training programme PhD supervisors should have 3 yearly refresher

e) Thesis and submission

Submission of thesis within a set period irrespective of scientific progress of project

Thesis as monograph Thesis as papers & review Content equiv to 3 papers in international journal

f) Assessment

Defended in English across Europe

Viva voce examination alone

Panel of examiners and public defense

PhD supervisors should have role in examination

Examiners should include one international member

74%

25%

63%

25%

38%

82% 28% 26%

44%

64%

39%

11%

29%

23%

70%

30%

65%

50%

11% 64% 69%

36%

26%

39%

82%

58%

3%

5%

7%

10%

12%

7% 8% 5%

20%

10%

22%

7%

13%


The main conclusion drawn from the survey was that that there was a general reluctance on the part of UK PhD educators for any harmonization wide than within the UK. Specifically, there was no desire to recruiting purely Masters level candidates into PhD programmes. There is a long track record in the UK of recruiting graduates from three year Bachelor of Science (BSc) courses straight into three year PhD programmes. This is different to most European models and the ORPHEUS suggested standard. UK researchers were of the firm opinion that PhD courses should maintain a high level of research content and that the supervision of students should be of high quality but low impedance. The large majority of supervisors wished to retain the monographic PhD thesis with examination by viva voce with two examiners, one internal to the institution and the other from another UK university.

These sentiments were reinforced by triangulation by interview where the general consensus was that there was some need to improve the consistency and quality control between institutions in the UK but that there was no enthusiasm for pan-European harmonization or any major change in the UK system of PhD education which was perceived to generate highly qualified and employable graduates in the sphere of pharmacological and pharmaceutical research.

UK Workshop on PhD Standards in Pharmacology

A UK workshop on PhD standards in Pharmacology was convened in early April 2011 to further triangulate the results of this survey. Fourteen representatives of the UK PhD pharmacology education community joined the President and Vice-President of ORPHEUS in an open format meeting with presentations, breakout sessions and plenary feedback.

Discussion focused upon agreed positions between the draft QAA UK position paper of 2011 6 and the ORPHEUS position paper of 2009 10.

Plenary Session: PhD recruitment and supervision

The UK position agrees well with the ORPHEUS position on recruitment. Peer review of proposed projects is important to maintain the quality of

science and the probability that the student will complete a coherent body of research within the time frame. The project should judged on scientific merit as well as the supervisor’s track record. Open competition for places and an interview process was also deemed to be the best scenario.. Whilst the ORPHEUS position indicates a Masters level qualification for entry to a PhD programme, a BSc degree is deemed sufficient in the UK, although it was agreed that the increasingly popular 1+3 year model of PhD education in the UK where a student obtains a Masters in Research (MRes) and then enrolls in a PhD is preferable as long as funding is available.

The panel came to consensus that the primary supervisor should have a stable position within the institution, be active in research with an extensive network of collaboration. It is advisable to have a second supervisor associated with each project.

Supervisor training was thought critical for new supervisors, less so for established supervisors and may be resisted by some senior academics.

A good student – supervisor relationship was deemed to be paramount. Some institutions have developed codes of conduct and agreements to highlight this importance.

Plenary Session: PhD duration, structure and content

UK participants agreed with European delegates that 3 years should remain the base duration for the PhD study. It was recognized that many students can take longer, but UK funding bodies and quality assurance agencies are now requiring institutions to put in place mechanisms to ensure low drop out rates and to maximize rates of thesis submission within 4 years.

The workshop picked up on a process rather under-evaluated by ORPHEUS, that of monitoring student progress. All universities represented had similar systems with a progress report within the first 6-12 months. This is a pivotal point in determining whether the student was capable to complete a PhD degree. This is followed by at least two monitoring meetings during the proceeding 30 -40 months. Some funding bodies ask for additional reports at different time points. The working group


considered it is vital to pick up failing students as early as possible in their studies.

Work-life balance was another issue. Students’ expectations are changing; they are not necessarily willing to work excessive hours that may have been expected by supervisors in the past. The EU states 37.5 hours in a working week max of 45 hours in the working directive. Many students work longer than this and think it is reasonable. There was debate as to whether research study is covered by the directive and whether it is appropriate for ORPHEUS to consider average and maximum working hours for students.

It was agreed that transferable skills were vital for PhD students to obtain but must be balanced with the need to carry out research. ORPHEUS suggests a standard of up to 6 months of formalized taught courses during the three year PhD (~30 ECTS points). In the UK this is significantly less. Some biomedical science PhDs have formalized input of less than 4 weeks duration, although it was noted that there was flexibility in interpretation of a taught course.

Plenary Session: PhD thesis and examination

This group was happy with the UK methods of assessment and felt that ORPHEUS could learn lessons from the UK and vice versa, particular regarding public engagement. In a difference of opinion from ORPHEUS, a monograph was considered the best way to judge a student’s contribution to the work they presented. Publications could be included in a monograph as an appendix.

The group confirmed the overwhelming survey opinion that the viva voce is a rigorous and robust opportunity for examiners to test students detailed understanding of the project, determine their role in the research and their understanding of the wider context of their work.. The group was skeptical about the robustness of the ORPHEUS model of written iterations of the thesis based on committee direction.

This panel emphasized the supervisor’s role in ensuring the student is ready to submit their thesis with a high probability of success. It also stressed the opinion that they should not be present at the viva.

It was deemed appropriate that supervisors should be involved in the selection of examiners in conjunction with other institutional representatives, to ensure fairness and no degree of partiality. The examiners should be subject experts but not necessarily exactly in the specific area of investigation. The selection process should be ratified by the university and there should be one internal and one external examiner. Although public presentations are common in Europe, there is little appetite to adopt this model widely in the UK.

Conclusions

A general reluctance by the UK Pharmacological academic community for significant changes to the nature of the PhD was evident in all aspects of this study. The survey results were confirmed by individual interview and in the workshop meeting. This study concludes that whilst UK pharmacologists see the need for higher quality PhD supervision and to maintain the perceived high existing standards of training offered, they are generally disinclined to adopt a Europe-wide model of PhD education, preferring to retain key elements of recruitment of students after EQF level 6 Bachelor-level training, apprenticeship-style research and examination by monographic thesis and viva voce by two examiners.

Now that a link has been established within the domain of pharmacology, it is hoped that dialogue between UK biomedical researchers and their continental European partners will accelerate. It is vital to maintain the momentum of discussion, and to cross-fertilize UK perspectives with those of European institutions in order to influence UK and European policy makers in the arena of doctoral education These are early steps in a vital long-term process which seeks to improve the research base in the biomedical sciences and improve the global career prospects and mobility of PhD graduates in the biomedical sciences.

References

[1]. Simpson R. (1984) How the PhD came to Britain : A Century of Struggle for Postgraduate Education. Taylor and Francis, London


[2]. Tinkler P, Jackson C. (2000) Examining the Doctorate: institutional policy and the PhD examination process in Britain. Stud. Higher Educ. 25: 167-180

[3]. United Kingdom Government. (1992) .Further and Higher Education Act 1992. The Stationary Office Ltd, London ISBN 0-10-541392-5

[4]. Booth A, Satchell S. (1996) British PhD completion rates: some evidence from the 1980’s. Higher Educ. Rev. 28: 48-56.

[5]. Quality Assurance Agency for Higher Education. (2008) The framework for higher education qualifications in England, Wales and Northern Ireland. QAA, London. ISBN 978 1 84482 871 5

[6]. Quality Assurance Agency for Higher Education, (2011) Doctoral Degree Characteristics: A Draft Consultation Document QAA, London. http://www.qaa.ac.uk/standardsandquality/doctoralqualification/Doctoraldegreechara.pdf

[7]. The European Higher Education Area – Achieving the Goals: Communiqué of the Conference of European Ministers Responsible for Higher Education, Bergen (2005) http://www.bologna-bergen2005.no/Docs/00-Main_doc/050520_Bergen_Communique.pdf

[8]. Towards The European Higher Education Area: Responding To Challenges In A Globalised World (2007) , Communiqué of the Conference of European Ministers Responsible for Higher Education http://www.enqa.eu/files/London%20Communique%20-%2018-05-2007.pdf

[9]. The Bologna Process 2020 - The European Higher Education Area in the new decade. Communiqué of the Conference of European Ministers Responsible for Higher Education (2009). Leuven and Louvain-la-Neuve. http://www.ehea.info/Uploads/Declarations/Leuven_Louvain-la Neuve_Communiqu%C3%A9_April_2009.pdf

[10]. ORPHEUS – Vienna Consensus Papers (2004-2010) http://www.orpheus-med.org/




Implementation of Orpheus Standards-Charles University of Prague Tomas Zima, Petr Hach, Cervinka Miroslav

Corresponding author: Tomas Zima

First Faculty of Medicine, Charles University Prague, Faculty of Medicine Hradec Králové, Charles University Prague

[email protected]

Abstract

The Charles University of Prague was founded in 1348 and now, including 17 faculties with 52 000 students on different educational levels, important part of them are PhD students. There are 5 medical schools, school of pharmacy, mathematics and physics and natural sciences. These Schools have accredited many PhD programs focusing on biomedicine. The admission to our PhD programs totally free, it can be made concurrently after Master's program. Our admission criteria includes the project proposal, approval of supervisor and the head of department. The entry oral exam consists of basic knowledge of studied subject, knowledge of English and discussion of proposed PhD project. The criteria for enrolling the students are - the scientific quality of the commitment and stipend and the maximum by our law is 8 years. The stipend was done by University, our research oriented university fully granted the enrolling the PhD students. The program of biomedicine is program organized together with Academy of Sciences. The structure of PhD program contains daily research and scientific training, international exam in English, participation on 1 or 2 courses organized by scientific board of PhD program (focusing on modern trends in the scientific disciplines, etc.). During the study the PhD student must be minimally the main author of original article published in IF ranking journal and co-author of one or more original papers related to the PhD project. Before the evaluation of PhD thesis, the students must successfully pass the governmental oral exam of the studied subject. The PhD thesis should be written in Czech or English language. Assessment committees are appointed by the dean of the faculty. The committee selects the two external persons for independent review. The PhD student oral presented his scientific results and thesis, reacted to the report of reviewers and questions by the committee and auditorium. The secure voting made the results with is approved by the Faculty. In 2009, 158 PhD students successfully graduated on the five medical faculties. The Charles University is comparable to the Orpheus standards approved in Denmark in 2009.

Key Words: Charles University of Prague, PhD education


The Charles University in Prague was founded in 1348 and now, including 17 faculties with 52 000 students on different educational levels, important part of them are PhD students. There are five medical schools, Faculty of Pharmacy, Mathematics and Physics and Natural Sciences. These Faculties have accredited many PhD programs focusing on biomedicine. Some medical schools have clinically oriented PhD programs or there are comparable programs with medical specialization and PhD program organized together with university hospitals (Table 1, 2). A Doctor degree study programme is focused on scientific research and independent creative work in the field of research or development. Further studies at the Faculty are provided in doctoral study programmes in Czech language, and in selected study programmes in English language as well. The graduates are awarded the academic degree “Doctor” (in abbreviation “Ph.D.”, affixed after their names). Studies in doctoral study programmes in biomedicine, which are provided by Charles University in co-operation with the Academy of Sciences of the Czech Republic and relevant institutes of the Ministry of Health of the Czech Republic, are supervised and evaluated by the respective Co-ordinating Board of PhD studies in Biomedicine. The Accreditation process of PhD programmes started at the faculty with preparation of the programme including the relevances to the research on the faculty and list of the members of Field Board for each programme which include the respected scientists. The proposals for appointment of members of Field Boards can be submitted to the Dean by the Scientific Board of the Faculty and scientific boards of the partner institutions. The Field Boards submit proposals to the Dean for composition of entrance procedure boards, appointment of Supervising Tutors and Consulting Tutors. They appraise and approve the students’ individual curricula, according to the study programme stipulate the requirements for the Doctoral State Examination, propose the members of the Boards on Defence of Doctoral Dissertations and Doctoral State Examination Boards, organize these examinations and defences, organize courses of lectures and seminars for the students and make their lists public.

The objective of PhD studies is preparation of graduates of Master degree programmes for independent work in the sphere of basic and goal-directed research in one of the basic biomedical fields. The concept of the studies and requirements in each field are specified by the Field Board, composed of experts from all participating institu-tions. For students in doctoral study programmes, basic profile courses are provided with theoretical or practical (laboratory) bias. The programme is available for all Czech or international graduates of Master degree programmes of university-level schools who pass the entrance procedures successfully. Studies in a doctoral study programme can be in full-time or combined form.

The admission to our PhD programs totally free, it can be made concurrently after Master's program. The application includes CV, proofs of education completed at the Master degree programme level (or affidavit on being a student in the last year of studies at the faculty), abstract of the research project and other relevant documents (e.g. list of publications, certificates of State Examination in a language, proof of practical experience, etc.). Our admission criteria includes the project proposal, approval of supervisor and the head of department (declaration of the resources needed to complete the project). The student is directed by the Supervising Tutor. The Supervising Tutor’s duties include in particular assigning the topic of the research work and prepare the plan for its solution together with the student.

The entry oral exam consists of basic knowledge of studied subject, knowledge of English and discussion of proposed PhD project. The criteria for enrolling the students are - the scientific quality of the project, the quality of the supervisor (experienced with PhD education, PhD or an equivalent degree, researcher which published in journals with IF).

Standard duration of studies in doctoral study programmes is four years full time commitment and scholarship. Maximum duration of studies in a doc-toral study programme is eight years, however in the full-time form they can only be studied for the period that is equal to the standard duration of studies in the respective study programme. The student in a doctoral study programme has the


status of the student to the effect of the Act on Schools of Higher Education, with all legal and social consequences thereby ensued. Form of studies are full-time with scholarship and combined (while being employed; the employer’s consent bust be prooved). The stipend was done by University, our research oriented university fully granted the enrolling the PhD students. The stipends will be sufficient as 50% of junior academics salary. PhD students are selected on the basis of a competitive and internationally open process. We have also accredited PhD programs in English but there is the problem that the stipend which should not be the supportive living expenses in our country.

The structure of PhD program contains daily research and scientific training, international exam in English, participation on 1 or 2 courses organized by Field Board of PhD program (focusing on modern trends in the scientific disciplines, research management, bioinformatics, statistics etc.). The students must passing an examination of English language at the University Institute for Foreign Languages, State Examination in the language, or an internationally recognized language examination (e.g. TOEFL, Cambridge examination).

During the study the PhD student must be minimally the main author of original article published in IF ranking journal and co-author of one or more original papers related to the PhD project. The evaluation of students organized annually by the supervisor and head of the scientific board of PhD program. This report was approved by scientific board of the Faculty. Before the evaluation of PhD thesis, the students must successfully pass the State oral exam of the studied subject.

The studies are duly completed with the Doctoral State Examination and the defence of a Dissertation. The Dissertation is to prove the ability and skill for independent activity in the field of research or development, or for independent theoretical and creative artistic activity. The Dissertation must contain original and published results, or results accepted for publication. The Dissertation is submitted in printed form in four bound copies and in electronic form on a physical medium. Together with the Dissertation, its

abstracts are submitted in both Czech and English language. The abstracts must include the goal of the work, methodology, major findings, summary and list of author’s publications. For the defence, are documents must be submitted - record of the Doctoral State Examination, short curriculum vitae with basic personal details, the Supervising Tutor’s opinion on the student and the Dissertation, list of publications and their possible responses in quotations.

The PhD thesis – dissertation should be written in Czech or English language. There is no minimum standard for pages, some thesis is fully written or some of them are the comments of publishing papers. The chairperson and members of the Doctoral State Examination Board are appointed by the dean of the faculty, following discussion in the Field Board as well; one of the members of the board is the Supervising Tutor as a rule, and at least one of the members of the board is not a member of the academic community of the faculty. Assessment committees are appointed by the dean of the faculty. The board will establish two examiners to give their expert opinion – independent review on the dissertation submitted.

The defence of the dissertation is public and oral. The PhD student presented his scientific results and thesis, reacted to the report of reviewers and questions by the committee and auditorium. The secure voting made the results with is approved by the Faculty. Successful completion of the studies requires passing the Doctoral State Examination and defending a Dissertation. If the board states the classification as failed, at a time it will decide whether the dissertation should be revised or extended; a repeated defence of the dissertation is possible in six months at the earliest.

In 2009, 158 PhD students successfully graduated from the five medical faculties (Table 3). The Charles University PhD programmes in field of biomedicine are fully comparable according the Orpheus standards approved in Denmark in 2009.

References:

[1]. Studies and Examination Regulations of Charles University in Prague (from of 28th April 2006)


[2]. Rules for Organization of Studies at the First Faculty of Medicine, Charles University in Prague

[3]. Rules of Field Boards of PhD Studies in Biomedicine – Charles University in Prague

[4]. Annual report of Charles University in Prague – 2009

[5]. Orpheus Standards (Denmark 2009)

Table 1. Accredited doctoral study programmes at Faculties of Medicine Charles University in Prague

Name of Programme

1st Fac Med

2nd Fac Med

3rd Fac Med

Fac Med Hradec Králové

Fac Med Pilsen

1. Molecular and Cell Biology, Genetics and Virology

X X X

2. Cell Biology and Pathology X X X X

3. Developmental and Cell Biology

X

4.Biochemistry and Pathobiochemistry

X X X X

5.Human Physiology and Pathophysiology

X X X

6. Immunology X X X

7. Microbiology X X X

8. Neurosciences X X X

9. Pharmacology and Toxicology

X X X

10. Experimental Surgery

X X X

11. Preventive Medicine X X X

12. Biomedical Informatics

X X X

13. Gerontology X X X

14. Medical X X X X

Biophysics

15. Parasitology X

16. Bioethics X

17. Imaging Methods in Medicine

X

18. Biomechanics

X X X

19. Psychology X

20. Antropology X X X

21. History of Medicine* X

22. Anatomy, Histology and Embryology X X

23.Clinical Biochemistry X

24.Clinical Oncology and Radiotherapy X

25. Dentistry X X

26.Dermatology X

27.General Medicine X

28.Gynaecology and Obstetrics X X

29.Hygiene, Preventive Medicine and Epidemiology X X

30. Internal Medicine X X

31.Medical Biology X

32.Medical Chemistry and Biochemistry X


33.Medical Immunology X

34.Medical Microbiology X

35.Medical Pharmacology X X

36.Neurology and Psychiatry X

37.Ophthalmology X

38.Otorhinolaryngology X

39.Paediatrics X X

40.Pathology X X

41.Physiology and Pathological Physiology X X

42.Psychiatry X

43.Radiology X

44.Surgery X X

Table 2. Accredited doctoral study programmes at Faculty of Pharmacy, Charles University in Prague

Biochemistry –

Pathobiochemistry and Xenobiochemistry

Healthcare Bioanalytics – Bioanalytical Chemistry

Organic Chemistry – Bioorganic Chemistry

Pharmacy - Clinical Pharmacy, Pharmaceutical Analysis, Pharmaceutical Chemistry, Pharmaceutical Technology, Pharmacology and Toxicology,

Toxicology of Natural Products

Table 3 - Number of Accredited doctoral study programmes, students and graduates in Charles University (Annual Report of Charles University in Prague 2009)

Faculty

PhD programmes

Total number of PhD students

New accepted students

Graduated students

1st Faculty of Medicine

19 1002 160 63

2nd Faculty of Medicine

13 385 68 29

3rd Faculty of Medicine

13 263 34 12

Faculty of Medicine Pilsen

17 160 24 16

Faculty of Medicine Hradec Králové

20 271 46 38

Faculty of Pharmacy

3 153 36 31




System of Research Staff Training in Russian Federation Konstantin G. Gurevich, Nikolay D. Yushuk

Moscow State University of Medicine and Dentistry, 127473, Delegatskay st., 20/1, Moscow, Russian Federation

Corresponding author: Tomas Zima

First Faculty of Medicine, Charles University Prague, Faculty of Medicine Hradec Králové, Charles University Prague

[email protected]

Abstract

Russian Federation practices a two-level system of research staff training comprising postgraduate and doctorate training. Postgraduate training includes studying in one branches of knowledge, i.e. medicine, biology, chemistry, pharmacy, psychology, veterinary and so on. Postgraduate training can be full-time (3 years) or part-time (4 years). The second level of training (doctorate training) can be full-time only (3 years). Postgraduate training implies preparation for the defense of a thesis for the degree of Candidate of Sciences, and doctorate training – for the degree of Doctor of Sciences. The postgraduates’ curriculum includes courses on history of philosophy and science, a foreign language, computer science, pedagogy, and in-depth study of the chosen profession. Upon completion of courses in history of philosophy and science, a foreign language and health profession, students take their qualifying examination for the Candidate Degree that proves the student’s academic qualification. At the same time students are engaged in their principal research and teaching activities. The process of writing of a research thesis ends in its public defense, meanwhile the research results have to be published in national and peer-reviewed press.

