"What will you do after?": Lessons from Academia and the World Beyond.

Determining post-PhD career options is a challenge for many Psychology PhD graduates. Here I provide a comprehensive overview of the diverse career trajectories available to graduates, drawing from interviews with 53 PhD graduates conducted as part of the two-volume Academia and the World Beyond book series. From these, I conducted a hierarchical qualitative classification to categorise and characterise potential career paths. The findings reveal a spectrum of opportunities, from traditional academic roles to "academic adjacent" and "skill-transfer" careers. This work underscores the versatility of Psychology doctoral training, providing skills that can support a wide array of career possibilities. The results serve as a guide for current and prospective PhD students-and their mentors-emphasising the variety of professional contexts where doctoral training is beneficial.

Evaluating training needs in clinical psychology doctoral programs.

OBJECTIVE: Advances in clinical psychology must be accompanied by advances in training. This study assessed training content, quality, and needs during clinical psychology doctoral programs among current or past doctoral students. METHODS: Current or past clinical psychology doctoral students (N = 343) completed an anonymous survey assessing training experiences and needs. A descriptive-focused exploratory factor analysis (EFA) also examined whether common subgroups of academic interests emerged. RESULTS: Most participants reported that they sought training beyond required coursework, primarily in clinical training, cultural competency, and professional development, and reported having taken one or more unhelpful course, including discipline-specific knowledge requirements. Descriptive results from the EFA demonstrated common training areas of interest: diversity topics, biological sciences, clinical practice, and research methods. DISCUSSION: This study demonstrates that trainees and early career psychologists are aware of their nuanced and in some cases, unmet training needs. CONCLUSION: This work foregrounds the need to adapt extant training opportunities to support the next generation of clinical psychologists.

Contribución de los grupos de investigación a la formación doctoral del Programa en Ciencias de la Salud

Introducción: La inserción de los doctorandos en grupos de investigación favorece su formación y el trabajo en equipos interdisciplinares. Objetivo: Identificar la contribución de los grupos de investigación a la formación doctoral del Programa de Doctorado en Ciencias de la Salud. Métodos: Se realizó un estudio cualitativo en el período 2018-2021. El grupo de estudio estuvo constituido por egresados, matriculados y tutores del Programa de Doctorado en Ciencias de la Salud que imparte la Escuela Nacional de Salud Pública. Se realizaron entrevistas en profundidad, a partir de una guía de tres temas que abordaba la problemática investigada, y que fueron validadas por miembros del Comité Doctoral. Resultados: Los egresados reconocieron la contribución de la inserción en los equipos durante su formación e hicieron sugerencias relacionadas con el acompañamiento durante el proceso. En el caso de los que estaban en formación, sugirieron aspectos que favorecerían el acceso a orientaciones con la forma de presentación y redacción de la tesis. Los tutores expresaron su conformidad con la inclusión de sus tutelados en los grupos y sugirieron, entre otros aspectos, aumentar la divulgación de los talleres previos a la defensa. Conclusiones: En la Escuela Nacional de Salud Pública (ENSAP) se ha logrado que los/as profesionales con grados científicos no trabajen aislados, sino que estén articulados a los grupos de investigación, con resultados favorables, lo que ha sido avalado por los/as egresados/as del programa, matriculados/as y tutores.

Introduction: The insertion of PhD aspirants into research groups favors their training and work in interdisciplinary teams. Objective: To identify the contribution of research groups to the doctoral training of the doctoral program in Health Sciences. Methods: A qualitative study was conducted in the period 2018-2021. The study group consisted of graduates, enrolled participants and supervisors from the doctoral program in Health Sciences taught by the Escuela Nacional de Salud Pública. In-depth interviews were carried out upon the basis of a guide with three topics that addressed the investigated problem situation, validated by members of the Doctoral Board. Results: The graduates recognized the contribution of them being inserted into the teams during their training and made suggestions related to the accompaniment during the process. In the case of those in training, they suggested aspects that would favor access to guidance concerning how to present and write their dissertations. The supervisors expressed their agreement with the inclusion of their protégés into the groups and recommended, among other aspects, increasing the dissemination of the workshops prior to the defense. Conclusions: At the Escuela Nacional de Salud Pública, it has been achieved that professionals with scientific degrees do not work in isolation, but in an articulated manner together with research groups, with favorable results, which has been acknowledged by graduates, enrolled participants and supervisors from that program.