Key Words: Research training, Post-Graduate training, Russian Federation

Introduction

Research Staff Training in Russian Federation is governed by regulatory documents of the Russian Ministry of Education and Science, the Russian Ministry of Public Health and Social Development, and internal documents of universities or institutes provide such programs. Unlike in European countries, Russian system of research training is double-leveled, highly regulated by law and consists ofpostgraduate and doctorate training. Postgraduate training implies carrying out research based on an advanced hypothesis and preparation for defense of the thesis for the degree of Candidate of Sciences, and doctorate training – for defense of the thesis for the degree of Doctor of Sciences. The postgraduate degree research shall solve a problem of significant importance for the relevant branch of knowledge. The aim of the doctorate research is to develop theoretical statements which as a whole can be qualified as a new scientific achievement [1].


Postgraduate and doctorate training is governed by the RF Ministry of Education and Science [2]. Postgraduate training can be considered an analogue of PhD. At present there are 3 or more research works in progress that are supposed to be defended for both the degree of Candidate of Medical Science and PhD.

Postgraduate Training

Enrolment for postgraduate training is competition based. Only graduates of higher educational institutions having a state-recognized diploma can be admitted to competition. To be enrolled for postgraduate training in medico-biologic, veterinary and pharmaceutical specialties one must have higher education in the relevant field. To be enrolled for postgraduate training in clinical specialties one shall complete a 2-year in-depth training course in the discipline of specialty (residency) or have at least 3 years of practical work experience. State-financed education is available for RF citizens only, but citizens of former USSR-countries might free application to the training courses with costs covered by themselves. Entrants pass interviews with their prospective research supervisor; pass examinations in history of philosophy and science, a foreign language and their specialty discipline. Usually provides an opportunity to choose a foreign language – English, German or French; other EU languages are not common; Asian languages are not applicable in field of medicine and biology. The aim of the examination is to assess the skills displayed while reading and translation of scientific texts using a dictionary. The examination in the specialty discipline is held to assess the entrant’s knowledge in the chosen field.

Postgraduate training can be either full-time or part-time. The full-time course lasts for 3 years, and part-time training lasts for 4 years. General curriculum is shown in Table 1; however, each postgraduate student has an individual training schedule agreed with the research supervisor. The postgraduate educative process includes studying history of philosophy and science, a foreign language, computer science, pedagogy, and in-depth study of the specialty. The studies content for general scientific disciplines is approved by the RF Ministry of Education and Science, and the course of studies in special disciplines is approved by the

FR Ministry of Public Health and Social Development [3]. The list of specialties is approved by the FR Ministry of Public Health and Social Development [4].

Table 1. Full-time Postgraduate Training Curriculum [5]

Curriculum Recommended number of hours

(36 hours of auditorium activity and 54 hours of full activity per week)

Educational and professional disciplines

Foreign language

100

History of philosophy and science

100

Special disciplines of the chosen branch of science

280

Student teaching (academic practice)

100

Electives (computer science, pedagogy and so on)

500

Research work and thesis 5940

Preparation for the thesis defense

540

Postgraduate training in Russian Federation is provided in branches of knowledge (medicine, biology, chemistry, pharmacy, psychology, veterinary) and specialties inside branch of knowledge (stomatology, obstetrics and gynecology, surgery, therapy, etc.). The list of specialties is approved by the RF Ministry of Education and Science. The annual number of postgraduate students in each specialty whose


training is state-financed is approved by the Ministry of Public Health and Social Development or Ministry of Education and Science or local government. However, the universities and institutes may offer training on contract basis.

In their first year of studies, postgraduate students shall establish the subject of their forthcoming research work. The research subject shall be chosen based on postgraduate’s and supervisor’s interests and has to be relevant for the area of research work conducted by the Chair and/or higher educational institution. The subject is approved in several steps (Table 2). Upon completion of the first year of postgraduate studies, postgraduates have to pass examinations in history of philosophy and science, a foreign language, and a credit in computer science in order to continue their studies. During the first year, postgraduates shall start an experimental work (upon obtaining a permit from the Ethics Committee) and perform a review of literature related to the research subject. The Attestation Commission is formed annually. It is in charge of verifying postgraduates’ works compliance with individual curricula.

Table 2: Principal Steps of Research Subject Approval

Step Description

Approval of the research subject at the Chair meeting

To determine whether the chosen subject agrees with Chairs’ research work

Patent search To determine the degree of ingenuity and novelty of the future research work from the scientific point of view; to assess registrability of the research subject

Basic Research Commission of the higher educational institution

To determine conformity of the chosen subject with research work conducted by the higher educational institution

Ethics Committee Ethical expertise of the future research

Academic Council Public discussion of the future research

In the second year of studies, postgraduates complete in-depth study of their special disciplines. Upon its completion, an examination is held. The examination procedure and requirements are approved by the RF Ministry of Education and Science [6]. In the second year of studies postgraduates take a special course in pedagogy and start holding seminars with students. Annual attestation is also conducted in the second year of postgraduate studies, in the same manner as in the first year.

Postgraduates start their research work from the first year of study. Its subject and scope shall be determined by the research supervisor. It is specified by the Ministry of Education and Science that thesis research results shall be published in national press, at that at least 3 articles shall be published in journals included in the special list (peer-reviewed journals having high impact factor) [7]. This list of Russian-language journals is available on-line [8]; foreign journals should be listed in one or more of the following citation indices: Web of Science: Science Citation Index Expanded, Social Sciences Citation Index, Arts and Humanities Citation Index.

The results of postgraduate studies are assessed by public approbation (pre-defense) of the thesis in the 3rd year of studies. Representatives of at least 3 chairs shall take part in such pre-defense. Its aim is to define if the resulting conclusions and practical recommendations of the thesis are valid and it can be presented for public defense. Usually thesis and public defense are going in Russian; sometimes national languages of RF or former USSR-countries are applicable, but in this case the abstract have to be in Russian.

Not later than one month before the defense date, the thesis summary (abstract) shall be sent out to the leading higher educational institutions and research institutes in the country, and also posted on the official site of the Academic Council. Defense of the thesis is held as an open discussion. All defense-related materials are submitted to a special Attestation Commission of the RF Ministry of Education and Science that verifies their


compliance with all formal requirements and also resolves any arising disputes. The decision of the Commission on granting academic degrees shall be final and binding.

Doctorate Training

The list of specialties for doctorate training is approved by the RF Ministry of Education and Science. The 3-year course is a full-time one. Training is state financed and approved by the Ministry of Public Health and Social Development or Ministry of Education and Science on annual basis.

To be admitted to doctorate persons must hold the degree of Candidate of Sciences. Training is based on individual curricula that combine teaching and research activities. The subject of the research is established in the first year of doctorate as it is done for postgraduates training. Thesis approbation and then its public defense take place in the third training year.

There are also some differences in requirements to public defense of doctorate theses. Thus, at least 15 articles shall be published in journals included in the special list (peer-reviewed journals with a high impact factor). The abstract shall be posted on the special site of the RF Ministry of Education and Science and the thesis itself shall be posted on the site of the Academic Council not later than 3 months before the supposed defense date. Besides, a defense announcement shall be published in a special release of the RF Ministry of Education and Science.

Conclusion

Thus, the system of research training in Russian Federation is substantially different from the European one. Participation of international experts in further development of postgraduate research training can be useful to establish more transparent and understandable research qualifications.

References

[1]. Regulation No. 74 of the Government of the Russian Federation dated 30.01.2002. Regulation on the Procedure of Academic Degrees Granting

[2]. Order No. 814 of the RF Ministry of General and Professional Education dated 27.03.1998 on Approval of the Regulation on Training of Scientific and Teaching Staff within the Framework of Postgraduate Professional Education in the Russian Federation

[3]. Letter No. 155-VS of the Deputy Minister of Health V.I. Starodubov dated 15.01.2007 on Training of Health Care Professionals

[4]. Order No. 553 of the Ministry of Public Health and Social Development dated 20.08.2007 on Introduction of Changes and Amendments to Order No. 337 of the RF Ministry of Public Health dated 20.08.1999 “On Nomenclature of Specialties in Health Care Institutions of the Russian Federation"

[5]. The RF Ministry of Education. Temporary Requirements to the Basic Educational Programme of Postgraduate Education in Branch 14.00.00 “Medical Sciences”. Moscow, 2002

[6]. Order No. 696 of the RF Ministry of Education dated 17.02.2004 on Approval of the List of Examinations for the Degree of Candidate of Sciences

[7]. Resolution No. 38/54 of the Presidium of the Higher Attestation Commission of the Ministry of Education and Science of Russia dated 10 October 2008

[8]. http://vak.ed.gov.ru/common/img/uploaded/files/vak/enumeration/per-04-2008-1.doc




An Overview of the Doctoral Education in Health Sciences in Turkey Hakan S. Orer Institute of HealthSciences, Hacettepe University,Sıhhiye 06100 Ankara, Turkey +90-312-305 1091 +90-312-309 3190 [email protected]

Abstract Growing interest in Turkish science is an evidence of the increased visibility of the country in the global arena. Turkey has increased its global share of scientific output from 0.7% in 2000 to 1.9% in 2009. Since 1990s, universities have adopted promotion rules that require academics to publish in ISI-indexed journals. Biomedical research dominates Turkish research, akin to West Europe. Therefore, graduate education in health sciences could serve as a vantage point to monitor the overall research activity. There are more than 60 graduate study institutes in Turkey that are responsible for the administration of MSc and PhD programs in health sciences. The number of universities has grown fast in the last 20 years and there is a considerable gap to fill academic positions.

Turkey performs better than average in implementing the Bologna principles, including ECTS. Doctoral education in Turkey was modeled after the US system. A typical study consists of a course period, qualifying exam and followed by the thesis work that lasts overall 4 years (8 semesters) with a possible extension of 2 years (4 semesters). Admission is competitive and transparent. The Higher Education Council (HEC) sets the base admission criteria, rather than universities. Although there is no such a formal distinction, doctorate studies in health sciences could be divided into 2 broad categories: research Doctorates and professional/applied Doctorates. Most graduates who later wish to pursue an academic career publish their thesis works in indexed journals. Publication incentive is low in some fields where overrated professional expectations result in lower quality theses. According to recent HEC rules, at least 5 academics (1 full professor) are needed to start a Doctorate program. However, stringent criteria are needed to assess the institutional research environment.

Keywords: Third cycle, PhD, research, education strategy, graduate school

The organization for PhD Education in Biomedicine and Health Sciences (ORPHEUS) is a relatively young pan-European platform, which establishes a common understanding among faculty members on doctoral education in the field of allied health sciences [1]. The mobility of the qualified workforce, especially the researchers, is a strategic issue to maintain the competitiveness of the greater European region (covering the so-called Bologna Area) facing stiff competition from East Asia to Latin America and the Pacific Rim. The creation of a European Higher Education Area (EHEA) together with the European Research Area (ERA) has urged the member countries to incorporate the principles of the Bologna Process and the European Qualifications Framework into their national legislations. Regarding higher education,


the overall compliance to the Bologna Process in the last two decades is promising, especially up to the level of the second cycle, which corresponds to the master’s degree. In that sense, Turkey’s grade marks are generally above the average [2]. Considering the emphasis put in integration, it is not surprising that there is a growing interest for building research networks, as well as student exchange schemes, such as Erasmus. However, the third cycle, which corresponds to the doctorate (PhD) degree, is still a matter of debate since the determination of outcomes is largely dependent on the level of research in a particular institution[3]. It is neither feasible nor desirable to sculpt the researchers based on a fixed prototype. The culture, as well as training priorities and trainee backgrounds, is different in different countries and a successful research environment as large as Europe requires the transfer of not only the knowledge and skills, but also the culture and lifestyle. Therefore, a fundamental problem related to the mobility of researchers is how to assess the quality of their training and to assure that they have acquired the necessary skills (both core and specific) for subsequent career paths.

Here, a global description of Turkish “third cycle” i.e., doctoral, education in health sciences will be given in conjunction with the recent developments on the scientific research output of the country. As stated in ORPHEUS Aarhus position paper, hands-on research is the mainstay of a PhD thesis [4]. Therefore, any assessment of doctoral education is unequivocally related to the scientific research capacity of the country as a whole.

Turkey is an emerging economy aspiring to become a global player by 2023. To reach this goal, she has to transform herself into an innovation-based and research-driven economy. A prerequisite for this endeavor is to increase the overall scientific output. In mid 1990s, starting from the “elite” universities in Ankara and Istanbul, universities have adopted bylaws that require academics to publish in peer-reviewed journals indexed by the Institute of Scientific Information (ISI) to be promoted in academia. That decision has changed the landscape of Turkish science. For example, the number of publications from Hacettepe University Faculty of Medicine jumped from 152 to 237 (56% increase) in a single year [5]. Starting from 1990, the number of published papers per million people has also

increased more than 15 fold to reach 318 in 2008 [6]. It is obvious that the number of publications has increased at a pace higher than the world average and Turkey’s share in the global scientific publications jumped from 0.08 in 1981 to 1.56% in 2006 [7]. As a result, Turkey’s rank in scientific publications has risen from 44th position in 1986 to 19th, in 2006 [8]. Growing interest in Turkish science is an evidence of the increased visibility of the country in the global arena. Clinical and health sciences fields account for 32.8% of all publications. Allied social sciences contributed with a meager 2.5% over a period of 25 years. Turkey was qualified as “medium-sized scientific producer” in the European Report on Science & Technology Indicators that covers 1995-99 period [9]. According to the report, countries were roughly clustered into 4 groups following the publication patterns: (i) biomedical research dominant (e.g., UK, USA, Western Europe), (ii) engineering dominant (e.g., Japan, Taiwan, S. Korea), (iii) physics-chemistry dominant (e.g., Russia, former Communist-Bloc countries), (iv) environmental & agricultural research dominant (e.g., New Zealand, Ireland).The Turkish research pattern is similar to the biomedical research dominant, West European pattern.Therefore, graduate education in health sciences could serve as a vantage point to monitor the overall research activity.

The number of citations also increased at an exponential rate in the last 25 years. Total number of citations may not give an adequate picture of the research impact. Normalized mean citation rate (NMCR) was used to assess the quality of publications in a specific field, whereas relative citation rate (RCR), the ratio of the observed citations over journal impact factor, was used as an index of how a publication is ranked compared to other publications from the same journal [10]. Although, in a report by Karasözen, Turkish publications in the fields of clinical medicine, agriculture, pharmacology & pharmacy, engineering, botanic & zoology and environmental sciences & ecology obtained NMCR values above zero, Glänzel pointed out that despite the increase in RCR over the years, NMCR failed to follow [10, 11]. Presently, it looks like Turkish publications are on the rise in both volume and quality; however, there is room for improvement to attain the global field-specific standards and in that sense, health sciences are not an exception.


In 1973, there were only nine universities (all public) in Turkey. This number reached 19 in 1981, and in 2009 there were 154 universities (102 public, 52 private foundation-owned). At this point, all provinces in Turkey have at least one public university. In the same time period, population has also increased from 38 million to 73 million.In the 2008-9 academic year, to Student Selection and Placement Center (OSYM) figures, there were approximately 3 million university students in Turkey [12]. Some 110thousand students are enrolled in master’s programs, and a meager 35 thousand in doctoral programs. Undergraduate vs. postgraduate ratio is definitively in favor of the undergraduate studies. Compared to other OECD member countries, unemployment rate is high (6.9% in 2008) among university graduates. Although poor education quality and failure to meet the market demand are seemingly the main causes, the lack of demand for professionals with science and technology degrees also contributes to the high unemployment levels. This point has been made in OECD reports [13]. According to OSYM, the total number of doctorate graduates has increased at a staggering 35% per year during the first half of 1980s. Starting from 2000s, the rate of increase receded and the output has reached a plateau of around 2500-3000 graduates per year [12]. In the field of health sciences, that number has increased almost ten- fold to reach 500-550 graduates per year. The number of graduates from medical specialty programs has also increased. Although the rate of increase was lower than that of the doctorate graduates, the existing gap, between doctorate graduates and specialists has widened due to five-fold larger numbers of graduates in specialty programs. In addition to universities, research and training hospitals are also involved in specialty training. As a result, in the last 25 years, the specialist/doctorate ratio is further widening favor specialist physicians [12]. If one considers that specialist physiciansconstitute the backbone of health care, this is indeed expected. However, in Turkey there is also the possibility of getting specialty training in basic medical sciences such as anatomy, physiology, histology and pharmacology, which are traditionally the domain of doctoral education. For example, in pharmacology most of the graduates are from specialty training programs. Although in many ways specialty-training curricula are similar to doctoral education, it is much less structured and not adequately supervised. Besides,

thesis work does not have the same standards as doctoral education. There is a correlation between the number of researchers with doctorate degrees and scientific research and between scientific research and wealth.The increase in scientific research potential goes hand in hand with the increase in the number of researchers with doctorate degrees.Among OECD members, Turkey ranks just above Iceland and Mexico in the number of doctorate graduates [13]. However, the increase in the number of researchers during the last decade (more than 12%) is the highest among OECD countries [13].

Administrative structure of Turkish universities is a mixture of continental faculty and North American department systems. Like all hybrid models, it is partly more efficient, partly not. Field-specific (health sciences, natural sciences and social sciences) graduate institutes have been founded for the administration of master’s and doctorate programs as required by lawwhereas departments are founded under faculties. When a graduate program is established, the department also becomes affiliated to the graduate institute. However, there are exceptions to the rule, in some universities, some programs are unified under the graduate school. Two or more departments residing in different faculties jointly run such programs. In addition, there is also another motif called “research institutes”, which have their own graduate degree programs. In that case, the research institute is considered a department of the graduate institute and the graduate institutes for health sciences administer its programs. It is also possible to establish departments proper to a graduate institute to administer multidisciplinary programs. Such diversity in departmental organization also causes the fragmentation of disciplines across faculties. Duplications of departments, such as multiple physiology or pharmacology in the same university are not uncommon. Fragmentation and duplication result in isolation and confinement of the departments and reduce thesis quality. The distribution of programs and students according to disciplines was given in Table 1. In a total of 1165 programs, medicine takes the biggest share in both the number of programs and students. Medicine, veterinary medicine, dentistry, pharmacy and nursing constitute of 80% of all programs. The number of students enrolled in master’s and


doctorate programs are close so that the master’s/doctorate ratio is equal to 1.04.

Table 1: Distribution of graduate programs (master’s and doctorate) in health sciences across disciplines. Numbers are expressed as percentage of the total. Data year is 2006 (Obtained from [14])

Disciplines Number of Programs (%)

Number of Students (%)

Medicine 43 30

Veterinary medicine 16 15

Dentistry 12 15

Pharmacy 11 12

Nursing 11 14

Sports sciences 4 9

Physiotherapy and rehabilitation

1 2

Others 2 3

All program proposals should be reviewed and approved by the Higher Education Council (HEC), prior to accepting students. The total number of academic personnel serving in universities is about 105 thousand, and only 42 thousand of them hold a doctorate degree.It is clear that the current capacity is not sufficient to fill all academic positions in newly founded universities. To meet the demand, efforts are needed to train research-oriented highly motivated doctoral candidates.This alone is a strong incentive to establish new graduate programs. Moreover, a sustainable development in scientific research is possible only with the concomitant development of human resources and work environment. According to a report prepared by a commission to Medicine and Health Sciences Deans’ Council in 2008, there are 60 institutes of health sciences in Turkey[14]. Despite the increase

in scientific publications and proliferation of universities, the increase in the number of graduates from doctorate programs was modest. Several reports pointed out this weakness [15, 16]. Doctorate studies require a well-established research environment. The fact that there was no strong correlation with the increase in publications and the number of graduates suggests that the incentive for scientific research was not linked to graduate education. Arguably, this point could be attributed to one of the fundamental shortfalls of Turkish higher education: university administrations consider doctorate studies an educational rather than a research activity. However, European Universities Association cites doctorate theses and supervision activities in research performance indicators [17]. As universities mushrooming, there is an increasing pressure to establish graduate programs before even the necessary infrastructure and human resources investments were made. This has a negative effect on the quality of education. Recently, HEC has taken measures to prevent the establishment of new graduate programs in universities where human resources are not adequate. According to new regulations, at least five faculty members (one being a full professor) should be assigned to a doctorate program to allow student enrollment. Similarly, three faculty members are needed for Master’s programs. These rules are effective from June 2011. The strategy behind this is to force universities to establish joint-degree programs. It is hoped that the more developed universities in the top three cities; Istanbul, Ankara, and Izmir, will foster newly founded provincial universities.

Student mobility is thought to be an important emancipator for young researchers. As a general policy, universities unanimously support student exchange programs at undergraduate level. Nevertheless, as departments prefer keeping graduate students within their reach, this attitude has not been reflected in graduate education. Several agreements, which include the exchange of doctorate students, have been signed between Turkish and European Universities within the framework of Erasmus. In addition, to promote provincial universities and bring about junior faculty members, HEC has developed several programs to enhance student mobility. One such incentive called “Al-Farabi Program”, the local version of Erasmus. Another one is the “junior


academic formation program”, in which universities signed bilateral agreements and send promising graduate students to more developed universities for entire doctorate studies with a stipend and a grant for thesis research. Parent and host universities supervise theses jointly. After graduation, students return to their parent universities and start working with a seeding grant as junior faculty member. It should also be noted that Turkey is one of the countries sending more students studying abroad (both undergraduate and graduate levels).

The Council for Higher Education has defined the national framework for graduate studies as stipulated in Higher Education Act of 1981 (Law Nr. 2547). Besides, universities have their own regulations and guidelines to govern the doctoral studies. All candidates have to take a nationwide graduate study entrance exam (ALES) and a foreign language proficiency test (KPDS) to apply for a doctorate program. Candidates apply directly to the programs to which they want to enrol, and then universities invite the candidates for an interview. Student placement is made using a formula based on weighted average of the scores obtained in ALES, KPDS, interview and GPA (of the former study). Coefficients for ALES and KPDS are higher than that of the interview, so that nationwide ranking of the student determines the outcome of the selection process.

Doctoral education in Turkey was modelled after the US system and consists of two consecutive periods. In the first period, students are required to take a minimum of seven-credit hours for three semesters (a total of seven courses, 21 credits minimum which corresponds to 90 ECTS credits). A tutor is assigned to each candidate to provide guidance and help during the course period. When a student successfully completes the first stage, s/he has to take a qualifying exam to pursue the doctorate thesis work. A panel of five examiners, at least one external, conducts the qualifying exam. Students then proceed with the second period, which is the thesis work. Normally, this period lasts four semesters, with a possible extension of up to 4 semesters. A thesis supervisor (usually same as the tutor) is assigned to the candidate with the recommendation of the department chair and the approval of the graduate school board. The supervisor has to be a faculty member holding a

doctorate degree with expertise in the research area in which the candidate is working on. Asupervisor is expected (i)to provide guidance and support for the candidatein every step of the thesis work starting from the proposal; (ii)to support and discuss his/her academic progress; (iii) to meet with the student on a regular basis and (iv) to evaluate the candidate’s progress and report it to the graduate school. Thesis work is conjointly monitored by a three-member steering committee, which consists of three faculty members including the supervisor. The committee is responsible for the proper implementation of the thesis proposal and sends interim reports to the graduate school with a clear recommendation on the progress. If the progress is not found satisfactorytwice,the student is dismissed from the program. Upon completion of the dissertation, students have to defend it before a five-member panel (one being external). The purpose of a doctoral study is to acquire necessary skills to embark on an independent scientific research activity. A doctorate thesis should meet at least one of the following criteria: (i) a discovery in a scientific/scholarly field; (ii) development of a new scientific/scholarly method; (iii) application of a known method to a new field or to a new situation. Some universities have bylaws requiring submission of a manuscript to a peer-reviewed journal prior to the defence. Until 2011, a doctoral study has to be completed within a given timeframe. However, a new law (Law Nr. 6111, dated 2011) ended that rule. It is also possible for a student to apply for the so-called “integrated” doctoral program after receiving abachelor’s degree. In this case, students have to complete theirmaster’s courses in two semesters before starting doctoral study.

Doctorate study is considered uniform across disciplines. Nevertheless, outcomes reflect cultural and professional differences in every discipline. Since specialization in medicine has professional benefits, there is a tendency in other disciplines to consider doctoral education a form of professional development, similar to specialty training. As a result, in many allied health sciences disciplines, such as nursing, dentistry and veterinary medicine doctoral education has shifted from being research-oriented to professional development-oriented. Fragmentation of the disciplines also contributes to that phenomenon and further reduces the thesis quality.Publications out of a department could be


used as a surrogate marker to assess the research environment in that establishment. If a department has a prolific publication record, large academic personnel and student appeal, it can be concluded that it is fit for doctoral education. The number of published articles per graduate was highest in pharmacy (15.6), followed by medicine (10.9), veterinary medicine (6.5), physiotherapy and rehabilitation (3.1), nursing (1.28) and sports science (0.7). This ranking correlates well with the shift from research to professional doctorate [14].

In conclusion, the landscape of doctoral education in Turkey is subject to a rapid transformation in line with social and economic changes. As cities located in Anatolia claim their share from the economic development and integrate into the global community, there is an increasing demand for higher education and research. However, scientific research, human resources and social-life are still concentrated in top three big cities. Currently 64% of all scientific publications and 57% of all exports (2010) originate from these three cities [18, 19]. One third of the population and 50% of all faculty members in health sciences live in these cities as well [14]. From a global perspective, such a concentration is a must for developing a strong researchbase and attracts talent that is crucial for an innovation-based economy. Indeed, most graduate programs in health sciences residing in big cities are getting more competitive and meet the universal criteria. The development of a quality culture and the acquisition of high values and standards need an incubation time. However, as an emerging country, contradicting factors influence the direction of Turkish higher education system. Contrastingly, the government also needs to spread higher education to other parts of the vast country hungry for development. The rapid proliferation of universities stretches the resources that would otherwise be allocated to large metropolitan areas. Such a phenomenon could be termed as “geographical dilution”. There is not a true “elite” university system in Turkey. However, there are efforts to differentiate the needs of newly founded universities from the more established ones. Moreover, the fragmentation of the disciplines, which led the isolation and confinement of faculty members, could be considered “administrative dilution”. In addition, there is also the tendency to award professional doctorates in applied fields that diminishes the value of original research and

promotes professional development. Although most graduates who later wish to pursue an academic career publish their thesis works in indexed journals. Publication incentive is low where private earning expectations of the graduates are high. This “specialization versus research” dilemma could be taken as “research dilution”. These diluting factors all together have a negative impact on the quality of doctorate study, yet they are instrumental in developing the other parts of the country and serving the people. In the future, the quality of Turkish higher education in general, and that of the doctoral education in health sciences in particular, will be determined by the balance of these opposing forces, either diluting or concentrating the precious human resources.

References [1]. (2011)ORPHEUS-Home

[http://www.orpheus-med.org/] [2]. (2011)Turkey-Türkiye

[http://www.ond.vlaanderen.be/hogeronderwijs/bologna/links/Turkey.htm]

[3]. Doctoral Programmes for the European Knowledge Society. Report on the EUA Doctoral Programmes Project 2004-2005(2005). Brussels: European Universities Association.

[4]. Mulvany M, Lackovic Z, Gordon D, Stockinger H, Praetorius H, Miseviciene I, Mirecka J, Jentoft Olsen RK, Meri S. (2009)Towards Standards for PhD Education in Biomedicine and Health Sciences. In: ORPHEUS 2009: Fourth European Conference: 2009; Aarhus. SUN-TRYK Aarhus University.

[5]. Tonta Y, Ilhan M. (2002)Contribution of Hacettepe University Faculty of Medicine to the world's biomedical literature (1988-1997). Scientometrics, 55(1):123-136.

[6]. Türkiye’de Milyon Kişi Başına Düşen Bilimsel Yayın Sayısı In. Ankara: TUBITAK; 2008.

[7]. Demirel İH, Saraç C, Gürses EA. (2007)Türkiye’nin Bilimsel Yayın Göstergeleri 1981-2006. Ankara: TUBITAK-ULAKBIM.

[8]. Tekeli I (2009)Türkiye'de üniversitelerin YÖK sonrasındaki gelişme öyküsü. In: Türkiye'de Üniversite Anlayışının Gelişimi. Edited by Çelik T, Tekeli I, vol.


2. Ankara: Türkiye Bilimler Akademisi. 55-257.

[9]. (2009) Third European Report on Science and Technology Indicators 2003. Towards a Knowledge-based Economy. In. Edited by Research D-Gf. Brussels: European Commission.

[10]. Glänzel W. (2008)Turkey on the way to the European Union? On a scientific power rising next door. ISSI Newsletter.4:10-17.

[11]. Karasözen B. (2009)Türkiye'nin bilim göstergeleri. In: Türkiye'de Üniversite Anlayışının Gelişimi. Edited by Çelik T, Tekeli I, vol. 2. Ankara: Türkiye Bilimler Akademisi. 579-616.

[12]. Öğrenci Sayıları Özet Tablosu [http://www.osym.gov.tr/dosya/1-49848/h/1ogrencisayozettablosu.pdf]

[13]. OECD (2010)OECD Science, Technology and Industry Outlook. Paris: OECD Publishing.

[14]. Güner-Akdoğan G, Orer HS, Yıldız S (2008)Türkiye'de Tıp-Sağlık Bilimleri Alanında Lisansüstü Eğitim ve İnsan Gücü Planlaması: Bologna Süreci İle Uyumlandırma. In

Ankara: Üniversitelerarası Kurul Tıp-Sağlık Bilimleri Konseyi.

[15]. (2007) Türkiye'nin Yükseköğretim Stratejisi. Ankara: YÖK.

[16]. Visakorpi J, Stankovic F, Pedrosa J, Rozsnyai C (2008)Türkiye'de Tükseköğretim: Eğilimler, Sorunlar ve Fırsatlar. . İstanbul: EUA-TÜSİAD.

[17]. (2005) Developing an Internal Quality Culture in European Universities. Report on the Quality Culture Project 2002-2003. In. Brussels: European Universities Association.

[18]. Demirel İH, Saraç C, Akıllı E, Büyükçınar Ö, Yetgin S, Gürses EA. (2007)Türkiye’nin Bilimsel Yayın Haritası. Ankara: TUBITAK-ULAKBIM.

[19]. (2011) İllere göre ihracat [http://www.tuik.gov.tr/PreIstatistikTablo.do?istab_id=646]




Current Status of PhD Education in Biomedicine and Health Sciences in Pakistan Prof. Dr. Abdul Haque

Principal Scientist, Health Biotechnology Division, National Institute for Biotechnology & Genetic Engineering, (NIBGE), Faisalabad, Pakistan

Adjunct Professor, Quaid-i-Azam University, Islamabad and PIEAS University, Islamabad

Abstract

In 2003, Higher Education Commission (HEC) under the chairmanship of Dr. Ataur Rehman replaced the existing body UGC. It has completely revolutionized higher education in Pakistan. During last 8 years, number of new universities has increased from 82 to 133 with enrolment jumping from 135,000 in the 2003 to 400,000 in 2008. Nearly 5000 Ph.D. scholarships have been awarded for studies abroad beside 3,000 indigenous Ph.D. scholarships. As a result international research publications from Pakistan increased from 600 in 2003 to 4300 research papers in 2008. The World Bank has termed it as "Silent Revolution". Although in biomedical subjects taught in universities, the ultimate goal is Ph. D. nearly 200 Ph. D.s have been produced during this period, in purely medical institutes (69 undergraduate and 5 postgraduates) the focus after MBBS* is on FCPS** and MCPS*** instead. There are almost110,000 registered doctors at present in Pakistan and nearly 20,000 have FCPS/MCPS diplomas, but there are not more than 300 M. Phil. and 30 PhD.s. There are no PhD. dentists or nurses in Pakistan. There is clearly a lack of will to direct this system towards doctoral studies.

Key Words: Higher education, PhD programs, medical education General status of Higher Education in Pakistan All higher education including medical education is controlled by HEC (Higher Education Commission) which under the chairmanship of Dr. Ataur Rehman replaced existing body UGC (University Grant Commission) in 2003. It has completely revolutionized higher education in Pakistan. During last 8 years, number of new universities has increased from 82 to 133 with enrolment jumping from 135,000 in the 2003 to 400,000 in 2008. Nearly 5000 PhD scholarships have been awarded for studies abroad beside 3,000 indigenous PhD scholarships

[1]. As a result international research publications from Pakistan increased from 600 in 2003 to 4300 research papers in 2008. HEC also established one of the finest digital libraries in the world. Every student in every public sector university today has access to 45,000 textbooks research monographs from 220 international publishers as well as to 25,000 international research journals. Up to 2003, there was no Pakistani university in top 600 but now there are five with highest rating of 350 [2].


The total number of PhDs produced increased from 3308 in 2002 to 6551 in 2009. The number of students completing PhD in 2002 was 276, whereas the figure for 2009 was 761. Similarly enrolment of PhD students increased from 2500 in 2002 to 8200 in 2009 [2]. Nearly 20% of PhDs produced is from biomedical sciences mainly biochemistry, microbiology and molecular biology. More than 95% students are not medical doctors [2]. PhD program For admission to PhD, minimum CGPA 3.0 (out of 4.0 in the Semester System) or First Division (in the Annual System) in M.Phil/M.S/Equivalent is required. A subject test conducted by the National Testing Service (NTS), Pakistan or ETS, USA in the area of specialization chosen at the PhD level must be cleared prior to admission for the PhD Program. In GAT (graduate assessment test) and GRE subject test at least 60% marks or percentile score are required. If the Test is not available in NTS subject list, a University Committee consisting of at least 3 PhD faculty members in the subject area and approved by the HEC will conduct the Test at par with GRE Subject Test and qualifying score for this will be 70% score [2].

Course work of 18 credit hours preferably in the first year is required to be completed. It is followed by a comprehensive examination for granting candidacy as PhD researcher. Time period from admission to thesis submission is 4 to 6 years. The PhD Dissertation must be evaluated by at least two PhD experts from technologically/ academically advanced foreign countries in addition to local Committee members. An open defense of Dissertation is essential part of PhD Program after positive evaluation. Acceptance/publication of at least one research paper in an HEC approved journal is a requirement for the award of PhD degree. The Plagiarism Test must be conducted on the Dissertation before its submission to the foreign experts [2].

To launch a PhD Program there should be at least 3 relevant full time PhD Faculty membersin a department. The maximum number of PhD students under the supervision of a full time faculty member is 5 which may be increased to 8 for those who have produced at least 2 PhDs and have an impact factor of more than 20. These are minimum HEC

requirements and universities may make them more stringent [2].

Medical education in Pakistan

Pakistan has a reasonable medical infrastructure. In a population of 159 million, there are nearly 120,000 doctors and 20,000 specialists. Similarly the medical education is on strong footing. There are 69 undergraduate and 5 postgraduate institutes. There are numerous centres of excellence devoted to single specialties such as cardiovascular disease, endocrinology, ophthalmology, neuroscience, and mental health [3]. Basic medical degree is MBBS (Bachelor in Medicine Bachelor is Surgery). Its duration is 5 years (after 12 year education) + 1 year house job. Main theme of medical specialization is MCPS (Member of College of Physicians and Surgeons) or FCPS (Fellow of College of Physicians and Surgeons). Basic requirement for MCPS is two year hospital training before examination. For FCPS, Part 1 examination can be taken anytime after MBBS, but for becoming eligible for Part 2 examination 4 years hospital training is compulsory. MCPS/FCPS are offered for all clinical subjects. [3] College of Physicians and Surgeons of Pakistan (which is independent of HEC) invites external examiners for final examinations, mostly from UK royal colleges but also from Australia, Singapore, and New Zealand.

[4] For teaching in basic subjects (anatomy, biochemistry, pharmacology, physiology, microbiology and pathology) the course is different. Basic qualification is MBBS or MSc/MS. The available specialization is MPhil or PhD. More than 90% specialists are MPhil because medical universities are generally not capable of coming up to the criteria laid out by HEC. There are 11 medical universities in public and private sectors with 74 associated institutes but not more than 300 MPhil and 30 PhD are associated with medical teaching. PhDs constitute only 0.42% of the total staff [2].


Teaching staff in medical institutes (%)

The largest medical university in public sector is University of Health Sciences, Lahore. It has produced 5 PhD and 123 MPhil since it inception nearly 5 years ago. Currently 8 students are enrolled in PhD. There are only 10 PhD (mainly in Biochemistry and Microbiology) in a teaching staff of nearly 3500 [5].

The largest medical university in private sector is Aga Khan University, Karachi. It is a world class university. There is no PhD program as yet but it has 39 PhD faculty members among a total of 464

[6].

Paramedical education in Pakistan:

In psychology, there are three institutes. Institute for Professional Psychology Karachi has a PhD program since 2000. [7] National Institute of Psychology, Quaid-i-Azam University, Islamabad also offers PhD[8].

There are 12 nursing institutes throughout the country but the training provided is only up to Bachelor level. Aga Khan University Nursing School is an exception which has a Masters course [6].

In dentistry, almost every medical college has a dental section. There are independent dental colleges as well. But none of these colleges offer Ph.D. There is one PhD dental surgeon in the faculty of Aga Khan University[6].

In sports science, only University of Punjab, Lahore offers Masters Degree [9].

References:

[1]. http://en.wikipedia.org/wiki/Higher_Education_Commission_of_Pakistan

[2]. www.hec.gov.pk/ [3]. http://www.pmdc.org.pk/

[4]. BMJ 2004; 328 :779 [5]. http://www.uhs.edu.pk/ [6]. http://www.aku.edu/ [7]. http://ipp.bahria.edu.pk [8]. www.qau.edu.pk/ [9]. www.pu.edu.pk

0.42 3.2

31.42

64.85

0

10

20

30

40

50

60

70

1

Ph. DM. Phil.FCPS/MCPSMBBS




PhD Education in Bulgaria Diana Petkova

Institute of Biophysics and Biomedical Engineering, Bulgarian Academy of Sciences, Sofia, Bulgaria

Abstract

The PhD education in Bulgaria is the third degree of high education after bachelor and MC degrees. Every year Bulgarian Academy of Sciences and Universities educate about 1000 PhD students. From them about 120 are in Health sciences and biomedicine. The main Universities which educate PhD students are Medical Universities in Sofia, Varna, Plovdiv and Bulgarian academy of Sciences. PhD thesis might be in biosciences, clinical medicine and social medicine. Each institute and University which has permission for education of PhD students has special rules for obligatory numbers of credits. These credits are necessary for the successful termination of PhD education. These numbers are different for the different Research Institutes and Universities but they are usually about 250. These credits are from three educational modules such as:

1. Common special education. This module includes successful pass of two special courses on methodology and theory of each PhD thesis.

2. Individual special education which is planned by the mentor of PhD student.

3. Common academic education which include computer skills and foreign language.

4. Mentor of PhD student is allowed to be only Assoc. Prof or Full Professor.

The other credits come from publications and participation in scientific forums.

Lecturers are well-known professors who are teaching courses on modern methods and on recent results in the science or in interdisciplinary science which is connected with the PhD thesis of the student. The lecturers might be from the host university or from other Institute or University. There are some PhD schools organized by Universities and Research Institute for successful education of the students. Such kind of schools are organized already in Sofia University, Bulgarian academy of Sciences, Plovdiv University, Varna Medical University, Medical University of Sofia. These courses are about 30 lectures. A PhD student is allowed to defense his PhD thesis when he finishes experiments and has fulfilled these 250 credits. According to the new Bulgarian Law PhD students defend their PhD thesis before a jury formed of 5 persons, who are Assoc. or Full professors. They choose two reviewers and everyone of the scientific jury evaluates the PhD student report.