Ética e integridad académica en la formación doctoral: el caso de los doctorados en educación en las universidades chilenas / Ethics and academic integrity in doctoral training: the case of doctorates in education in Chilean universities / Ética e integridade acadêmica na formação pós-graduada: o caso dos doutorados em educação nas universidades chilenas

El presente artículo analiza, a partir de una revisión documental de planes y programas de curso de los doctorados en Educación activos en Chile, en qué medida y cómo los programas de formación de futuros investigadores en educación doctoral abordan el desafío de integrar la educación ética en su diseño curricular. Mediante un análisis temático de la documentación oficial de los programas se identificaron y analizaron diversos elementos relacionados con ética de la investigación e integridad académica abordados en la formación doctoral, su enfoque prevalente (normativo o de discernimiento ético), su orientación (propositiva o de prevención) y la profundidad con que son tratados esos aspectos. Los resultados muestran que solo un tercio de los actuales programas abordan de manera explícita la formación ética en investigación, y que, en estos casos, su abordaje tiende a subrayar aspectos más formales que de fondo, acotados fundamentalmente al cumplimiento del protocolo de consentimiento informado.

This article analyzes to what extent and how training programs for future researchers in doctoral education address the challenge of integrating ethical training in their curricular design. Based on a documentary review of course plans and postgraduate programs in education active in Chile, the explicit presence of ethical aspects and academic integrity in their training plans was examined. Through a thematic analysis of the official documentation of the programs, we identified and analyzed various elements related to research ethics and academic integrity addressed in doctoral training, their prevalent approach normative or ethical discernment, their orientation proactive or preventive and the depth with which these aspects are treated. The results show that only one-third of the current programs explicitly address ethical training in research and that in these cases, their approach tends to emphasize more formal than substantive aspects, mainly limited to compliance with the informed consent protocol.

O presente artigo analisa, a partir de uma revisão documental de planos e programas de curso dos doutorados em Educação ativos no Chile, em que medida e como os programas de formação de futuros investigadores em educação pós-graduada abordam o desafio de integrar a educação ética em seu plano curricular. Mediante uma análise temática da documentação oficial dos programas se identificaram e analisaram diversos elementos relacionados com ética da investigação e integridade acadêmica abordados na formação pós-graduada, seu enfoque prevalente (normativo ou de discernimento ético), sua orientação (propositiva ou de prevenção) e a profundidade com que são tratados esses aspectos. Os resultados mostram que só um terço dos atuais programas abordam de maneira explícita a formação ética em investigação, e que, nestes casos, sua abordagem tende a ressaltar aspectos mais formais que substanciais, limitados fundamentalmente ao cumprimento do protocolo de consentimento informado.

A Clinical Psychologist Who Studies Alcohol.

In this article, I describe why I believe the study of alcohol use and its consequences is a rich and rewarding area of scholarly activity that touches on multiple disciplines in the life sciences, the behavioral sciences, and the humanities. I then detail the circuitous path I took to become an alcohol researcher and the various challenges I encountered when starting up my research program at the University of Missouri. A major theme of my journey has been my good fortune encountering generous, brilliant scholars who took an interest in me and my career and who helped guide and assist me over the course of my career. I also highlight selected, other professional activities I've been involved in, focusing on editorial work, quality assurance, and governance of professional societies. While the focus is on my training and work as a psychologist, the overarching theme is the interpersonal context that nurtures careers.

The Contribution of Moral Case Deliberation to Teaching RCR to PhD Students.

Teaching responsible conduct of research (RCR) to PhD students is crucial for fostering responsible research practice. In this paper, we show how the use of Moral Case Deliberation-a case reflection method used in the Amsterdam UMC RCR PhD course-is particularity valuable to address three goals of RCR education: (1) making students aware of, and internalize, RCR principles and values, (2) supporting reflection on good conduct in personal daily practice, and (3) developing students' dialogical attitude and skills so that they can deliberate on RCR issues when they arise. What makes this method relevant for RCR education is the focus on values and personal motivations, the structured reflection on real experiences and dilemmas and the cultivation of participants' dialogical skills. During these structured conversations, students reflect on the personal motives that drive them to adhere to the principles of good science, thereby building connections between those principles and their personal values and motives. Moreover, by exploring personal questions and dilemmas related to RCR, they learn how to address these with colleagues and supervisors. The reflection on personal experiences with RCR issues and questions combined with the study of relevant normative frameworks, support students to act responsibly and to pursue RCR in their day-to-day research practice in spite of difficulties and external constraints.