Key Words: PhD education, Bologna declaration and Bulgaria


Bulgaria has signed the Bologna declaration and the rules for PhD education follow the recommendations of this document. Every year Bulgarian Academy of Sciences and Universities educate about 1100 PhD students. From them about 120 are in Health sciences and biomedicine. The main Universities which educate PhD students are Medical Universities in Sofia, Varna, Plovdiv and Bulgarian academy of Sciences. PhD thesis might be in biosciences, clinical medicine and social medicine. For 2010 year the PhD students are divided in different health sciences as follows:

Science Number of students

Molecular biology 4

Genetics 2

Molecular Genetics 1

Biochemistry 2

Microbiology 2

Physiology 1

Parasitology and helminthology

2

Immunology 5

Gastroenterology 3

Neurology 3

Endocrinology 4

Rheumatology 1

Neurology 12

Psychiatry 8

Medical radiology 2

Infection diseases 5

Otolaryngology 1

Ophthalmology 7

General surgery 8

Anesthesiology 9

Traumatology 1

Urology 2

Gynecology 4

Cardiology 3

Pediatrics 7

Social medicine 9

General Dental medicine 1

Children’s dental medicine 1

Internal medicine 1

General medicine 1

Dermatology 1

Children’s surgery 1

Pharmacology 1

The rules in Bulgaria for PhD education are one and the same in medical and biological sciences.

The PhD education in Bulgaria is the third degree of high education after bachelor and MSc degree. The PhD education is a research-based degree. This level of education degree is based on the combination of strong base of theoretical knowledge with an individual focus to conducted research. The purpose of this form of education is to increase the knowledge of the student to higher level which allows him:

- To understand and discuss the obtained experimental data

- To develop, apply and modify new methods in the research

- To develop new ideas which lead to new original scientific results in their investigations and to carry out independent scientific work

- To work in team and to take part in scientific discussions


- The result of their investigations might have economical, scientific or social outcome.

The procedure for PhD education in Bulgaria follows several rules. To became a PhD student one is required to pass two exams before a special commission for evaluation of candidates choosed by the organization which have announced for PhD student. This commission is consistent from three members who are Assoc. Prof. at least. One of the exams is on a special subject connected with the research area of the PhD thesis of the candidate and the other on foreign language choosed by the candidate. The special exam is from two parts. The first part is consisting in writing a report on two questions and then the candidate has to discuss them before the commission. Then the commission takes the decision if this candidate is suitable for PhD student or not. Supervisor of a PhD student is allowed to be only an Assoc. Prof or a Full Professor who has ongoing research project.

Each Institute and University which has permission for education of PhD students has special rules for obligatory numbers of credits. These credits are necessary for the successful termination of PhD education. These numbers are different for the different research Institutes and Universities but they are usually about 250. The credits are accumulated from three educational modules such as:

1. Appropriate special education. This modulus includes successful pass of two special courses on methodology and theory of each PhD thesis .

2. Individual special education planned by the supervisor of PhD student.

3. Common academic education which include computer skills and foreign language usually it is English language since 90% of the scientific literature in the world is published in English

The other credits come from publications and participation in scientific forums. All exams are valid 5 years , so in this tame PhD student has to defend his thesis.

Lecturers of these courses are well-known professors who are teaching courses on modern methods and recently obtained results in the science or in interdisciplinary science which is connected with the PhD thesis of the student. These courses are about 30 hour-lectures. There are some seminars on education of writing proposals, scientific publications, planning of the experiment, preparation of PhD thesis, oral presentations of his own results and scientific papers from other topics of sciences. The lecturers might be from the host university or from other Institute or University. There are some PhD schools organized by Universities and Research Institutes for successful education of the students. Such kind of schools are organized already in Sofia University, Bulgarian academy of Sciences, Plovdiv University, Technical University in Russe with the financial support of EC social program and Bulgarian Science Fund. The aim of such kind of school is also to support promising students with good achievements in their education and research work.

During the PhD education the student is allow to be a supervisor of MSc or Bs students and to be a lecturer of some short special courses in the University. Some of the experiments PhD student is allow performing abroad if his supervisor has a grand from Erasmus program. Every year the student has to present his results at a seminar of the Institute or of the Faculty. These seminars are open for non-member staff of the organization. Every year PhD student presents report on his activities and scientific results before scientific council of the organization. The supervisor evaluates his activities and gives a plan for his further investigations and exams for the next year.

The financial support for PhD stipendium is usually provided from the government. They are able to have an extra support from different grants. In our country unfortunately the industry is still not involved in the science and education. Few years ago Bulgarian Science Fund announced a call for PhD students in cooperation between Research Institute or University and private laboratories.

In Bulgaria there are several types of PhD education. One is full-time education when the student is working only on the research of his PhD thesis and the duration is three years. The second type is part-time education. To take part in this


education one might be an assistant or lecturer already. So everyone is doing his obligations and additionally is working on his own thesis and this form is lasted 4 or 5 years. The third form is for students without a supervisor who are on individual plan. The PhD student has to defend his PhD thesis in three years. And the last form is distant PhD education. It is not suitable very much for medicine and natural sciences. In Bulgaria this form is very rare and usually is used in social sciences or in modeling investigations.

The differences in education programs for biological and health sciences are the practice in different hospital wards which depend on the aim of the thesis.

A PhD student is allowed to defend his PhD thesis when he has finished his experiments, has accumulated 250 credits and has published two scientific papers in pear-review journals for medical and natural sciences and in one of them he is the first author. The PhD thesis contained a review of the literature, explanation of selected problem, description of the methods, presentation of experimental results, discussion, interpretation and implication of the results. According to the new Bulgarian Law PhD students defend orally their PhD thesis before a jury from 5 persons, which are Assoc. or Full professors. The jury chooses two reviewers and everyone of the scientific jury evaluates the PhD student report. It should show clearly what the candidate contribution in this investigation is. This degree is awarded for thesis which contains original work and is already 70% published. After this procedure PhD student awarded a Doctoral degree. The termination of this level of education is recognized for appointment as a lecturer in the University or research assistant in a research Institute.

References

[1]. Bulgarian Law for Scientific and Title degrees, 2010

[2]. The Bologna Declaration in Europe




The Master of Science Degree (MSc) in Clinical Biochemistry and Molecular Diagnostics, which offers the option for the obtainment of a Ph.D as a model example for postgraduate studies in Greece

Emmanuel G Fragoulis University of Athens Interdisciplinary Postgraduate Programme In Clinical Biochemistry and Molecular Diagnostics

Abstract

According to Greek Law, Graduate students wishing to proceed in the obtainment of a Ph.D degree are obligated to have completed a Masterʼs Degree, in a field that is scientifically relevant to their prospective PhD thesis. On the other hand, the Biosciences are developing in quite rapid rates, and therefore demand executive personnel, at different levels, that possess the required educational skills, in order to adequately cover the human resources needed in the Public and Private sectors. The postgraduate Programme in “Clinical Biochemistry – Molecular Diagnostics” is addressed to Graduates of Medicine, Biology, Chemistry, Nursing and Pharmacy from Greek Universities, as well as, to Graduates of related disciplines from foreign Universities. According to the Curriculum of this Interdisciplinary Graduate Programme, the first three semesters are composed of thirteen courses at the advanced level. During the fourth semester the postgraduate students perform the necessary experimental work towards the completion of their postgraduate thesis, under the supervision of qualified academic supervisors. The completed thesis results, along with the written thesis document, are evaluated by a three-member committee of academic experts and are presented in a public seminar in the presence of an audience. Graduates of the postgraduate Programme in “Clinical Biochemistry – Molecular Diagnostics” receive a specialized Master’s Degree and have the possibility to work in the Public or Private sector. The graduates however have the possibility of continuing their studies towards the acquisition of a Ph.D degree. Towards this direction, the bylaws of this Graduate programme give them the opportunity to continue and expand their postgraduate thesis work. Furthermore, they are credited with the coursework that they have performed during their 2 year study. This postgraduate programme, in our opinion, represents a model system for postgraduate studies in Greece in the area of Biosciences.

Key Words: MSc, clinical biochemistry, molecular diagnostics Introduction Economic development for Greece is of the outmost importance. This development is strongly supported by and depends on, the availability of capable and highly skilled executive personnel. The existence of Postgraduate Programmes of study can provide high quality advanced education, and therefore provide the means by which these executives can be prepared for today’s competitive social demands [1]. Furthermore it is the only way to confront the brain drain problem of which has appeared during the last decades in Greece.


Without doubt, the Biosciences offer an excellent platform for the establishment of good postgraduate studies, since they are developing in rapid rates and new knowledge is produced daily. This fact offers the possibilities for the creation of new activities possessing “state of the art” strength that can contribute decisively to the development of the country. The Biosciences also offer the possibility for the training of well educated personnel which can guarantee high quality health to the Greek population. History With these thoughts in mind, three Academic Departments of the University of Athens, namely, Biology Chemistry and Nursing, prepared and submitted a proposal in the frame of the SPECIAL TRAINING PROGRAM, for evaluation and funding, in order to create the Postgraduate programme for Clinical Biochemistry and Molecular diagnostics. The proposal was evaluated by an international committee of experts and was approved for funding by the Greek Ministry of Education [2].

Evaluation of the candidates for the enrolment to the programme The program is addressed to graduates from the disciplines of Medicine, Biology, Chemistry Nursing and Pharmacy of Greek Universities, as well as to Greek speaking graduates of related disciplines from foreign Universities. The criteria which were adopted for the selection of postgraduates were particularly high. The selection was based on Excellence and was performed in the outmost transparent and objective manner. The competition for candidate selection was particularly hard. One candidate was selected for every 4 applicants. This selection proportion that was also maintained after the expiration of the first five year period, during which the program was funded by government funds, and afterwards when the program was funded by student tuition fees. Syllabus of the Programme The Academic staff is composed by University of Athens Faculty and by researchers working in Research centres in the Athens area, who possess advanced expertise and substantial experience in the scientific topics that comprise the postgraduate programme.

Table 1


As is shown in Table 1, during the first three semesters, 13 courses at the advanced level were taught. Some of these courses included a practical section, as well as, seminar presentations in selected topics by postgraduate students. According to the bylaws of the programme, each course is tested twice per year. In the case that the postgraduate examinee does not pass the course during these two examination periods, he/she is obliged to repeat the course. During the fourth semester the postgraduate students perform the

necessary experimental work towards the completion of their postgraduate thesis, under the supervision of qualified academic supervisors. The completed thesis results, along with the written thesis document, is evaluated by a three-member committee of academic experts and is presented in a public seminar in the presence of an audience. Graduates of the postgraduate Programme in “Clinical Biochemistry – Molecular Diagnostics” receive a specialized Master’s Degree and have the possibility to work in the Public or Private sector (Figure1).

Figure 1


The graduates however have the possibility of continuing their studies towards the acquisition of a Ph.D degree (Figure 2).

Figure 2 Towards this direction, the bylaws of this Graduate programme give them the opportunity to continue and expand their postgraduate Thesis work. Furthermore, they are credited with the coursework that they have performed during their two year study. Evaluation of the programme The programme progress is evaluated by three different ways. A. Internal evaluation: This evaluation takes place on an annual basis. During formal a meeting that includes the participation of the Academic staff, as well as, the postgraduate students. During the meeting the results of student evaluation questionnaires, for each course offered, in the frame of the Programme are analysed. All additional issues concerning the implementation of the postgraduate courses are discussed during this joint evaluation meeting.

B. The evaluation process within the frame of the Faculty of Biology using Academic standards that have been established by the National Evaluation Committee. C. International expert evaluation which is scheduled to commence in the near future[3]. Dysfunctions During the running of the programme for the last eight years several problems have been successfully solved such as, the setting up of suitable teaching and practical exercise space, the provision of appropriate scientific instruments, course materials overlap. However the programme still has to confront some dysfunctions that include: 1. The heterogeneous academic background of postgraduate students. 2. Total absence of governmental support after 2007. The running expenses of the programme are covered exclusively by the tuition fees paid by the


postgraduate students. These tuition fees, for social reasons cannot be particularly high. 3. The large number of teaching staff is the result of the lack of honorarium since participation is based in volunteer basis. Future Perspectives Increase the number of postgraduate students and the establishment of further specialization in the two academic directions, that of Clinical Biochemistry and of Molecular diagnostics. Creation of a postgraduate version of the

programme in English, which will be addressing postgraduate students from other Mediterranean and Balkan countries. References [1]. Lαw 2083/92 Official Government Gazette

159A [2]. Ministerial Decision Official Government

Gazette 575/12-5-03 [3]. Lαw 3685/08 Official Government Gazette




Doctoral Education in Biomedical Science: Practice at The Manchester Metropolitan UnıversityNessar Ahmed School of Healthcare Science, Manchester Metropolitan University, Manchester M1 5GD, United Kingdom

Introduction

The Manchester Metropolitan University (MMU) is one of the largest universities in the UK with over 37,500 students of which over 6000 are postgraduates. It is one of the most popular universities in the UK for undergraduate studies. Indeed, according to the Universities and Colleges Admissions Service (UCAS), there were some 52,750 applications by the closing date in January for the September 2011 intake which was the highest for any institution in the UK [1]. The university has over 700 research students with the highest number (over 200) based at its Faculty of Science and Engineering. Research within MMU is organised within eight institutes listed in Table 1. Table 1: Organization of research at the Manchester Metropolitan University Research Institutes at the Manchester Metropolitan University Dalton Research Institute (DRI) Education and Social Research Institute (ESRI) Institute of Humanities and Social Science Research (HSSR) Institute for Performance Research (IPR) Manchester Institute for Research and Innovation in Art and Design (MIRIAD) Research Institute for Business and Management (RIBM) Research Institute for Health and Social Change (RIHSC) Healthcare Science Research Institute (HSRI) The University is ranked fourth of the research active new (post 1992) universities in attracting funding from the Higher Education Funding Council for England (HEFCE). Biomedical science research within MMU falls largely within the Healthcare Science Research Institute (HSRI) although some aspects of health science research also fall within the Research Institute for Health and Social Change (RIHSC). The Healthcare Science Research Institute is composed of the Institute for Biomedical Research into Human Movement and Health (IRM), the Centre for Food, Nutrition and Health and In the Loop-Microbiology Research. Doctoral education leading to the award of the Doctor of Philosophy (PhD) degree is considered an important aspect of research training at MMU. This is particularly true for biomedical science where a PhD is often required for a professional research career whether in academia, health service or industry. This article provides an overview of doctoral training in biomedical science within the IRM at MMU.


Institute for Biomedical Research into Human Movement and Health (IRM) Much of the biomedical and healthcare science research fails within the IRM. Research within the IRM ranges from molecular biology to whole body studies of human movement and health. It seeks to integrate knowledge from different disciplines and apply and disseminate that knowledge as it affects health, mobility and fitness from “the cradle to the grave” and “in sickness and in health” [2]. In the latest UK Research Assessment Exercise (RAE) in 2008, research within the IRM was submitted under Unit of Assessment 12B in Allied Health Professions and Studies: Biomedical Sciences. Over 30 researchers were submitted for the RAE and the following ratings were obtained with the proportion of researchers in brackets; 4* (5%), 3* (30%), 2* (50%) and 1* (15%). The highest ratings of 4* and 3* reflect research that is of an internationally excellent quality whereas the 2* and 1* ratings reflect internationally and nationally recognised research activities respectively [3]. The IRM thus provides an ideal environment for doctoral research training in biomedical science and is ranked in the top twelve institutions within the UK. The various research lines within the IRM are:

Growth, Disuse and Ageing Molecular and Cell Biology Angiogenesis and Vascular Biology Neuromuscular Function Musculoskeletal Mechanics Neural and Visual Control of Movement Infection and Immunity

The IRM boasts a total of 12 Professors, 3 Readers, 6 Senior Lecturers and 1 Lecturer in addition to 10 postdoctoral staff. Over 70 students are registered for research degrees of which 50 are classified as full-time students. Of these full-time students, approximately 20 are overseas students. The remaining 20 students are classified as part-time and are based in local hospital or pharmaceutical organisations. PhD Programme: Entry and Funding The PhD programme is of 3-years duration for full-time and 5-years for part-time students. It is possible for an extension in cases where there are extenuating circumstances but this has to be approved by the Faculty Research Degrees Committee and supported by the supervisory team.

Students can apply for the PhD programme throughout the year. Decisions regarding admission are based on details provided on the university’s application form and wherever possible an interview of the potential applicant. The entry requirements for the PhD in biomedical science are:

UK Bachelors degree with first or second class honours

UK Masters degree Equivalent overseas qualifications English language (IELTS ≥6.5) for

overseas students Overseas qualifications are often checked with the National Recognition Information Centre for the United Kingdom (UK NARIC) to ensure their comparability and equivalence with UK qualifications. Furthermore, overseas students not holding a UK degree are required to have a score of 6.5 or higher in the International English Language Testing System (IELTS) which is available in over 500 centres throughout the world. Applications are considered initially by the Research Degrees Co-ordinator and an appropriate member of IRM staff identified as a potential supervisor. In addition to satisfying the entry requirements, the Research Degrees Co-ordinator and Head of School have to be satisfied that there is sufficient funding in place to meet not only the tuition fees required by the university but also to support the running costs for the proposed research project. The various funding sources available to students are listed in Table 2. A limited number of studentships are provided by MMU itself usually from HEFCE funding. Other students are supported by studentships funded by research councils, charities, European Union and industry. A significant number of students in the IRM are from overseas and funded by scholarships from their government. These overseas scholarships like the studentships cover tuition fees, project running costs and provide a stipend for the student to meet their accommodation and living expenses. Part-time students registered for the PhD programme are usually supported by their employer whether this is a hospital, research institute or industry. A limited number of students are self-financed. Table 2: Possible sources of PhD funding in biomedical science Sources of PhD Funding in Biomedical Science


Manchester Metropolitan University Research Councils Charities Industry European Union Hospitals Overseas scholarships Self-financed Supervisory Team The supervisory team consists of the main supervisor referred to as the Director of Studies (DoS) who must be an MMU academic and is not only responsible for the supervision but also the administration of the programme and liaison with the Faculty Research Degrees Committee [4]. At least one other supervisor is also required. One or more advisers may be appointed to provide specialised knowledge or expertise and to make links with external organisations. The supervisory team must have at least three successful PhD completions and all DoS and supervisors must have completed the approved training courses provided by the university’s Research, Enterprise and Development (RED) Office (see later). New academic staff or those without prior experience of successful PhD completions gain experience and are mentored within the supervisory team by more experienced members. In order to ensure that academic staff are not overloaded with supervision duties, they cannot act as a DoS for more than six research students. This also ensures that research students receive sufficient supervision from their supervisory team. Induction and Personal Development Portfolio Enrolment and induction for research programmes are held in September, January and April of each academic year. During the induction programme which lasts a full day, students are made aware of degree regulations [4] and provided with the Research Students Handbook [5]. The induction programme also covers aspects of general health and safety, library induction and IT support available within the university. In addition, a crucial part of the induction programme is to introduce students to their Personal Development Portfolio (PDP). The PDP for every research student includes a detailed skills audit and a logbook for the supporting programme. The supporting programme is equivalent to two weeks

of study per year and its purpose is to enable students to become competent in research methods, develop transferable and employment related skills and knowledge related to the subject of the research. The supporting programme includes participation in workshops organized by the RED Office to develop generic research skills. In addition, students are required to attend relevant lectures/tutorials from taught undergraduate and postgraduate modules to rectify any deficiencies in background knowledge. This subject-specific training is selected in consultation with the supervisory team and is tailored to the individual needs of the students. Students are also required to deliver oral/poster presentations at annual conferences organised by the RED office in addition to participation in any national/international conferences. Records of all of these activities are kept as part of the PDP in addition to any annual reviews. Monitoring Progress and Quality Assurance Following enrolment, induction and discussion of the PDP with the supervisory team, all research students submit an application for registration for a research degree. This application for registration has to be submitted within 3-months for full-time and 6-months for part-time students. The application includes a research proposal with a time frame for the experimental work, ethical approval if necessary, risk assessment and details of the supervisory team and is submitted to the Faculty Research Degrees Committee for approval. The role of the Faculty Research Degrees Committee is to ensure the proposal is of the required standard and that the experimental work can be completed within the required time. It also ensures that any ethical issues have been addressed or are being considered by an approved ethics committee. Finally, the Faculty Research Degrees Committee needs to be satisfied that the supervisory team has sufficient experience and expertise in the subject matter to lead the proposed project. Once the proposal is approved, all PhD students are initially registered for the Master of Philosophy (MPhil) degree with the possibility of transfer to a PhD degree. The transfer report is completed within 12- months for full-time and 18-months for part-time students. This report is assessed to ensure satisfactory progress is being made in line with the approved research proposal and the student also undergoes a mini viva voce examination with two


academic staff outside the supervisory team. Students with poor performance are not allowed to transfer registration to a PhD but can continue with their research and submit a thesis for the MPhil degree. All research students undergo an Annual Review for Registered Research Degree Candidates (RDAR) with a member of academic staff outside the supervisory team and approved by the Faculty Research Degrees Committee. This review considers not only the students progress with his research programme but also the PDP, development of skills, supervision arrangements, IT and library facilities, resources for research programme, conference attendance and funding issues. The completed reports for all students are returned to the Faculty Research Degrees Committee which produces an annual report for the University

Research Degrees Committee. The University Research Degrees Committee in turn is responsible to the Academic Board for the oversight of matters relating to research degrees, including ensuring that the standard and quality of awards is maintained and the interests of registered research degree candidates are protected. The reports and statistics from faculties are collated by the University Research Degrees Committee and an annual report is produced which is submitted to the Academic Board for approval. This committee structure allows for standards to be maintained and to enhance the quality of the learning experience for research students by reviewing provision to identify areas for improvement. The committee structure is outlined in Figure 1.

Figure 1. The committee structure for research degrees at Manchester Metropolitan University Research Enterprise and Development Office The RED Office is responsible for research degree regulations [4] and for producing documentation to

assist both students [5] and supervisors [6] and guidance on good practice in research [7]. A major role of the RED Office is to design and deliver a supporting programme to provide research


students with key generic skills and to help them complete their research effectively and to provide specific employment related skills. This training is delivered via workshops and complements the subject-specific training necessary for the research topic under investigation. The workshops are delivered throughout the year and examples of typical workshops are given in Table 3. Table 3. Typical workshops for students Title of Workshop Writing your proposal Introduction to ethics Managing your research project Conference paper presentation Poster design and presentation Effective team working Introduction to SPSS and statistics Networking skills Intellectual property and copyright Time management Cite right with EndNote Writing for publication How to write a literature review The RED Office organizes an Annual Research Student Conference enabling all students to present their research in the form of oral and poster presentations. The abstracts for this conference are published in the conference proceedings [8]. The RED Office also provides training for academic staff involved with doctoral education in order to enhance their supervisory skills and to provide them with competence in the monitoring of research student’s progress and the associated administrative procedures. The workshops provided for supervisory staff are listed in Table 4. Table 4. Typical workshops for supervisors Title of Workshop Supervising and examining research students Chairing and observing a viva Supervisory refresher sessions Carrying out an annual review (RDAR) In addition, the RED Office is involved in approval of examiners for research degrees, conferment of awards and administration of university funded studentships.

Examination of PhD Students Towards the end of the research programme, the DoS is responsible for submitting an application for approval of examiners to the Faculty Research Degrees Committee which provides a recommendation to the RED Office for final approval. The examination panel will consist of one external and one internal examiner neither of whom have been involved with the supervision of the student. For PhD candidates who are members of staff, both examiners will be external. Examiners should not have any conflict of interest and must meet the university’s criteria for acceptance by the Faculty Research Degrees Committee and the RED Office. The external examiner must have experience of successful supervision and examination of a doctoral student. To ensure the development of more research degree examiners, an internal examiner with no previous research degree examination experience will only be approved if they have experience of supervising a research candidate, attended the university workshop on the examination of research students and observed a viva. In addition, an experienced chairperson is appointed who does not examine the thesis but is responsible for solely chairing the examination and ensuring the associated administration of the viva is completed satisfactorily. Prior to submitting the thesis for examination, students need to make a declaration confirming the completion of a supporting programme. In addition, all doctoral students undergo a viva voce examination. Following the viva, students are either [1] awarded the degree, [2] required to do minor typographical amendments within one month, [3] required to complete revisions within 6-months or [4] resubmit the thesis with or without a viva voce examination within one year. Professional Doctorates The university also provides professional doctorates and these are aimed at professionals who wish to develop their research expertise within the context of their professional practice. Since MMU has a strong focus on professional education, it has a large Professional Doctorate Programme in Health offering some ten named awards:

Doctor of Biomedical Science (DBMS) Doctor of Physiotherapy (DPT) Doctor of Nursing (DNurse) Doctor of Dental Technology (DDenTech)


Doctor of Health (DHealth) Doctor of Clinical Physiology

(DClinPhys) Doctor of Social Care (DSocCare) Doctor of Counselling (DCounsel) Doctor of Speech and Language Therapy

(DSLT) Doctor of Community Health

(DCommHealth) These programmes are offered on a 5-year part-time basis and require a Masters degree in a relevant subject for admission. The programme includes Part 1 which is a taught component delivered primarily online and assessed by continuous written assignments over two years and Part 2 which consists of a research project over the final three years of study culminating in a thesis which is examined at the doctoral level. Conclusion The doctoral programme in biomedical science at MMU allows students to work in a high profile research environment using the excellent facilities provided by the IRM. Students not only engage in their research but also acquire generic skills by attendance at workshops organised by the RED Office. Students also acquire subject-specific skills tailored to their individual needs and background knowledge following participation in relevant activities from the School’s taught modules. The RED Office also provides training for the supervisory team and this is crucial in ensuring good supervision of research students. Furthermore, this training is accompanied by annual assessments of students to monitor their progress and for quality assurance purposes. The model adopted for PhD education at MMU is typical of UK practice and provides quality training that is recognised internationally in a relatively short period of time. Acknowledgements I am grateful to Clare Holdcroft from the Research, Enterprise and Development Office at Manchester Metropolitan University for providing me with the relevant material required for this paper.

References [1]. UCAS “Applications (choices) and accepted

applicants to each UCAS member university and college 2010” www.ucas.com, April 20, 2011, www.ucas.com/about_us/stat_services/stats_online/data_tables/heinstitutions/2010

[2]. IRM Research Report (2001-2009), The Manchester Metropolitan University.

[3]. RAE 2008 “Manchester Metropolitan University UoA12B-Allied Health Professions and Studies: Biomedical Sciences” www.rae.ac.uk, April 20, 2011, www.rae.ac.uk/submissions/submission.aspx?id=12&type=uoa&subid=2890

[4]. Codes of Practice and Regulations for Postgraduate Research Programmes of the University (2009), The Manchester Metropolitan University.

[5]. Research Student Handbook (2010), The Manchester Metropolitan University.

[6]. Guidelines for Research Supervisors (2010), The Manchester Metropolitan University.

[7]. MMU Guidelines on Good Research Practice (2002), The Manchester Metropolitan University.

[8]. Annual Research Student Conference (2011), Conference Proceedings, The Manchester Metropolitan University.




Key Performance Indicators For PhD Education in Biomedicine and Health Sciences Marvin J.R. Lee

Oxford Glycobiology Institute, Department of Biochemistry, University of Oxford, South Parks Road, Oxford OX1 3QU, United Kingdom

Abstract

With the increasing shift in focus from basic science to translational research, stronger emphasis has been placed on developing research expertise for real-world applications. A well-designed PhD programme set out to meet the exacting standards and novel requirements in the field of biomedicine and health sciences is therefore essential in the 21st century.

Other than stream lining the objectives with the Bologna Process, experiential projects and research have also been actively integrated into the PhD programmes in Europeto meet the quality assurance and outcome assessment criteria in our modern society. The quality of a PhD programmetherefore should be assessed both by drawing references to the academic output of the research institution as well as the academic and industrial relevance i.e. value-addedness of the graduate students. The scientific and transferrable skills that students have developed in a PhD programme should be applicable in settings such as education, health services, business and government. Quality and quantity of research publications, invitations to scientific conferences, prizes and personal accolades, coursework assessment, transferable skills acquired serve as excellent indicators of the quality of PhD students, which also directly reflects the robustness of the PhD programme. On an institution-wide level, the quality of the PhD programme should be assessed by a number of key performance indicators (KPI), which includes the volume and impact factor of their academic publications, scientific profiles and reputation of the research personnel within the institution, the inherent ability to identify and recognize relevant research areas within and between academic institutions for the cross-pollination of complementary ideas to materialize useful collaborations, generations of patents, adherence to ethical standards and most importantly, the possession of a sizeable research endowment that provides the fuel for the academic engines.

A European-wide standardized set of assessment criteria should therefore be taken into consideration by the relevant authorities that oversee the quality of PhD education in biomedical and health sciences. Based on this centralized assessment system, ranking academic institutions may or may not be necessary according to a number of reasons that will be explored in this article.

Key Words: PhD education, performance indicators, biomedicine, health sciences


A knowledge-based economy led by the transfer of scientific and technological developments has been proposed to be the next major driver responsible for long-term economic advancement in Europe. A competitive output of PhD graduates and an increased level of technical expertise that supports the acquisition of a range of relevant specialist and generic skills catering to broader economic and social needs will ensure the sustenance of an economy based on smart technology. A slew of measures should therefore be put in place to oversee the development of robust PhD programmes in research institutions across Europe to guarantee a continual supply of well-trained PhD scientists, equipped with an analytical mindset and transferrable professional skills.

In order to maintain the critical mass of these qualified experts,a set of key performance indicators (KPIs) for PhD education in biomedicine and health sciences in Europe should be developed and implemented. The quality of a PhD programme should be assessed by drawing references to the academic output of the research institution as well as the academic and industrial relevance of the graduate students. The scientific and transferrable skills that students have developed in a PhD programme should be applicable in settings such as education, health services, business and government.

The quality and quantity of research publications produced by graduate students shed light on the degree of supervision and research expertise of the institution.Stringent student admission criteria coupled with a rigorous selection process ensure the enrolment of students who had previously demonstrated academic rigor and possess a compelling enthusiasm for scientific research. Coursework and assignments evaluate students based on their theoretical knowledge but provide policy administrators with little information on the success rate of a PhD programme. The implementation of a qualifying examination (QE) at the end of the first year will serve to single out candidates with the aptitude and dedication for laboratory-based research and a suitable proficiency in a PhD education. The passing rates of the QE could therefore serve as one of the KPIs.

Conferences are excellent platforms for young scientists to identify novel or complementary

research directions and approaches, and to raise their academic profiles to the establishedscientific community. Networking forums at these conferences often present themselves as invaluable opportunities for the cross-pollination of ideas and the fostering of research collaborations. Transferable skills acquired by graduate students during theirPhD trainingsuch as analytical and presentation skills, will serve as effective communication tools,important for interactions with the more matured scientific audience. The number of invitations extended to graduate students to present their research findings at the best conferences in the world such as the Keystone Symposia and the American Association for Cancer Research should therefore also qualify as one of the KPIs.

On an institution-wide level, KPIs should be aligned with those adopted by other academic institutions within Europe to ensure compliance to minimum acceptable standards for higher education. These KPIs include the volume and impact factor of academic publications, scientific profiles and reputation of the research personnel within the institution, the ability to identify and recognize relevant research areas within and between academic institutions and industriesthat harbour the potential to materialize collaborations, generations of patents, adherence to ethical standards and most importantly, the regular acquisitions of research endowments that provide for state-of-art infrastructure, technology and faculty.

Publication output could be quantitatively monitored with a universal scoring system based on the number of publications generated, the impact factor of the journals where the articles are featured and the rates at which scientific papers are submitted during each assessment year. Collaborative studiescombineresearch efforts from more than one individual, culminating in publishable data within a shorter time span.The emphasis on collaborations within and between research groupscreates a competitive yet a nurturing andhighly co-operative research environment for young researchers throughout their PhD pursuit. An inter-disciplinary approach to innovative research encourages students to think laterally and to explore multi-dimensional knowledge frontiers.


A ranking system of research institutions based on a quantitative assessment system within Europe should be created under the purview of relevant authorities to provide graduate school applicants with the addedconvenience when making direct comparisons between research institutions. More importantly,to ensurethat a minimum standard in postgraduate education is constantly observed, the installation of a standardized list of parameters under assessmentis necessary to set a benchmark for institutions ranked lower down the system to work towards. For instance, an institution witha higher percentage of students graduating within the stipulated four-year timeframe for their PhD will be awarded a higher score relative to another where students work on an indefinite basis for as long as the research institution deems necessary. Under this standardized scoring system, the latter would be compelled to ensure that students generate enough quality data during their finite course of study in order to graduate in time. Not only will thisensure that supervisors abide by the strict timeline and exercise responsibility towards the academicdiscourse and financial interests of the student,it also aims at increasing productivity and efficiency while maximizing resources within the research facility. This approach mandates the continual churningof science PhD graduates who either choose to remain in academia or to be channelledinto the pharmaceutical industry in a timely fashion, bearing in mind that a proportion of these graduates will be regularly absorbed by non-science related industries. However, it could be argued that creating original research requiresa considerable period of time and imposing a strict timeline for the completion of a PhD could deprive a student of hiscreativity and the training timeneeded to be adequately conversant in his field of study, devaluing the qualification.

Adopting a standardized set of assessment criteria that oversees the quality of PhD education in biomedical and health sciences not only allows for research institutions within Europe to align their academic objectives, but also helps them to appreciate and bridge the differences in erudition when designing joint PhD programmes on an international level with universities in the USA, Australia and various parts of Asia, making collaborative efforts less demanding.

Attaining a higher score on the academic ranking system will garner greater confidence votes from the lucrative postgraduate marketleading to astronger regional or global reputation. A strong presence of distinguished faculty members such as Nobel Prize laureates within a research institution also adds greater promise to grant applications to attract an even larger pool of graduate school applicants with outstanding scholastic abilities from an international platform.

Nonetheless, the ranking system approach is a double-edged sword. Funding councilscould be less inclined to invest in institutions that are lower down the ranking system. Consequently, these institutions may also face difficulty in recruiting the best students on board their PhD programmes, spiralling into an academic black hole that results in the stagnation of quality education.

Quality indicators in PhD education should therefore be subjected to regular scrutiny and amendments should be madewhenever necessaryin order to streamline policies that cater to the ever evolving demands of PhD graduates from the biomedicine and health sciences field in the 21st century. Training and developing research expertise for real-world applications in settings such as education, health services, business and government also highlight the need for a holistic approach to graduate education now than ever before, and will prove to have far-reaching impacts in the burgeoning of a knowledge-based economy in Europe.

_________________________________________

The author would like to thank the Agency for Science, Technology and Research, Singapore




Standards on Post-Graduate Biochemical Education in Greece Constantin Drainas

University of Ioannina, Department of Chemistry, 45110 Ioannina, Greece

Abstract

Post-graduate education in Greece is implemented on two levels: (a) Post-graduate diploma equivalent to a Master’s degree and (b) PhD degree. Post-graduate diplomas in Biochemical studies have duration of two years including one year of theoretical and practical courses and a minimum of one year of research assignment. The post-graduate research is supervised by a faculty member of any rank. Successful award of the post-graduate diploma is accomplished after public presentation of the results of the dissertation and examination by a three-member academic committee. For enrolment in a PhD program in most cases a Post-graduate diploma is required. A PhD dissertation must have duration of at least three years and requires original research. Some departments have an additional prerequisite of at least one publication in a peer-reviewed scientific journal. One supervisor and two advisors have the supervision of the research at the PhD level. Once the experimental part is completed the PhD candidate presents the results to the advisory committee and obtains permission to write the PhD thesis. After completion the thesis is submitted to the Department and a seven member examining academic committee is appointed including the supervisor and the two advisors. The PhD degree is awarded after public presentation and examination by the seven examiners, three of which must be full Professors. The Greek higher education system does not follow the Bologna process. Undergraduate studies have a duration of four (School of Sciences), or five (Schools of technologies and Applications), or six years (Schools of Medicine). Therefore, integrated studies up to the PhD level may have minimum duration of 9, 10 or 11 years, respectively. In rare cases and in particular in Schools of Medicine a post-graduate diploma may not be a prerequisite for enrolment in a PhD program. Post-graduate biochemical studies are offered by all major Universities in Greece, such as: the National and Kapodistrian University of Athens, the Aristoteleian University of Thesssaloniki, the University of Patras, the University of Ioannina, the University of Krete, the Demokretian University of Thrace, the University of Thessaly and the Agricultural University of Athens.

Key words: Postgraduate Education, Greece


Introduction

This article presents a short outline of post-graduate studies in Greece as offered in the field of Biochemistry and Molecular Biology. It is a personal view of an existing reality rather than a comprehensive study and assessment of the post-graduate system in Greece. The only documentations cited here are the web sites of the post-graduate programs and sources of funds for PhD studies. Post-graduate biochemical studies in Biochemistry, Molecular Biology and Biomedical Sciences are offered by all major Universities in Greece, such as: the National and Kapodistrian University of Athens, the Aristoteleian University of Thesssaloniki, the University of Patras, the University of Ioannina, the University of Crete, the Demokretian University of Thrace, the University of Thessaly and the Agricultural University of Athens. Apart from the Universities, well organized and equipped research institutes with long tradition in biochemical research such as “Democritus”, “EIE”, “Pasteur”, “Fleming”, “ITE-IMBB”, EKETA, etc. also participate to most post-graduate programs. In any case, post-graduate programs of research institutes should be in collaboration with an academic department of a University. Nevertheless, post-graduate studies in biochemistry and molecular biology for both levels are based on programmes of Universities but research institutes can also participate at the level of experimental research and qualified researchers can participate either as examiners at the post-graduate deploma level or as advisors and/or examiners at the PhD level.

Running Post-graduate programs in Greek Universities:

National and Kapodistrian University of Athens:

A. Faculty of Biology

1. “Clinical Biochemistry – Molecular Diagnostics” M.Sc, Four semesters

2. “Applications of Biology in Medicine” M.Sc., Four semesters

3. “Bioinformatics” MSc, Three semesters 4. “Microbial Biotechnology” MSc, Four semesters 5. “Modern Trends in the Teaching of Biological Courses and New Technologies” MSc, three

semesters 6. PhD in Biological Sciences, duration: From six to twelve semesters.

B. Faculty of Medicine

1. “Molecular Medicine” MSc, 6 semesters plus 5-8 semesters for a PhD degree

2. “Molecular and Applied Physiology” M.Sc., 4 semesters plus 6 semesters for PhD C. Faculty of Chemistry

1. Biochemistry, and 2. Clinical Chemistry, both 4 semesters for MSc, plus 6 emesters for a PhD degree.

Aristoteleian University of Thessaloniki:

1. Department of Chemistry, MSc in Biochemistry 2. Department of Biology, MSc in Applied Genetics and Biotechnology

3. Department of Pharmacology, Pharmaceutical Biotechnology/Molecular Diagnostics

4. Interdepartmental (Pharmacology, Chemistry, Medicine), Nanosciences and Nanotechnologies

University of Patras

1. School of Medicine: Applications of basic medical sciences. The program leads to an MSc degree and provides specialization in the following five thematic areas:

Pathobiochemistry, Molecular genetics-cytogenetics, Neurosciences, Pharmacokinetics-Toxicology and Molecular anatomy

2. Department of Biology: Biological Technology

3. Department of Chemistry: (a) Applied Biochemistry – Biotechnology, (b) Food biotechnology, a Joint program with the Department of Chemistry-University of Ioannina and School of Biomedical Sciences-University of Ulster GB

4. Department of Pharmacy: (a) Molecular Pharmacology – Clinical pharmaceutics,

(b) Pharmaceutical Biotechnology and biomedicine


5. Interdepartmental program between Departments of Chemistry and Pharmacy:

Medicinal Chemistry: design and development of pharmaceutical products.

6. Interdepartmental program between Departments of Medicine, Biology, Pharmacy, Physics and Computer Engineering and Informatics: Informatics of human sciences (Bioinformatics, Neuroinformatics, Medical informatics)

University of Ioannina

1. Department of Chemistry: Biochemistry-Clinical Chemistry-Biotechnology four semesters for MSc, plus six semesters for PhD

2. Interdepartmental MSc Programme between Departments of Medicine and Chemistry: Biotechnology, four semesters for MSc, plus six semesters for a PhD degree. This program admits up to 10 students for the MSc degree every two years.