Articulación de maestrías y especialidades con el doctorado en la Escuela Nacional de Salud Pública / A proposal for the articulation of specialties and master's with doctoral programs in the National School of Public Health

Introducción: La formación doctoral recaba relaciones internas entre los escenarios científicos y académicos. Objetivo: Exponer la propuesta de articulación de las maestrías y especialidades con el proceso de formación doctoral en la Escuela Nacional de Salud Pública. Métodos: Se realizó un estudio cualitativo fenomenológico, en el que participaron doctores de la Escuela Nacional de Salud Pública con implicación en la formación doctoral de otras formas académicas y graduados. Se realizó un grupo de discusión mediante un foro virtual, donde se discutió la necesidad de contar con un plan de acción para la articulación, así como su conformación definitiva. Resultados: Las voces apoyaron la necesidad de contar con dicha articulación y emitieron criterios que permitieron el perfeccionamiento de la propuesta sometida a debate. Conclusiones: La articulación especialidad-maestría-doctorado de la Escuela Nacional de Salud Pública garantiza el involucramiento de los actores implicados en su ejecución y permite avizorar los logros que se propone en cuanto al fortalecimiento de la formación doctoral de la institución, desde sus propias formas académicas. Deberá favorecer el tránsito rápido y exitoso de un mayor número de profesionales hacia la formación doctoral en ciencias de la salud. Sus presupuestos, propósitos, acciones y responsables responden a las circunstancias en que esta propuesta surge y a las necesidades actuales, lo cual no limita su perfeccionamiento continuo y necesario(AU)

Introduction: Doctoral training comprises internal relationships between scientific and academic scenarios. Objective: To show a proposal for articulating the master's program and specialties with the doctoral training process of the National School of Public Health. Methods: A qualitative and phenomenological study was carried out, with the participation of doctors from the National School of Public Health involved in the doctoral training of other academic modalities and graduates. A discussion group was held through a virtual forum, where the need for an articulation action plan was discussed, as well as its definitive creation. Results: The speaking participants supported the need to have such articulation and issued criteria that allowed the improvement of the proposal submitted for discussion. Conclusions: The specialty-master's program-doctorate program articulation of the National School of Public Health guarantees that actors be involved in its implementation and makes it possible to foresee the proposed achievements in terms of strengthening the institution's doctoral training, based on its own academic modalities. It should favor the rapid and successful transition of a greater number of professionals towards doctoral training in health sciences. Its foundations, purposes, actions and responsible actors respond to the circumstances in which this proposal arises, as well as to the current needs, which does not limit its continuous and necessary improvement(AU)

Estrategia de grado científico para la Universidad de Ciencias Médicas de Santiago de Cuba / Strategy of scientific degree for the University of Medical Sciences in Santiago de Cuba

Las estrategias para la formación de Doctores en Ciencia en las instituciones de educación superior, constituyen una garantía para elevar la calidad de la formación de profesionales mediante la integración de los procesos sustantivos. Teniendo en cuenta estos referentes, en este artículo se presenta una propuesta de perfeccionamiento de la estrategia institucional de grado científico para la Universidad de Ciencias Médicas de Santiago de Cuba en el periodo 2022-2024, la cual cuenta con un carácter sistémico, y en su estructura incluye cuatro componentes, a saber: antecedentes, caracterización de la UCM-SC, planeación estratégica (misión, visión, objetivo y acciones estratégicas) y evaluación. Su implementación, como un conjunto de acciones secuenciales e interrelacionadas, permitirá lograr un impacto significativo en el incremento de los resultados científicos y en el reconocimiento externo y de la visibilidad de este centro de altos estudios.

The strategies for the training of Doctors in Science in the higher education institutions, is a guarranty to increase quality in the training of professionals through the integration of sustantive processes. Taking into account these referents, a proposal of perfectioning the scientific degree institutional estrategy is presented for the Medical Sciences University in Santiago de Cuba in the period from 2022 to 2024, which has a systemic character, and includes in its structure four components: background, characterization of the Medical Sciences University in Santiago de Cuba (MSU-SC), strategic planning (mision, vision, objective and strategic actions), and evaluation. Its implementation, as a group of sequential and interrrelated actions, will allow to achieve a significant impact in the increase of scientific results and in the external recognition and visibility of this Center of higher studies.

Research-Practice-Collaborations Addressing One Health and Urban Transformation. A Case Study: Commentary on "Research-Practice-Collaborations in International Sustainable Development and Knowledge Production-Reflections from a Political-Economic Perspective".

One Health is an integrative approach at the interface of humans, animals and the environment, which can be implemented as Research-Practice-Collaboration (RPC) for its interdisciplinarity and intersectoral focus on the co-production of knowledge. To exemplify this, the present commentary shows the example of the Forschungskolleg "One Health and Urban Transformation" funded by the Ministry of Culture and Science of the State Government of Nord Rhine Westphalia in Germany. After analysis, the factors identified for a better implementation of RPC for One Health were the ones that allowed for constant communication and the reduction of power asymmetries between practitioners and academics in the co-production of knowledge. In this light, the training of a new generation of scientists at the boundaries of different disciplines that have mediation skills between academia and practice is an important contribution with great implications for societal change that can aid the further development of RPC.

« Une Santé¼ (en anglais: One Health) est un approche intégratif situé à l'interface entre les humains, les animaux, et l'environnement, qui peut être implémenté tel qu'une collaboration entre recherche et pratique (CRP) grâce à son interdisciplinarité et son accent sur la cocréation du savoir. Pour illustrer ce point, cet article prend le Forschungskolleg « Une Santé et Transformation Urbaine¼ (en anglais: One Health and Urban Transformation) financé par le Ministère de la Culture et Sciences du gouvernement du Nord-Rhin Westphalie en Allemagne. D'après nos analyses, les facteurs identifiés comme soutenant une meilleure implémentation du CRP pour le programme One Health sont ceux qui permettent une communication constante et une réduction des asymétries causés par le pouvoir entre les praticiens et les entités académiques dans la cocréation du savoir. Sur ce point, l'éducation d'une nouvelle génération de scientifiques, à l'intersection des différentes disciplines et avec des fortes aptitudes à la médiation entre la pratique et le monde académique, est une contribution important avec des grandes implications pour le changement sociétal, et qui peut en outre soutenir le développement du CRP.

Análisis de la producción y redes de colaboración en los programas de doctorado en psicología en Colombia / Analysis of production and collaboration networks in doctoral programs in psychology in Colombia

Resumen El objetivo de la formación doctoral es la generación y difusión de nuevo conocimiento, sin embargo, no es claro cómo los programas de doctorado en Colombia se relacionan con este tipo de producción académica. A partir de ello, en el presente estudio se presenta el panorama general de la producción académica a través de las instituciones de educación superior colombianas que ofertan programas de formación doctoral en psicología. La producción académica se obtuvo de la base de datos Scopus en una muestra de 13 universidades. Tras una búsqueda inicial, se encontraron 1345 documentos, con los cuales se realizó un análisis de los indicadores de productividad y de las redes de colaboración al interior de la disciplina en el país. Posteriormente, esta información se contrastó con la información nacional registrada en el sistema de Curriculum Vitae Latinoamericano y del Caribe (CvLAC) de 193 profesores asociados a las universidades que ofertan los programas de doctorado. Al comparar la producción académica nacional e internacional, se encontró una mayor correlación entre la dirección de tesis de posgrado y la publicación en revistas nacionales. Por lo tanto, se puede afirmar que el impacto de la formación doctoral en la generación de nuevo conocimiento es relativo y tiene un alcance limitado, siendo principalmente las revistas nacionales el medio de difusión de este conocimiento. Se recomienda evaluar el impacto de los productos asociados a la formación posgradual y la visibilidad internacional, con énfasis en las revistas indexadas en bases de datos internacionales.

Abstract The objective of doctoral training is the generation and dissemination of new knowledge; however, it is not clear how doctoral programs in Colombia relate to this type of production. Based on this, this study presents the general panorama of academic production across Colombian higher education institutions that offer doctoral training programs in psychology. The academic production was obtained from the Scopus database in a sample of 13 universities. After this search, 1345 documents were found with which an analysis was made regarding productivity indicators and the collaboration networks within the discipline in the country were identified. Subsequently, this information was contrasted with the national information registered in the Latin American and Caribbean Curriculum Vitae system (CvLAC) of 193 professors associated with the universities offering doctoral programs. As a result, when comparing national and international academic production, a greater correlation is found between the supervision of graduate theses and publication in national journals. In this sense, it is found that the impact of doctoral training on the generation of new knowledge is relative and has a limited scope, being mainly national journals the means of dissemination of this knowledge. It is recommended to evaluate the impact of products associated with postgraduate training and international visibility, with emphasis on indexed journals in international databases.