University of Crete, Department of Biology

Programmes are offered for MSc and PhD degrees in the following thematic areas:

1. Molecular Biology - Biomedicine

2. Management of Terrestrial and Marine Resources

3. Plant Molecular Biology and Biotechnology

4. Protein Biotechnology

5. Bioethics

Objectives:

(a) Master's degree specialization in an area of Biology such that the holder aquires increased professional qualifications and training.

(b) PhD degree training of scientists/researchers, such that the holder is able to contribute substantially to research, technology and higher education in the Biological Sciences.

University of Thessali

A. School of Medicine

1. Molecular medicine – Clinical applications

B. Department of Biochemistry and Biotechnology

1. Biotechnology-Quality assessment in nutrition and the environment

Objectives: the specialization of bioscientists in biotechnological methodologies concerning quality control in nutrition and environment.

2. Molecular Biology and Genetics applications - Diagnostic markers

Objectives: the specialization of bioscientists in biotechnological methodologies in combination with molecular biology applications in microbiology, genetics, population biology, toxicology, forensics, archaeology, and the detection of GMOs

Demokretian University of Thrace

Joint Inter-Departmental Post Graduate Programme between Departments of Medicine and Molecular Biology & Genetics: Molecular Biosciences – Applications in Health.

General remarks

The official language in all post-graduate programs is Greek, but foreign students can be admitted for the post-graduate diploma providing their degree can be recognized by the National Accreditation Service for the recognition of foreign degrees (DOATAP). The same prerequisite stands for the PhD level with the additional requirement that the candidate should be a Master’s degree holder. The State Scholarships Foundation (IKY) every year publishes a call for applications to grant foreign students of any nationality to perform PhD studies in Greece on any scientific field.

Greek post-graduate students in Biochemistry are mainly recruited from the Departments of Biology, Chemistry, Biochemistry & Biotechnology, Molecular Biology & Genetics and Biological Applications & Technologies. To a lesser extent they also originate from Departments of Medicine, Pharmacology and Agricultural Sciences.

The educational methods generally applied at the diploma level are two semesters of courses and two


semesters of lab research. Courses are taught by academic faculty members and researchers of research institutes and they are based to advanced lectures, not problem-based learning. Evaluation of obtained knowledge is based on essays, presentations of literature articles, or written exams, or combinations of the above. Additionally, the originality of the lab research is also evaluated for the final approval. For the PhD level, evaluation is based solely on the originality of the research in combination of its contribution to the advancement of science. Public presentation of the results of the research employed at the post-graduate diploma or PhD level is indispensable for post-graduate studies of all levels in Greece.

In most post-graduate courses no fees are required and post-graduate students are enjoining all benefits of undergraduates, such as full health insurance, free access or significant reductions to meals and reduction to public transportation. However, certain post-graduate programmes, especially some orientated towards biomedical studies, require fees up to 2,000 euro per year. Standard bursaries are not available for any post-graduate student. Grants are available on application and evaluation basis by the State Scholarships Foundation, Public Benefit Organizations such as the Alexander S. Onassis Organization, the Bodosakis Foundation and others. Furthermore, for the PhD level, public calls of research proposals are occasionally announced from the Ministry of Education for the support of PhD candidates. However, recent constraints are threatening post-graduate studies in Greece. Original research is based on the available research funds of the host laboratory, which are not exclusively allocated for the post-graduate degree. The recent financial crisis has created an additional limitation on post-graduate studies, expected to reduce research activities and consequently the research productivity. It is proven that scientific productivity is proportionally based on research funds, as pictorially demonstrated by the number and quality of Greek publications during the years of regular research funding (National Documentation Centre, GSRT, 2010).

As a concluding remark, it is pertinent to point out that funding of post-graduate research at any level is a developmental motive force that should be taken under serious consideration by any government.

References

Post-graduate programs:

http://www.biol.uoa.gr/programmata-spoydon/programmata-metaptyxiakon-spoydon-p-m-s.html (in Greek)

http://www.school.med.uoa.gr/ (in Greek)

http://www.chem.auth.gr/index.php?lang=el&rm=5&mn=85

http://www.bio.auth.gr/postgrad/applgen/default.htm

http://www.pharm.auth.gr/gr/grad/categ3_gr.html

http://www.upatras.gr/index/page/id/9/lang/en

http://www.uoi.gr/postgraduate/detail.php?pg_id=28

http://www.uoc.gr/Department/index.html

http://www.bio.uth.gr/index.php?lang=en

http://www.mbg.duth.gr/en/

Funding Sources:

State Scholarships Foundation:

http://www.iky.gr/IKY/portal/en

Alexander S. Onassis Public Benefit Organization: http://www.onassis.gr/main.php?ID=0&lang=en

Bodossaki Foundation:

http://www.bodossaki.gr/Default.aspx?lang=2

Publications:

Greek Scientific Publications 1993-2008: A Bibliometric analysis of Greek publications in international scientific journals. Published by the National Documentation Centre of the National Foundation of Research (in Greek), http:/www.ekt.gr, Athens 2010

ISBN: 978-960-89499-1-1




Quality Assurance in Doctoral Education

Experiences from Karolinska Institutet Ingeborg van der Ploeg

Central Director of Doctoral Education, Karolinska Institutet, Stockholm, Sweden.

Abstract

Doctoral education at the medical university Karolinska Institutet has a long tradition of excellence. One important factor for this is the favorable research environment with many world-leading scientists. Other positive factors are a close connection to university hospitals with good conditions for clinical research, proximity to other universities and the pharmaceutical industry with their own research facilities. However, both supervisors and doctoral students are nowadays confronted with new challenges due to global changes and new demands. International competition is increasing, researchers are working in extensive networks, time constraints are more obvious, and employability after obtaining a PhD degree has come into focus. The international Bologna Accords place high demands on learning outcomes, alignment of the degrees between countries and an increased possibility for mobility of students. The need for efficient quality assurance has therefore become obvious.

Karolinska Institutet works to ensure quality assurance in doctoral education in different ways. One is defining overall university outcome aims for doctoral education with corresponding quality indicators and outcome measures. Another is to systematically analyze and adjust the whole doctoral education system from the recruitment and selection of doctoral students, to methods of supervision, doctoral courses and programs, the implementation of learning outcomes in courses and individual study plans, and the final thesis defense. A third measure is by regular follow-up with surveys among students, supervisors and alumni (e.g. exit polls). Finally, faculty funding for new doctoral students enables to introduce quality improvements. Recent results will be presented and discussed.

Keywords: Quality assurance , doctoral education, Karolinska Institutet

Introduction

The Board of Doctoral education at the medical university Karolinska Institutet has the ambition to use its resources to contribute effectively to a doctoral education on the highest international level. Important facilitating factors for this are the favorable research environments for the doctoral candidates who thus have the possibility to be part of research groups with world-leading scientists involving many scientific interactions and collaborations. Other positive factors are a close connection to university hospitals with a research tradition and good conditions for clinical and experimental research, proximity to other universities with excellent research facilities and contacts with the pharmaceutical industry with their own research facilities. However,


both supervisors and doctoral students are nowadays confronted with new challenges due to both global changes and new demands on themselves. International competition including for research funding is increasing, researchers are working in extensive networks, time constraints are more obvious, and employability after obtaining a PhD degree has come into focus. The international Bologna Accords place demands on achievement of learning outcomes for the doctoral education, alignment of the degrees between universities and countries is considered and an increased possibility for mobility of doctoral candidates is desired. The need for efficient quality assurance has therefore become obvious.

Karolinska Institutet works to ensure quality assurance in doctoral education in different ways:

1. Intended learning outcomes (ILOs) are defined by the Higher Education ordinance in Sweden and represent generic ILOs for all doctoral education within Sweden. The Board of Doctoral education at Karolinska Institutet requires from this year that the generic ILOs1 must be broken down into more defined ILOs aligned to the individual study plan of newly admitted doctoral candidates. Individual study plans are followed up regularly and a more thorough follow up assessing the performance of the candidates including the ILO’s by a board is performed at half-time, that is after two years of full time study.

2. The Board for Doctoral Education has established a working group for quality assurance that has to report regularly about its activities. This group works together with the Board and other working groups and systematically analyzes and gives suggestions to adjust the whole doctoral education system from the recruitment of doctoral candidates, to supervision, mandatory (like research ethics) and elective doctoral courses and doctoral programs, a number of doctoral schools, the website (ki.se/doctoral), the implementation of ILO´s in courses and individual study plans, and the final thesis defense. International coordinators are studying the prerequisites of the

implementation of joint-degree agreements. The competence of the supervisors should be on the highest international level in order that the research education is on the highest international level. Because of this several highly appreciated basic and advanced courses in supervision are organized. Some of them are obligatory when taking in a new doctoral candidate.

3. A third measure is by regular follow-up with surveys among doctoral candidates (e.g. at the end of each doctoral course and exit polls some weeks after the thesis defense), supervisors and alumni. This led to among others the implementation of the two-days general introduction for doctoral candidates.

4. Finally, faculty funding (so called KID-funding) to be used to finance new doctoral candidates has markedly facilitated the introduction of several important quality improvements. Since the year 2006 up to now application for KID-funding has been announced two times per year and about 25% of the about 400 newly admitted doctoral candidates every year are personally financed for more than half of their education by this means. KID-funding has facilitated the introduction of well written individual study plans, including project plans, the introduction of specified ILOs in the study plans and a better recruitment process for doctoral candidates.

The work with setting quality standards for the process and outcome of doctoral education can further enhance quality and give spin-off effects also to collaborating universities.

Reference:

ki.se/doctoral see Intended Lea




ACHIEVEMENT OF DOCTORAL STUDY: TUNISIAN PhD STUDENTS’ VIEW

Emna EL GOLLI-BENNOUR Laboratory of Research on Biologically Compatible Compounds, Faculty of Dentistry, Rue Avicenne, 5019 Monastir, Tunisia * Corresponding author. Tel.: +216 98 61 56 37; fax: +216 73 42 55 50

e-mail address: [email protected] (Emna El Golli-Bennour)

Abstract The decision to attend graduate school to get a PhD is an important one, and not one to be made lightly or without consideration. In Tunisia, typical doctoral programs take four to seven years to complete and in most science fields students then spend two to four years in postdoctoral training before beginning their professional career. Committing to a PhD means sacrifices as doctoral students are generally not well paid and doctoral training is a "job" that requires perseverance and very hard work. Survey on Tunisian doctoral education and career preparation is a national survey of doctoral students intended to provide a snapshot of their experiences and goals. About 200 students completed the 15-questions survey. These students were from 5 selected universities and represented Biomedicine and Health Sciences sectors. In this report, we have tried to explain the reasons making doctoral study as a real abnegation. Hence, there are three major causes (i) doctoral study may increase personal debt: relative to peers, it will forego many years of income (ii) limitation in the opportunity to get international research training courses that approve and finalise dissertations and (iii) Once they obtain their diploma it is too difficult for PhD graduates to get an appropriate work in universities, research or public health establishments. Nevertheless, doctoral work is still usually an exciting and positive experience.

Keywords: PhD Education; Biomedicine; Health Sciences; Survey; PhD abnegation

1. Introduction

In an increasingly inter-connected world, higher education is changing [1,2]. One key element of internationalization comprises the increasing recruitment of students [3]. The present investigation, reports on a small-scale exploratory survey that sought to investigate the educational experience of PhD students and their supervisors in Tunisian universities. From the north to the south of the county 5 establishments were surveyed; as 3 Faculty of Sciences (Tunis/Monastir/Sfax) and 2 Advanced Institutes of Biotechnology (Monastir/Sfax). Thus, PhD students responding to the survey were only those inscribed in Biomedicine and Heath Sciences sectors. The questionnaire was sent electronically to PhD students (n = 350) and receiving a 57% response rate (i.e. n = 200). Indeed, in the questionnaire, students were asked to describe how “reality” compared with their initial expectations. They were also asked to identify the most positive and negative aspects of PhD education.


This was a small study, but the findings confirm key issues identified in the limited available literature. However, these issues focused around: (i) financial problems, (ii) limitation in qualified international training courses and (iii) the progress of doctoral students upon graduation.

2. Data Analysis and Discussion The questionnaire was subject to content analysis whereby answers to each question were collated and compared across and within groups. Student responses are presented together under different thematic headings.

Demographic Data

In regard to the gender ratio 65% were female and 35% male. Just 38% were married and 27% have children. The mean age of PhD students was 31 years, reflecting the longer duration of the PhD program and the mean time of enrolment was 4.7 years.

PhD Study in Biomedicine and Health Sciences sectors

Principally doctoral students spend most of their time working in laboratories under the direction of their research advisors. Usually, doctoral students work on research projects as a part of team which composed of others graduate students, technicians and faculty members. Therefore, dissertations are typically composed of a collection of related research projects and written as a series of papers. However, students often felt dependent on the advisor, who was frequently the sole determiner of when a student had complete sufficient experimental work to graduate.

Relationship Students/Supervisors

With respect to supervision, 68.3% of students felt that they needed more time and guidance from their supervisors. Thus, some students find it hard to work in an unsupervised manner and they require much more guidance and support. However, it sometimes seems that supervisors have many responsibilities and no time for research students.

In this context, students mentioned a lack of clarity and a perceived lack of guidance in understanding university and PhD systems and processes as a cause of unnecessary stress and anxiety. However,

scholarly work is presented at conferences and then published. Most of the students (85%) were encouraged to present at national events, but the opportunity to participate in an international meeting is restricted to 29.4% of the respondents and was sponsored by the organising organism. Certainly, publications are critical in the research process, but fewer than half the students reported being prepared by their programs to publish and slightly more 60% were confident in their ability to do so.

Financial status of PhD students

Research is the dominant focus of the doctorate, but is not the only work activity of 36.4% of respondents. For these students teaching occupies most of their time. On average, PhD students spend 35% of their time teaching, while devoting 17% of their time to preparing courses and administration assignments and 48% to research. Nevertheless, these students said enjoyment of teaching made them interested in being a professor. Teaching requirements also serve as a mechanism for financial aid. Moreover, some selected students (41.7%), who are not teaching; are able to obtain fellowships from the government or to be enrolled in international program training grants. Indeed, these grants are not able to cover all student life requirements as accommodation, transport, restoration and furniture. Besides, financial needs of the rest of PhD students (21.9%) are paid by their parents. So committing a PhD could be a sacrifice not only for students but sometimes for the all family members. Therefore, beneficing of a university bursary for Tunisian PhD students is not an acquired right.

Research Training Courses

46.2% of surveyed students reported that they had the chance to visit European research organisms. These students also indicated a positive view of international training courses which were viewed as offering important opportunities to facilitate a greater understanding of research development, exchange of ideas and learning new research methods, as well as creating opportunities to make networks and linkages which could have long term advantages. Some students mentioned satisfaction from feeling that they are contributing to the global development of Tunisian doctoral education


through conducting international training courses. However, international training courses allowed to PhD students the presentation of qualified dissertations via the use of highly research technology that not exist in Tunisian laboratories. Moreover, these training courses can reduce dissertation durations.

Career View

When asked if they were considering a faculty job at any point in the future, 74% of the students surveyed answered in the affirmative. An even small number 6.2% of respondents indicated that they had a definite interest in public health research establishments. Indeed, 19.8% of students were interested in industry. Nevertheless, between hops and reality there is a large difference as the chance to have a faculty job is very restricted and about 10%/year of graduate doctorate succeed to have a faculty job. Moreover, Biotechnology industry is not well developed in Tunisia and pubic heath and research establishments preferred to engage technicians than PhD graduate. Additionally, to perform a post-doctoral job PhD students have to move outside the country.

3. Conclusion Doctoral study is challenging for most of students and many of the issues are rose in this study; especially around financial limitations and career view. All Tunisian PhD students’ hopes are directed to the government, which have to improve research structure status: on one hand, by giving all PhD students research grants; that allow them with an acceptable doctoral education environment and on the other hand, by providing research structures with new and developed instruments making the international training courses unnecessary.

Furthermore, the findings support research on doctoral students indicating that the student/supervisor relationship may be challenged more than usual, that the supervisor role may need to be extended to accommodate the different needs of PhD students, this issue have also been identified in developed countries [4,5]. This was a small-scale exploratory survey, it is hard therefore, to definitively identify the extent to which this study has captured issues which are particular to Tunisian PhD students.

References [1]. Allen M, Ogilvie L. (2004) Internationalization

of higher education: potentials and pitfalls for nursing education. Int. Nurs. Rev. 51: 73-80.

[2]. Ketefian S, McKenna H. (2005) Doctoral Education in Nursing: International Perspectives. Routledge, London.

[3]. Middlehurst R. (2002) The international context for UK higher education. (Editors: Ketteridge S, Marshall S, Fry H), pp. 13-32, The Effective Academic: A Handbook for Enhanced Academic Practice. Kogan Page, London.

[4]. Ryan J. (2000) A Guide to Teaching International Students. The Oxford Centre for Staff and Learning Development, Oxford.

[5]. Evans C. (2007) The experience of international doctoral education in nursing: An exploratory survey of staff and international nursing students in a British university. Nurse Educ. Today 27: 499-505.




Research Environment for PhD Students in Biochemistry in the Medical University-Sofia Tanya Monova, Alexey Alexeev, Ganka Kossekova Department of Medical Chemistry and Biochemistry, Medical University-Sofia

Abstract

Standards for the PhD. Degree in the Molecular Biosciences, recommended by the International Union of Biochemistry and Molecular Biology (2006) are valid in the Medical University of Sofia (MUS). Holders of a PhD in Biochemistry should demonstrate a general knowledge of biomedical sciences, and a detailed knowledge of the area of research, be familiar with the research literature of Biochemistry and should have the ability to keep abreast of major developments and to acquire a working background in any area; demonstrate skill in the recognition of meaningful problems and questions for research; possess technical skill in laboratory manipulation; acquire oral, written, and visual communication skills; demonstrate skill in conducting productive self-directed research. Objective factors as modern laboratory equipment, computers and wide-band Internet, access to the European academic network GEANT 2, academic staff qualified in Biochemistry, clear formulation of teaching objectives, access to libraries – all these are important and necessary but not sufficient factors contributing positively to the PhD training. Two subjective factors should be considered too: 1) the characteristic features of the “net” generation of today or the “Digital Natives” as described by Prensky (2001), and 2) the need for pedagogical training of the academic staff or the “Digital Immigrants”. Therefore our work was focused on: 1) creation of virtual models, relevant to the style of thinking and perception of the “Digital Natives”. The virtual models are used to help understanding and learning of complex molecular structures and visualization of expensive or dangerous experiments before actual performance. Virtual models also help basic concept reinforcement. 2) pedagogical training of the “Digital Immigrant Educators” from Biochemistry and other medical disciplines at seminars to help them understand that they must change in order to reach the students of today.

Key words: Medical Biochemistry, PhD students, virtual models, teachers’ training

Introduction

The Medical University of Sofia is the biggest medical university in Bulgaria with four faculties: Medicine, Dental Medicine, Pharmacy, and Public Health. At present the PhD students are more than 300 – in regular and distance programs. The preclinical department of Medical Chemistry and Biochemistry is a joint unit together with the Clinical Center of Molecular Medicine within the Faculty of Medicine. In the recent five years 13 regular PhD students in Biochemistry have 78 publications - 24 in Bulgarian and 54 in international peer-reviewed journals. The ratio: number of publications versus graduated PhD


students is 8,7:1 (78/9), and the ratio: total number of publications versus total number of PhD students is 6:1 (78/13), which shows high publishing activity. The PhD students also participate in scientific forums – national and international. This work describes in brief the traditional objective components of the research environment for the PhD students in Biochemistry (documents, equipment, computers, access to libraries, Internet, etc.). All these are necessary but not sufficient factors. Two other subjective factors were considered within the frame of a University infrastructural project (2010): 1) the requirements

of the today’s students (the “net”-generation) and 2) the need for pedagogical training of the academic staff. Therefore our objectives were: 1) to create virtual models, useful for understanding and learning of complex molecular structures and visualization of expensive or dangerous experiments before actual performance and deliver them using the reconstructed and upgraded university Web-based virtual learning environment; 2) to organize pedagogical training of teachers in Biochemistry and other medical disciplines (Fig. 1).

Fig.1. Use of the reconstructed, upgraded and enriched university virtual learning environment for regular, blended and distance learning of PhD and undergraduate students, and pedagogical training of the academic staff.