Vitalidad científica de la formación doctoral en la Escuela Nacional de Salud Pública de Cuba / Scientific Vitality of Doctoral Training at The National School of Public Health of Cuba

Introducción: La Escuela Nacional de Salud Pública ha contribuido durante 17 años a la formación de doctores en Ciencias de la Salud, tarea que ha desarrollado con rigor y calidad. Objetivo: Demostrar la vitalidad científica de la Escuela Nacional de Salud Pública en la formación de doctores en Ciencias de la Salud. Métodos: Se realizó un estudio descriptivo a partir de la información disponible en la base de datos de la Oficina de Doctorado de la escuela, de 2005 - 2019. Se aplicó una metodología cualitativa de tipo fenomenológico apoyada en la experiencia individual de los participantes. Se empleó un muestreo no probabilístico con la finalidad de ponderar la cualidad de la información. Resultados: Se formaron 125 doctores, egresaron ocho doctores por años, tanto profesionales cubanos, como extranjeros, en todos los periodos. El análisis territorial reflejó concentración en La Habana, hubo provincias que no habían formado doctores en la especialidad. Los entrevistados expresaron criterios favorables sobre la vitalidad científica de la Escuela Nacional de Salud Pública. Conclusiones: La vitalidad científica en la formación de doctores en Ciencias de la Salud ha sido posible con la ejecución de la estrategia de formación de doctores llevada a cabo por el claustro de la Escuela Nacional de Salud Pública, a través un programa doctoral que se sustenta en la política de captación de doctorandos cubanos y extranjeros y en el desarrollo de procesos formativos que han conducido a tesis doctorales con importantes aportes a la disciplina. No obstante, existe la necesidad de ser más proactivos en la búsqueda y preparación de doctorandos en algunas provincias del país(AU)

Introduction: The National School of Public Health has contributed for seventeen years to train doctors in Health Sciences specialty. This task has been rigorously conducted and with high standards of quality. Objective: To prove the scientific vitality of the National School of Public Health in training doctors in Health Sciences specialty. Methods: A descriptive study was carried out based on the information available in the database of the Doctorate Office of the school, from 2005 to 2019. A phenomenological-type qualitative methodology was applied, supported by the individual experience of the participants. A non-probabilistic sampling was used in order to weigh the quality of the information. Results: One hundred twenty-five doctors were trained; eight doctors graduated per year, both Cuban and foreign professionals, in all periods. The territorial analysis reflected concentration in Havana, there were provinces that had not trained doctors in this specialty. The interviewees expressed favorable criteria about the scientific vitality of the National School of Public Health. Conclusions: The scientific vitality in training of doctors in Health Sciences specialty has been possible with the implementation of the doctor training strategy, carried out by the faculty of the National School of Public Health, through a doctoral program that is based on in the policy of attracting Cuban and foreign doctoral students and in the development of training processes that have led to doctoral theses with important contributions to the discipline. However, being proactive is necessary in the search and preparation of doctoral students in some provinces of the country(AU)

Competency-based assessment in clinical neuropsychology at the post-doctoral level: Stages, milestones, and benchmarks as proposed by an APPCN work group.

Objective: In recent years, there has been considerable progress in developing competencies in Clinical Neuropsychology. The field also needs to work towards consistency in competency-based assessment of the development of each competency to ensure competent, independent practice. The purpose of this manuscript is to a) document the relevant literature, b) describe the process applied by an Association of Post-Doctoral Programs in Clinical Neuropsychology (APPCN) workgroup on Competency-Based Assessment, and c) propose a framework and assessment tool for competency-based assessment at the post-doctoral training level. Methods: The work group conducted a literature review of competency-based assessment in Clinical Neuropsychology and related fields, considered various constructs for assessment, delineated a framework that can be flexible for program-specific goals, and created a tool for assessment. The workgroup then asked for review of the framework and assessment tool by APPCN Board of Directors, the APPCN Executive Committee, and Program Directors from APPCN and non-APPCN programs. Revisions were made following this review. Conclusions: This manuscript and proposed assessment tool invite constructive feedback within the community for ongoing evolution of the process and the tool. The proposed assessment tool is intended to be implemented flexibly within post-doctoral programs to respect their specific training goals while simultaneously providing underlying consistency in the method of assessing a recently proposed set of competencies within Clinical Neuropsychology. Creation of competency-based assessment tools across all training levels within Clinical Neuropsychology that facilitate continuity and hierarchical development is a long-term goal.

Effective supervision of doctoral students in public and population health in Africa: CARTA supervisors' experiences, challenges and perceived opportunities.

The quality and success of postgraduate education largely rely on effective supervision. Since its inception in 2008, the Consortium for Advanced Research Training in Africa (CARTA) has been at the forefront of providing training to both students and supervisors in the field of public and population health. However, there are few studies on supervisors' perceptions on effective doctoral supervision. We used a mostly descriptive study design to report CARTA-affiliated doctoral supervisors' reflections and perceptions on doctoral supervision, challenges and opportunities. A total of 77 out of 160 CARTA supervisors' workshop participants responded to the evaluation. The respondents were affiliated with 10 institutions across Africa. The respondents remarked that effective supervision is a two-way process, involving both supervisor and supervisee's commitment. Some reported that the requirements for effective supervision included the calibre of the PhD students, structure of the PhD programme, access to research infrastructure and resources, supervision training, multidisciplinary exposure and support. Male supervisors have significantly higher number of self-reported PhD graduates and published articles on Scopus but no difference from the females in h-index. We note both student and systemic challenges that training institutions may pursue to improve doctoral supervision in Africa.

Formación doctoral en el Hospital Dr. Joaquín Albarrán Domínguez / Doctoral training at Dr. Joaquín Albarrán Domínguez Hospital

Introducción: La Universidad de Ciencias Médicas de La Habana centra sus esfuerzos en impulsar la formación doctoral a nivel institucional para incrementar el número de doctores en ciencias del claustro. Esto ha favorecido el aumento de proyectos investigativos institucionales, así como la participación en eventos, Jornadas Científicas, Fórum de Ciencia y Técnica, y publicaciones científicas, entre otros. Objetivo: Evaluar los resultados de la implementación del doctorado tutelar institucional en el Hospital "Dr. Joaquín Albarrán Domínguez". Métodos: Estudio descriptivo, en el que se utilizaron los métodos análisis documental de la sección de Posgrado e investigaciones del Departamento Docente del Hospital Dr. Joaquín Albarrán Domínguez, 2015-2020; y sistémico, estructural y funcional, para manifestar las interrelaciones entre los componentes de análisis del programa de formación doctoral a profesionales del área asistencial en las Ciencias de la Educación Médica. Resultados: Desde noviembre de 2017, la implementación de la formación doctoral en el Departamento Docente del hospital, encaminada a la formación de Doctores en Ciencias en Educación Médica, posibilitó el desarrollo de investigaciones científicas como ejecución de proyectos investigativos, tutorías, participación en eventos científicos, publicaciones, etcétera. En la actualidad han participado en este programa 46 profesionales, se cuenta con 73 proyectos investigativos institucionales, 84 publicaciones, y varias actividades científicas encaminadas al cumplimiento del programa. Conclusiones: El hospital Dr. Joaquín Albarrán Domínguez cuenta con una formación para la obtención del grado científico que ha logrado incrementar sustancialmente la producción científica desde el fortalecimiento de las competencias investigativas de los profesionales para el desarrollo de la investigación en la institución(AU)

Introduction: The University of Medical Sciences of Havana focuses its efforts on promoting doctoral training at the institutional level in order to increase the number of doctors of philosophy as part of the faculty. This has permitted an increase in the institutional research projects, as well as participation in events, scientific meetings, science and technology fora, and scientific publications, among others. Objective: To assess the results of the implementation of the institutional doctoral research at Dr. Joaquín Albarrán Domínguez Hospital. Methods: Descriptive study carried out through the use of the document analysis methods from the Postgraduate and Research Section of the Teaching Department at Dr. Joaquín Albarrán Domínguez Hospital, from 2015-2020. Also, the systemic, structural and functional methods were used, to show the interrelationships between the components of analysis of the doctoral training program for professionals in the healthcare area in the sciences of medical education. Results: Since November 2017, the implementation of doctoral training in the Teaching Department of the Hospital, aimed at the training of Doctors of Philosophy in Medical Education, made possible the development of scientific research as the practical development of research projects, scientific advice, participation in scientific events, publications, among others. Currently, 46 professionals have participated in this program, there are 73 institutional research projects, 84 publications, and various scientific activities aimed at fulfilling the program. Conclusions: Dr. Joaquín Albarrán Domínguez Hospital provides training in view of obtaining the scientific degree that has managed to increase substantially scientific production from the strengthening of research competences in professionals for the development of research at the institution(AU)

Feedback as a balancing act: Qualitative insights from an experienced multi-cultural sample of doctoral supervisors in nursing.