Objective components of the research environment

Legal and normative documents Education of PhD students in the Medical University of Sofia takes place according to the law requirements in Bulgaria and in compliance with international standards: the WFME Global Standards for Quality Improvement in Postgraduate Medical Education (2003), the Standards for the Ph.D. Degree in the Molecular

Biosciences, recommended by the International Union of Biochemistry and Molecular Biology (2006). ORPHEUS 2009 position paper (2009) has been taken in consideration too. To qualify for a PhD in Biochemistry students should demonstrate a general knowledge of biomedical sciences, and a detailed knowledge of the area of research, be familiar with the research literature of Biochemistry and should have the ability to keep abreast of major developments and to acquire a working background in any area; demonstrate skill in the recognition of meaningful problems and


questions for research; possess technical skill in laboratory manipulation; acquire oral, written, and visual communication skills; demonstrate skill in conducting productive self-directed research.

Qualified staff in Biochemistry Training is carried out via appropriate forms, general and specialized formal graduate courses, specialized seminars, individual work, regular meetings and discussions with the principal supervisor and other academics. The principal supervisors are academics with experience in research and supervision in Biochemistry. Their research interests are in the fields of signal transduction, protein kinases, cell cultures, proliferation, differentiation, apoptosis, bioactive substances, bioenergetics, molecular genetics, medical genetics, prenatal diagnostics, clinical laboratory, molecular medicine, genetic diseases, DNA microchip technologies, Biochemistry didactics, Web-based e-learning. The principal supervisors are responsible for ensuring ongoing research projects, for individual planning and programming of the work of the PhD students. Clear teaching objectives and tasks are formulated for each PhD student.

Specialized laboratory equipment and virtual learning environment The Medical University of Sofia, in particular the Department of Chemistry and Biochemistry together with the Clinical Center of Molecular Medicine has and maintains the necessary modern specialized laboratory equipment, evaluated very positively by FEBS experts. There are also modern computers and wide-band Internet, access to national libraries and to the European academic network GEANT 2, ScienceDirect, Pubmed, Scopus and other databases. The main funding comes from successful international, national and university projects. The university virtual learning environment is a Web-based system for distance e-learning. It allows delivery of courses that consist of lectures, interactive tests, virtual patients, virtual models, and all other auxiliary resources. The Web-based course “Interactive Biochemistry” is one of the formal courses, especially useful for regular and distance PhD students.

Each PhD student has access to the faculty and the university library. Specialized new books by leading prominent authors in specific fields are regularly provided by the University. The research work of the PhD students is funded on a competitive principle by the University Council for Medical Science and by the Bulgarian Ministry of Public Health and the Ministry of Education and Science.

Subjective components of the research environment

Requirements of today’s students In addition to the objective factors mentioned above, two other subjective factors should be considered too: 1) the characteristic features of the “net” generation of today or the “Digital Natives” as described by Prensky (2001) and creation of appropriate learning resources for them, and 2) need for pedagogical training of the academic staff or the “Digital Immigrants”. Our students today are all “native speakers” of the digital language of computers, video games and the Internet. They are not only technologically literate. They are technologically bound and dependent. Higher education now faces the challenge to provide adequate training for students whose way of thinking, behavior, preferences, expectations and learning style are radically different from those of both teachers and students of the past. Prolonged contact with computers (games, Internet, social networks) has developed their abilities of really fast receiving information; they like to parallel process and multi-task (Prensky, 2001). They have non-linear visual thinking, expectation of timely feedback and reward anticipation, continuous connection to the Web, to their network of friends and uninterrupted access to diverse sources of information. In universities, on the other hand, training is slow, with a linear and coherent presentation of knowledge. Jobs are individual and require critical thinking and creative application of acquired knowledge, their efforts are not rewarded in due time, but after a long period, learning process is inflexible. These subjective factors have directed our attention to creating learning resources that meet the style and abilities of new students to digest information and to learn. Virtual models - video films


combining animation and video, are an appropriate learning tool for engaging the attention of new students. Their attractiveness and interactivity meet the style and attitudes of young people's perception and understanding. They are part of those elements that students use daily in their personal virtual space. PhD curriculum provides learning of experimental techniques and laboratory procedures. It is appropriate that laboratory methods be represented by virtual models. Therefore our work was focused on creation of scenarios and production of video films illustrating different chapters in the Web-based course ”Interactive Biochemistry” and cover most of the chapters of medical biochemistry. Variety of virtual models has been developed to illustrate different experiments and theoretical topics: detection of amino acids with ninhydrin; measurement of protein concentration; SDS-gel electrophoresis of proteins; isolation and purification of DNA from blood; spectrophotometric analysis of isolated DNA; polymerase chain reaction; agarose gel electrophoresis of amplified DNA; DNA sequencing; cell fractionation; different enzyme activities and substrates concentrations The virtual models are relevant to the style of thinking and perception of today’s students. They use them to understand and learn complex molecular structures and visualization of expensive, elaborate, innovative, and dangerous experiments before actual performance. Virtual models also help basic concept reinforcement. Each virtual model includes visualization that helps students to make sense of the invisible and untouchable (Barak, & Hussein-Farraj, 2009) and they obtain the ability to navigate properly between four levels of understanding: macroscopic, microscopic, symbolic and process levels (Dori, Barak & Adir, 2003). Animations

present the processes and experimental techniques on microscopic, symbolic and process levels. The video presents them on macroscopic and process levels. Synchronization of animation and video in one virtual model helps the students to reach higher degree of understanding and navigation between different levels when using developed models. The role of virtual models to improve the cognitive abilities of the students is presented in figure 2.

Training of the academic staff

The training of teachers is carried out in 3 directions:

1) Instructional design of traditional, electronically-aided and electronic courses and creation of learning materials. This training is necessary for teachers without pedagogical basis as medical doctors and biochemists. The model of instructional design (Smith & Ragan, 1999) includes three steps: analysis, strategy, and evaluation. First, the instructors have to learn as much as they can about the environment in which the learners will be trained, about the learners themselves, and about the specific task for which the learners must be prepared. During the selection of the instructional strategy the instructors must determine the ways in which instructional materials should be presented, decide which learning activities the learners can experience, determine the sequence of instructions and how the instruction will take place. At the evaluation stage the educator plans an approach for evaluating the instructional materials to determine the necessary changes. At the seminars, which were organized, teachers from different departments of the Medical University of Sofia learned how to design their courses in order to face the needs of the new generation of students and to conduct a successful educational process.


Fig. 2. Role of the virtual models to improve the cognitive abilities of the students. 2) Work with the university Web-based virtual learning environment. The interface for creation and delivery of courses, containing lectures,

interactive tests, virtual patients and all other educational resources, is friendly and intuitive, as seen from Fig. 3.

Fig.3. Consecutive steps for creation of a virtual patient with galactosemia, using the administrative module of the university virtual learning environment.


3) Management of students’ and PhD students’ projects – to ensure better conditions for the successful transition of graduate students to PhD candidates, then to PhD students and efficient post-docs.

Conclusion

The contemporary laboratory equipment, modern ICT facilities and qualified academic staff with experience in research in Biochemistry ensure excellent conditions for Bulgarian and international PhD students. In addition to this, the renovated university learning environment was enriched with a collection of virtual models, relevant to the style of thinking and perception of today’s PhD and undergraduate students. The seminars, conducted for the teachers in Biochemistry helped them to better manage PhD students’ projects using the modern specialized laboratory equipment. The seminars with teachers from different medical disciplines helped them to learn how to design and deliver traditional and electronic courses using the renovated university Web-based virtual learning environment.

Acknowledgements The financial support of the Council of Medical Science in MU-Sofia is gratefully acknowledged (7th Infrastructural project/2009/26.03.2010 and project 53/Grant-2010/contract 4/11.082010).

References [1]. Barak, M., & Hussein-Farraj, R. (2009).

Computerized Molecular Modeling as Means for Enhancing Students' Understanding of Protein Structure and Function. In Y. Eshet-Alkalai, A. Caspi, S. Eden, N. Geri, Y. Yair (Eds.), Proceedings of the Chais conference on instructional technologies research: Learning in the technological era (pp.14-19). Raanana: The Open University of Israel.

[2]. Dori, Y. J., Barak, M., & Adir, N. (2003). A Web-based chemistry course as a means to foster freshmen learning. Journal of Chemical Education, 80(9), 1084-1092.

[3]. ORPHEUS 2009 position paper: Towards Standards in PhD Education in Biomedicine and Health Research (2009), http://www.orpheus-ed.org/index.php?option=com_content&task=

view&id=32&Itemid=42, last visited 31.03.2011.

[4]. Prensky, M. (2001) Digital Natives, Digital Immigrants Part 2: Do They Really Think Differently? On the Horizon, 9(6), 1-6.

[5]. Smith, P. L., & Ragan, T. J. (1999). Instructional Design (2nd ed.). New York: Wiley.

[6]. Standards for the PhD Degree in the Molecular Biosciences, Recommendations of the Committee on Education of The International Union of Biochemistry and Molecular Biology, revised July 2006, http://www.iubmb.org/index.php?id=32, last visited 31.03.2011.

[7]. University Infrastructural Project: Building an Infrastructure and human resources quality scientific competetive investigations in medical educations to improve the educational process in the Medical University of Sofia, No. 7th-I/2009/contract 26.03.2010.

[8]. WFME Global Standards - The Trilogy. Postgraduate Medical Education – WFME Global Standards for Quality Improvement, http://www.wfme.org/, last visited 31.03.2011.




“

PhD study and program: from ex-student to student “A LESSON LEARNED”: A PhD course proposalGoran Æuriæ*, Ljubica Glavaš-Obrovac

Department for Medical Chemistry, Biochemistry and Clinical Chemistry, Medical Faculty Osijek, J.J.Strossmayer University of Osijek, Huttlerova 4, HR-31000 Osijek, Croatia.

*Corresponding author: [email protected]; Tel: +385 31 512826 Fax: +385 31 505615

*Corresponding author: [email protected]; Tel: +385 31 512826 Fax: +385 31 505615

Abstract

The Postgraduate Doctoral Study in Biomedicine and Health Sciences at the Medical Faculty of Osijek is established five years ago. The purpose of this PhD study is to qualify the student for independent scientific, research and academic work at university, scientific and health institutes as well as at university hospitals. According to the experience of PhD students, that PhD program has its “childhood diseases” and some of them, like pressure of Clinics and Academia ‘hungry’ for PhDs on Institution providing PhD program, PhD students not really interested in research, and lack of devoted supervisors/mentors, are identified and discussed. We find that institutional effort on overcoming common PhD students’ pitfalls should be made and the introduction of a course about PhD study would improve quality of PhD program. For that reason, an outline of the PhD course about PhD study and program is presented. We project that presented course would lead to improved PhD program and, if not more satisfied, than at least more prepared PhD candidates. In many instances knowing what to expect is impossible, however, other lessons can be taught ahead.

Keywords: Postgraduate doctoral study, biomedicine and health sciences, PhD course proposal, PhD student

“At first year of PhD study, I have had an obligatory course where the task was to write an essay about motivation for enrollment of PhD program. In a half joke, I wrote that I imagine that my PhD study will be like journey between Scylla and Charybdis.

Unfortunately, my predictions were correct!”

Goran Curic, MD

Introduction

Degree of formal postgraduate doctoral education is prerequisite for building a career in the academia. The Postgraduate Doctoral Study in Biomedicine and Health Sciences at the Medical Faculty of Osijek was conceived to be comparable and harmonized with doctoral programs in the domain of biomedicine and health sciences established in Czech Republic (Charles University in Prague and Faculty of Medicine in Hradec Kralove), Republic of Slovenia (University of Ljubljana, University Scientific Postgraduate Study in Biomedicine), Norway (University of Bergen, Faculty of Medicine), Sweden (Medical University, Karolinska Institute, Research Education - PhD Training), Denmark (University of Copenhagen, Faculty of Health Science), and University of Zagreb, Croatia, (Faculty of Medicine,


Postgraduate Doctoral Study in Biomedicine and Health Sciences) Postgraduate [1] . The program of this doctoral study is based on current European guidelines for higher education and doctoral programs [2-4]. As in the entire European area of higher education, the work necessary to finish the study and all required obligations is 3 years minimum. A PhD student must acquire at least 180 ECTS points in total and do individual scientific and research work and finish doctoral dissertation as well[1] .

Doctoral study at the Medical Faculty of Osijek was established five years ago and as first generation of students is finishing up their study, the results of internal survey lead us to conclude that on the beginning of the PhD study only a part of students had vision what PhD study really means and what they really need to know about building a career in academia. Some students had a dream of discovering cures for incurable diseases and solving problems of undeveloped countries, the second group perceived PhD study just as an inescapable hurdle before the award of an academic degree, and third group are in-betweens. While PhD subjects are very diverse, all groups have to go through same administrative procedure and common problems should be expected. In many instances knowing what to expect is impossible, however, other lessons can be taught ahead.

To address recognized problems of PhD students, we conceived a proposal of the postgraduate course

about PhD study, which is intended for new PhD students as an elective course scheduled in a first term of the first year of PhD study program. In this paper the proposal of this postgraduate course is described and outlined.

A postgraduate course proposal “PhD Study and Program: from Ex-student to Student – a Lesson Learned”

“PhD Study and Program: from Ex-student to Student – a Lesson Learned” is a proposal for a new postgraduate course developed to address common problems of PhD students, to help students to prepare for PhD study, and to understand what are they expected to do to achieve PhD certificate. The general teaching goal of this course proposal is to provide suggestions and advices about the important steps in the PhD study. Targeted group are all enrolled PhD students.

Content, timetable and teaching methods

One-week course is scheduled to take 20 hours and guide 20 students through combination of lectures, workshop, student presentations, team-based learning and discussions. Course includes several principles and elements intended to promote adult learning5. Formal final examination is not foreseen, but on last day quiz is provided as a teaching and feedback tool. In Table 1 are shown scheduled study topics.


Day Study topics Schedule

Teaching method Hours

1st

Organization and structure of PhD study lecture 2

Managing yourself (part 1):

Discussion 2 Full-time vs. part time

Teaching assistant

Specialization

2nd


Lecture 1 What is a PhD

Research methodology


Discussion 3 Topic field

Financial means (student task: funding plan)

3th

Managing your Supervisor - ‘Who is a mentor’ Lecture 1

Managing with Supervisor:

discussion with invited lecturer 3 Internal and external courses

Thesis/advisory committee

Associates

4th

PhD topic:

Literature search and review Workshop 1.5

Research questions discussion 1

Ethical issues (animal, human) Lecture 0.5

Funding plan student presentation 1

5th

PhD dissertation writing up:

Dissertation proposal Lecture 1

Collecting data & data analysis discussion with invited lecturer 1

Discussion of data

“Between Scylla and Charybdis” team-based learning 1.5

Quiz Quiz 0.5


Discussion and Conclusion

PhD programs in different countries have some similarities in organization scheme like admission procedure, individual research under supervision, knowledge dissemination, and the writing and defense of a PhD thesis or dissertation[1] . PhD students face common pitfalls and institutional effort should be made. We assume that introduction of a course about PhD study would improve quality of the PhD program at the Medical Faculty of Osijek. Presented PhD course proposal is an outline of course material for Committee for the Postgraduate Doctoral Study at the Medical Faculty of Osijek. Pilot course is intended to be an elective course scheduled in first term of the first year of PhD study program. Development of the course after the implementation will be based on results of evaluation of the course by the students, mentors, collaborators and teachers/lecturers.

Quality of new PhD studies can be hindered by pressure of Clinics and Academia ‘hungry’ for PhDs on Institution providing PhD program. For students that perceive PhD study just as an inescapable hurdle before the award of an academic degree and potentially lack of interest in research, PhD study may become source of disappointment and a great financial cost. Proposed PhD study overview should prepare new PhD students on what is expected of them to finish the PhD study. Since every PhD project is original and unique, there is not unique recipe. In many instances knowing what to expect is impossible, however, other lessons can be taught ahead. Somewhat similar course could be offered as an elective at the end of graduate school curriculum. We estimate that courses like that would lead to focused, self-esteemed and motivated future PhD students. Such undergraduate course about PhD study could contribute to recruitment of potentially outstanding researchers to formal postgraduate education and a continuation of the academic career.

A success of presented course could be measured through students’ feedback, but real success could be observed through long-term evaluation and shortening of time required for finishing PhD. Besides preparing PhD students more effectively for their futures, another potential benefit of proposed course is profiling and recruitment of competent supervisors of future PhD students. We

believe that focused students, supervisors and lecturers would considerably contribute to quality of postgraduate doctoral study.

References

[1]. Program of Postgraduate doctoral study Biomedicine and Health Sciences (http://www.mefos.hr/cms/mefos/en/studies/postgraduate.html).

[2]. “The European Higher Education Area”. Communiqué of the Conference of Ministers Responsible for Higher Education in Berlin on 19 September 2003 (www.eua.be).

[3]. The Framework of Qualifications for the European Higher Education Area. (www.bolognabergen2005).

[4]. Doctoral Programmes for the European Knowledge Society" Bologna Seminar, Salzburg, 3-5 February 2005, (www.eua.be).

[5]. Norman GO (1999) The adult learner: A mythical species. Acad Med 74: 886-889.




New Paradigm of PhD Education at Tbilisi State University Faculty of Medicine in Georgia Nato Pitskhelauri, Nino Chikhladze, Alexander Tsiskaridze

Tbilisi State University, Georgia

Corresponding author:

Nato Pitskhelauri

Abstract

This paper deals with the case of implementation the new PhD programs at Faculty of Medicine at Tbilisi State University, as an example of establishing the new paradigm of PhD Education in Georgia. Higher Education system of Georgia has been in the process of extensive reforms since 2005, for that time two major innovations were carried out: the new law about Higher Education was adopted and Georgia joined the Bologna process. In the regards to the law and Bologna process three cycle of education (Bachelor, Master and PhD) and ECTS system was implemented. According to the Law the duration of PhD program is 180 ECTS.

At the level of Tbilisi State University the minimal standards of PhD Education was elaborated and proved by TSU Academic Council. The document clarifies the minimum requirement for admission, enrolment and access criteria to the programs, requirement for the PhD thesis, supervisor, evaluation etc. According to this document The structure of each PhD program in TSU should include teaching component (40-60ECTS) and research component (140-120ECTS). Training in transferable skills is part of the teaching component.

At the level of Faculty of Medicine the Statement of PhD Education was elaborated. The additional requirement for the PhD thesis, supervisor, evaluation was implemented (for ex. article in peer-review journal should be published, assessment board includes one member from other Educational Institutions, etc).

The aim of the Faculty of Medicine regards the updating the approaches for PhD program is harmonization PhD Education in Georgia with the PhD Education in Biomedicine and Health Sciences in the European Higher Educational Area.

Key Words: PhD education, biomedicine and health sciences, Georgia

Governmental Level of PhD Education.The reform of education and namely of higher education in Georgia is an indispensable prerequisite for the development of a strong and modern state. Higher education system of Georgia has been in the process of extensive reforms since 2005, for that time two major innovations were carried out: Georgia joined the Bologna process and the new law about higher education was adopted.

The Bologna Process became the most important trend of internationalization of higher education in Europe. On May 2005 Georgia officially joined the Bologna process and committed itself to becoming a constituent part of the European Higher Educational Area. Achieving this goal by attaching to Bologna Declaration was recognized as international obligation in Georgia. The results and benefits of the


Bologna process depend on how the governments and higher educational institutions respond to the challenges.

The new Law of Georgia on higher education binds the institutes of higher education of Georgia to pursue the main priorities of the Bologna process, such as transferring to the three cycle of higher education, implementing quality assurance and accreditation system, European Credits Transfer and Accumulation (ECTS) system, compatibility of curricula with the European system, mobility etc.

The Law on Higher Education in Georgia regulates the implementation conditions for educational and research activities of higher education institutions, the principles and rules of higher education management and financing, defines the status of all higher education institutions and the rules for their establishment, operation etc [1].

In the regards to the law and Bologna process three cycles of higher education (Bachelor, Master and PhD) was implemented. The pre-existing system of academic degrees (kandidat nauk, doktor nauk) was abolished, with holders of both degrees equated to a Ph.D. All three levels of programs had to be brought into conformity with Bologna criteria, namely the ECTS crediting system was introduced as obligatory for all universities. Other requirements as determined by the Bologna criteria were also made obligatory.

In Georgia only research Universities are authorised to award all three academic degrees (Bachelor, Master and PhD). According to the law doctoral program is the third level of higher education, which represents the combination of study programs and research activities aimed at preparing research personnel and is concluded by awarding the academic degree of a doctor. The duration of PhD program is 180 ECTS.

Teaching component on doctorate studies level is not very usual for Georgian universities, although in the Soviet period, philosophy and a foreign language were taught in “Aspirantura”.

According to the law on higher education, one of the main priorities of the state policy is to assure academic freedom of study and research, provide and develop the necessary conditions for research

and approximate the Georgian research system with the European standards. Besides, the law on higher education underlines the primary significance of the research within higher educational institutions.

Under the Bologna Process the government of Georgia will facilitate an improvement and modernization of infrastructure and facilities of research institutions.

The appropriate research infrastructure combined with high level researchers is a main recondition for the development of research in sciences. This change enables Georgia to start shifting from developing states to developed country in the long term national perspective [2].

The Academic Board of a higher educational institution is entitled to approve the research programmes and determines the rules of evaluation of a research work. The law stipulates that funds for conducting a master and doctoral degree research will be extracted from the state research fund on a competitive basis and in view of priorities determined by the Ministry of Education and Science of Georgia.

According to the law: “A person holding a master’s or an equal academic degree may take a doctoral program’’.

Graduates from educational program in medicine have master’s equal academic degree, so they are able to continue their study on PhD level.Educational program in medicine are regulated educational programs with special accreditation requirements prescribed by the state.

According to the law: “A higher education institution shall provide a doctoral student with a research supervisor, create favourable conditions for conducting work related to the research, which shall encompass theoretical and/or experimental results and facilitate his/her integration into the world research community. Upon completion of the doctorate program and successful defence of dissertation, a doctoral student is awarded the academic degree of a doctor. The academic degree of doctor shall be awarded by a dissertation council established within a faculty of higher education institution in compliance with the regulations prescribed by the relevant statute. The procedures


for awarding the academic degree of a doctor shall be set out in the Dissertation Council Statute to be approved by the Academic Council of a higher education institution.’’

Procedures for admissions to master’s and doctoral programs should be defined by the statement of the relevant faculty of a higher education institution.

The new legislation defines the Dissertation Council as a body that is established at a faculty and awards the academic degree of a doctor. Procedures for staffing of the dissertation council and election of its Chair are defined by the statute that shall be approved by the Academic Council upon the proposal of the Faculty Council. The dissertation council shall be comprised of all professors and associate professors of the faculty having an academic doctor’s degree. The charter of the higher education institution may define the rules and conditions for inviting a professor or an associate professor to the faculty dissertation council from another higher education institution; Dissertation Council operates according to the statute approved by the Academic Council upon the proposal of the Faculty Council and awards the degree of doctor in the fields indicated in this statute.

University Level of PhD Education. At the level of Tbilisi State University the statement about minimum standards of PhD Education was elaborated and proved by TSU Academic Council (#249 16 July, 2009). The document clarifies the minimum requirement for admission, enrolment and access criteria to the programs, requirement for the PhD thesis, supervisor, evaluation etc [3] .

PhD Program normally requires 3 years/ 6 semesters of study. PhD student should accumulate no less that 180 ECTS credits per 3 years/ 6 semesters, but if PhD student is not able to finish work and introduce the “work” he or she has right to finish the work in additional 4 semesters.

The Minimum requirement for admission in the PhD program at Tbilisi State University is not only a master’s or an equal academic degree, but B2 level of foreign (English, German, French) languages.

In the statement is mentioned that faculty has right to announce additional requirements for admission.

According to this document the structure of each PhD program in TSU should include teaching component (40-60ECTS) and research component (140-120ECTS). Training in transferable skills is part of the teaching component.

The main goal of doctoral programs is to train academic leaders in accordance with the relative fields of professional activity, who will be able to create new knowledge, critically analyze the accumulated ideas and take responsibility for transformation and dissemination of this information by means of publication, tuition and implementation. [4]

According to statement about minimum standards of PhD Education the structure of teaching component includes: modern teaching methods (5-15ECTS), assistance of Professor (5-30 ECTS), two Colloquia (20ECTS), academic writing (5ECTS), management of Sciences (5ECTS), research methods (5-15ECTS), basics of University Curriculum (10ECTS) etc.

The following Teaching courses areobligatory for each student of PhD program of TSU: modern teaching methods (minimum numbers of ECTS- 5), assistance of Professor (minimum numbers of ECTS 5), two Colloquia (for each of them minimum numbers of ECTS is 10, total 20 ECTS).

Other elements of teaching component are electives and are dependent on the individual study plan of PhD student as well as on the faculty’s PhD statement.

The essential pre-requisite of defence is internalization, which means that PhD student should satisfy at list one of the following requirements:

PhD student has foreign supervisor together with Georgian supervisor;

The main statement of the PhD thesis is already published or is accepted for publication in the internationally recognized journals;

The main statement of the PhD thesis is already published in the proceeding of International conference/congress.


The oral defence of the scientific results is open to the public. The information concerning the defense should be advertised on the Faculty’s web-page minimum 2 weeks before the defense. The defence process foresees presentation, scientific debates and conclusion of the dissertation committee.

The assessment of the PhD thesis is two types: (P) – defined or (F)- not defined; The final assessment (in the case of defence) is proceeded according to the following system (which doesn’t consider the application-appellation ): summa cum laude –91-100; magna cum laude –81-90; cum laude –71-80; bene –61-70 and rite –51-60. In the case of a failure PhD student has the opportunity to rewrite the thesis.

Faculty Level of PhD Education. Faculties are free to define the prerequisites of award of the doctor degree. It’s possible that different faculties of one University have different prerequisites, which is reflected in the Faculty statement. The variety of the faculty statements express the difference between disciplines and creates possibility to establish adequate requests in the appropriate field.

At the level of Faculty of Medicine the Statement of PhD Education was elaborated. The additional requirement for admission, for the PhD thesis, supervisor, and assessment was implemented. [5]

The additional requirement for admission in the PhD program is interview with program director. A desirable prerequisite for admittance is working experience in the field, also existence of scientific topics and a preliminary consent of a probable scientific supervisor.

The obligatory teaching courses for all PhD students at Faculty of Medicine are: teaching course in Problem Based Learning (5 ECTS) and elective course on English ,,Academic Writing in Biomedicine’’(5ECTS).

The supervisor should be qualified in the field concerned and has publications in the field.

The additional pre-requisite of defence is that the main statement of the PhD thesis should be already published or should be accepted for publication in peer-reviewed journal with impact-factor.

The assessment committee of written thesis should consist independent expert from other educational Institutions, without connection TSU.

Additional requirement for Dissertation Council at Faculty of Medicine includes representation of one independent expert from other Educational Institutions.

The results of the reform are a hotly debated issue in Georgia. There are obvious achievements, however, the quality of higher education in Georgia is still a considerable problem [6].

Conclusion

The main guiding document for the reform of the university system was a new law on higher education, adopted in December, 2004. The main reform actions started in 2005. According to the newly adopted law on higher education establishing sound and responsive higher education system that meets European standards has become a top priority. The law on higher education is aimed at ensuring compliance of higher education system with European systems, creating the main precondition for renewal of the content and for achieving higher standards in PhD Education in Georgia.

The necessity of implementation already existing Law on Higher Education of Georgia, Bologna process and the need of implementation full coverage of European and global advantages of education on the one hand, and international commitments to reform the system of medical education on the other hand, have put the medical Society to face the objective challenges for Postgraduation education in Medicine.

The aim of the Faculty of Medicine Tbilisi State University regards the updating the approaches for PhD program are harmonization PhD Education in Georgia to the PhD Education in Biomedicine and Health Sciences in the European Higher Educational Area. To achieve this goal the proper strategy should be designed and implemented at University and Faculty level.

References:

[1]. Law of Georgia on Higher Education (2004) www. meh.gov.ge


[2]. Tabatadze Sh. (2007) Why and how can the Bologna Process benefits to Georgia. http://www.scribd.com/doc/16212335/

[3]. Statement about Minimum Standarts for PhD Education. www.tsu.edu.ge

[4]. Rlonti L. (2005) Implementation of three cycle education system in Georgia. PhD Concept Pape, Cente for Social sciences. Tbilisi.

[5]. Statement of PhD Education for Faculty of Medicine at TSU. www.tsu.edu.ge

[6]. Nodia G. (2011) Education Reform: Bologna System and Autonomy of Universities. http://openukraine.org/doc/ste/Publica

tionFinalEng.pdf




Keynotes For Doctoral Education in Food Engineering To Health Sciences Haydar Özpınar*, İsmail H.Tekiner**

* Prof.Dr, Food Engineering Department, ** Director of Natural & Applied Sciences Institute, İstanbul Aydın University Turkey , e-Mail: [email protected]

** Doctoral Programme in Food Engineering Department, İstanbul Aydın University Turkey,

e-Mail: [email protected]

Corresponding author:

Haydar Özpınar

Prof.Dr, Food Engineering Department, ** Director of Natural & Applied Sciences Institute, İstanbul Aydın University Turkey

Abstract

Food Engineering is a multidisciplinary area that applies the principles of many sciences such as physics, chemistry, microbiology, nutrition, health and medicine, transport phenomena and design of the operations. The ability to relate doctoral education in food engineering to the health sciences absolutely provides significant benefit for further research to meet demands of human health. Safe and nutritious food for human is the primary goal of food engineering which is basically concerned with the health aspects of food research area. Genomic studies consequently make the health sciences become personalized in the near future by developing new research joint-areas like proteomics, metabolomics, nutrigenomics. These are also studied by food engineering. The Doctoral Education in Food Engineering needs to focus on omics methodologies in order to be a strong partner of the health sciences for safer and nutrious food by moving from classical research areas to using recent advanced techniques in nutrition, food safety and quality.

Key Words: Food Engineering, Doctoral Education, Omics Methodologies, Health Sciences

1. Introduction

The close relationship between food engineering and health sciences is obviously seen if a research is made in the PubMed Home for the given key words. The word “food” matches with many health related terms such as safety, poisoning, allergy, intolerance, antihypertensive, cancer, obesity, cardiovascular, cholesterol, etc. The human health is the joint interest area of Food Engineering and Health Sciences. Both aims to prevent and treat any disease that is caused by any unsafe food consumption and environmental factors[5]. Application of recently advanced omic techiques including the genomic, proteomic, and metabolomic basically investigates foods for compound profiling to food quality or safety; the development of new transgenic foods, food contaminants, and toxicity studies; new researches on food bioactivity, food effects on human health[1]. Omic technologies in principle allow visualization of all of changes that take place when the genetics, nutrition or environment of an organism is altered. Targeted compositional analysis is today a key component of the food safety assessment paradigm in which known nutrients, anti-nutrients, toxicants, allergens, and other molecules of potential biological importance to humans are quantitatively analyzed[1]. These contemporary methodologies is making Food Science and Technology move from classical techniques to advanced analytical and multidisciplinary strategies in which the health sciences play a vital role. Unraveling the multitude of nutrigenomic, proteomic, and


metabolomic patterns that arise from the ingestion of foods or their bioactive food components will not be simple but is likely to provide insights into a tailored approach to diet and health [7]. The standards for doctoral education in Food Engineering extremely needs to be re-structured as a new approach that studies food and nutrition domains through the application of advanced omics technologies. This approach in doctoral programme is therefore crucial in achieving global human health goals. In this paper it is aimed to provide an overview for the place of the omic related techniques in the doctoral education of Food Engineering.

2. Omics methodologies

Sequencing of the human genome has opened the door to an exciting new phase for nutritional science. Emerging areas that require greater attention include understanding the link between obesity, diet and cancer, the interaction between diet and the microbiome, as well as how bioactive food components modulate inflammatory processes. Importantly, for the future of nutrigenomics, the "omics" (e.g., genomics, proteomics, metabolomics) approach may provide useful biomarkers of cancer prevention, early disease, or nutritional status, as well as identify potential molecular targets in cancer processes that are modulated by dietary constituents and/or dietary patterns [6]. Food Engineering, as a health related discipline, also gets involved in this modern approach.

2.1 Proteomics

Proteomics offers the ability to define changes in protein expression. It comprises the large-scale analysis of proteins in biological systems at a specific time and set of conditions and has evolved into a mature science that addresses the technically challenging problems of protein characterisation, protein quantification and the measurement of proteome Dynamics. This advanced technology has already made a significant impact on biological and biomedical research because proteins have important roles in controlling many cellular functions and can be used as markers of health and disease status to monitor quality traits in food products[2].

2.2 Metabolomics

Metabolomics provides a powerful approach to study small molecules in order to better understand the implications and subtle perturbations in metabolism triggered by nutrients. By studying how dietary molecules can modulate the metabolome, researchers have begun to elucidate the molecular pathways by which nutrients affect health and disease, expand the current state of knowledge regarding how inter-individual variability contributes to differences in nutrient metabolism, and develop novel avenues of research for nutritional sciences [8].

2.3 Nutrigenomics

Nutrigenomics is the application of high-throughput genomics tools in nutrition research. Applied wisely, it will promote an increased understanding of how nutrition influences metabolic pathways and homeostatic control, how this regulation is disturbed in the early phase of a diet-related disease and to what extent individual sensitizing genotypes contribute to such diseases. Ultimately, nutrigenomics will allow effective dietary-intervention strategies to recover normal homeostasis and to prevent diet-related diseases[4].

3. Food engineering education in Turkey

In Turkey the all of the undergraduate and graduate levels of Food Engineering Education in many universities does not constitute an close link with the health sciences. High quality doctoral programme in Food Engineering needs to achieve higher standards by raising the bar to an international level. The higher education in Food Engineering in Turkey are offered by agricultural, partially veterinary and engineering faculties. All does not have a uniform and contemporary curriculum as compared to the other ones conducted in USA and European Countries. From this point of view this education must be re-structured closely with the health sciences and joint research studies needs to be enhanced. The omics related methodologies are not well known and widely used in vast majority of the thesis offered in the doctoral level of Food Engineering.


4. Conclusıon

In Turkey The Doctoral Education in Food Engineering needs to: (a) get involved in the health related studies (b) have well-designed curriculum in accordance with Bologna Process (c)direct the thesis of PhD Students toward manufacturing personalized and nutrious food to meet the demands of health sciences and (d) motivate PhD students to become a part of the health related sciences by putting effort towards society's prosperity.

5. References

[1]. Chassy BM. (2010); Can -omics inform a food safety assessment?, Regul Toxicol Pharmacol. 58(3 Suppl):S62-70

[2]. Eckersall D. and et.al (2010); Farm Animal Proteomics, Proposal Reference OC-2009-2-5974 COST New Action.

[3]. Herrero M. and et.al (2011); Foodomics: MS-based strategies in modern food science and nutrition, Mass Spectrom Rev. [Epub ahead of print]

[4]. Müller M, and et.al (2003); Nutrigenomics: goals and strategies, Nat Rev Genet. Apr;4(4):315-22.

[5]. Özpınar H. Applegate L. (2011); Nutrition and Diet: Basic Principles, İstanbul Medical Publishing Company

[6]. Ross SA.(2010); Evidence for the relationship between diet and cancer, Exp Oncol. Sep;32(3):137-42.

[7]. Trujillo E, and et.al (2006); Nutrigenomics, proteomics, metabolomics, and the practice of dietetics, J Am Diet Assoc. Mar;106(3):403-13.

[8]. Zulyniak MA and et.al (2011); Harnessing Metabolomics for Nutrition Research, Curr Pharm Biotechnol.


ORPHEUS Executive Committee Members:

Zdravko Lackovic (Zagreb) President Michael Mulvany (Aarhus) Vice President Seppo Meri (Helsinki) General Secretary Guenther Gell (Graz) Treasurer David Gordon (Copenhagen) Miroslav Cervinka (Hradec Kralowe) Gül Güner-Akdoğan (Izmir) Konstantin Gurevich (Moscow) Petr Hach (Prague) Jadwiga Mirecka (Krakow) Osman Sinanovic (Tuzla) Chris Van Schravendijk (Brussels) ORPHEUS International Scientific Committee:

Zdravko Lackovic Chair (Zagreb) Michael Mulvany Chairman of the 4th ORPHEUS Conference (Aarhus), University of Aarhus Seppo Meri Chairman of the 3rd ORPHEUS Conference (Helsinki) Hannes Stockinger Chairman of the 5th ORPHEUS Conference (Vienna) Gül Güner-Akdogan Chair of the 6th ORPHEUS Conference (Izmir) Miroslav Červinka Charles Univeristy , Faculty of Medicine at (Hradec Kralove) Jean Chambaz Chair, Council on Doctoral Education, EUA (Paris) Mehmet Füzün Rector of Dokuz Eylül University (Izmir) Guenther Gell Medical University (Graz) David Gordon University of (Copenhagen) Konstantin Gurevich Moscow State Dentistry Medical University (Moscow) Petr Hach First Medical Faculty, Charles University (Prague) Jadwiga Mirecka Medical College, Jagiellonian University (Krakow) Hakan Orer Hacettepe University, School of Medicine (Ankara) Nazmi Özer President, Turkish Society of Biochemistry (Ankara) Chris Van Schravendjik Vrije Universiteit Brussel (Brussels) Osman Sinanovic Medical School, University of (Tuzla) Organising Committee:

Gül Güner Akdoğan (Chair)

Zübeyde Erbayraktar (Coordinator)

Pavel Ježek (Administrative Secretary)

Izmir-Dokuz Eylül University:

Salih Angın, Zahide Çavdar, Mine Doluca, Hüray İşlekel, Meral Karaman, Güldal Kırkalı, Hilal Koçdor, Samiye Mete, Berna Musal, Oya Sayın, Zeynep Sercan, Nilgün Yener

PhD Students:

Ozan Akçay, Melis Dinç Izmir-Ege University:

Ferhan Sağın, Ebru Sezer

Ankara-Hacettepe University:

Hakan Orer


Local Advisory Committee

Gül Güner Akdoğan (Chair), Hakan Abacıoğlu, Cavidan Akören, Candan Algun, Diler Aslan, İbrahim Astarcıoğlu, Neşe Atabey, Zuhal Bahar, Kemal Baysal, Lale Büyükgönenç, Tülay Canda, Şükran Darcan, Tamer Demiralp, Oğuz Dicle, Nesrin Emekli, Serhat Erbayraktar, Rengin Erdal, Gürkan Ersoy, S.İsmet Gürhan, Hasan Havıtçıoğlu, Emin Kansu, Münir Kınay, Yahya Laleli, Mehtap Malkoç, Sevgi Mir, Taner Onat, Tomris Özben, Saim Özdamar, Nazmi Özer, Murat Özgören, Levent Öztürk, Gönül Peker, Mustafa Sabuncu, Gürsel Sönmez, Ümit Süleyman Şehirli, Mahmut Tolon, İbrahim Tuğlu, Yeşim Tunçok, Besti Üstün, İsmail Üstünel, Fazilet Vardar Sükan, Yalçın Yetkin, Osman Yılmaz, Ferruh Yücel

Post-Graduate Committee

Serap Acar, Ozan Akçay, Merve Akiş, Burcu Akpınar, Mustafa Ashrafi, Sezgin Ataç, Seda Baykal, Sevil Üzer, Serap Cilaker Micili, İlkşan Demirbüken, Nida Demirçak, Melis Dinç Kant, Görkem Dizdar, Pınar Erçetin, Fatma Ersin, Dilek Göktürk, Nihal Gördes, Aysim Gözükızıl, Sultan Gülce, Barış Gürpınar, Duygu Harmancı, Burak E. İnanan, Şeniz İnanç, Gökhan Karakülah, Pınar Kemanlı, Aygül Kissal, Efsun Kolatan, Evin Özen, Sinem Özer Gülat, Derya Murat Özgün, Seher Özyürek, Rukiye Roghaiyeh Safari, Reza Salimi, Ayşegül Savcı, Yasemin Saygıdeğer, Murat Sipahi, Fırat Soyarat, Eren Şahin, Meriç Şenduran, Esra Taşbaş, Serhat Taşlıca, Feriha Toksöz Özkaya, Gamze Tuna, Funda Uysal, Bora Uzun, Tuğba Yardımcı, Ali Yıldırım

proceedingsorpheus -Şubat2011turkjbiochem.com/2011/ozelsayi/proceedings.pdf · s4 forward the...

Documents