AIM: To better understand the views and experiences of experienced doctoral supervisors in nursing when providing feedback and critique to nursing doctoral students. BACKGROUND: Feedback refers to information from a provider, intended to inform a receiver about the quality of their work in order for them to be able to see where improvements might occur and to signpost issues to be carried into future work. Feedback, particularly on student writing is central to successful doctoral supervision and is time consuming and labour-intensive for supervisors. DESIGN: Qualitative. METHODS: Following ethics approval and informed consent procedures, we gathered 962 min of interview data over a six-week period from 21 participants in four countries. During conversational-style interviews, participants shared their experiences of supervisionand elucidated on their experiences of providing feedback to doctoral students. Data were thematically analysed. FINDINGS: Participants had more than 400 combined doctoral completions. As supervisors, participants aimed to strike a balance between helpful and empowering comments that motivated students to approach their work with renewed vigour and enthusiasm; and those that had the opposite effect of crushing and demoralising the student. 'Feedback as a balancing act' comprised four contributing themes with sub-themes. Findings reveal that feedback on student writing can remain a challenge for the duration of candidature. However, writing is an essential aspect of doctoral studies. It is through supervision that new nursing scholars are tutored and coached into the practices essential to creating disciplinary knowledge through writing. Our sample was drawn from multiple countries and included perspectives from various cultures. Despite the variation in countries and cultures, there was little variation in issues around feedback with all participants striving to provide clear, respectful feedback aimed at developing students and enhancing their skills. CONCLUSIONS: Supervision of doctoral student frequently involves working internationally and what while our sample was drawn from multiple countries and cultural perspectives, there was little variation in issues around provision of feedback to doctoral students. When considering feedback, our findings emphasise the importance of recognising feedback as a crucial educative process and one that is central to the production of a doctoral thesis. We argue that there is a need for nursing to move to developing and articulating meaningful and inclusive pedagogies of writing and doctoral supervision. We recommend universities support the development of such pedagogies and ensure that academic staff engaging in supervision are supported with the appropriate knowledge and skills to be optimally effective.

Situación actual de la formación doctoral en la Universidad de Ciencias Médicas de Matanzas / Current situation of doctoral training at the Medical Sciences University of Matanzas

RESUMEN Introducción: dentro de las formas organizativas de la formación académica se destaca el doctorado, regulado en la legislación del Sistema Nacional de Grados Científicos. A pesar de existir una estrategia actualizada de formación doctoral en la Universidad de Ciencias Médicas de Matanzas y en el resto de las instituciones docente-asistenciales de la provincia, se gradúan pocos doctores. Objetivo: reflexionar sobre la situación actual de la formación doctoral en la Universidad de Ciencias Médicas de Matanzas. Materiales y métodos: se realizó una investigación diagnóstica con un enfoque cuanti-cualitativo del campo de la gestión universitaria. Se emplearon métodos teóricos como el análisis y la síntesis de la información y el sistémico estructural, y empíricos como revisión documental de diferentes informes, bases de datos y convenios. Resultados: más de la mitad de los doctores laboran en la Universidad de Ciencias Médicas de Matanzas. Los de las carreras de la salud constituyen menos de la mitad, mientras que el perfil pedagógico ocupa el segundo lugar. La relación entre doctorado y categoría docente, maestría, categoría investigativa y segundo grado de especialidad con el grado científico es muy baja, y en ninguno de los casos rebasa el 5 %. En la cantera doctoral ocurre lo mismo. Conclusiones: la formación de doctores en Ciencias en determinadas áreas del conocimiento en la Universidad de Ciencias Médicas de Matanzas, ha sido insuficiente a lo largo de los años, y en la actualidad continúa comprometida; sin embargo, la reorganización de la cantera doctoral y los convenios establecidos pueden ayudar a revertir la situación (AU).

ABSTRACT Introduction: the doctorate stands out within the organizational forms of academic training; it is regulated in the legislation of the National System of Scientific Degrees. Despite the existence of an updated doctoral training strategy in the Medical Sciences University of Matanzas and of the rest of the health care teaching institutions of the province, few science doctors are graduated. Objective: to reflect on the current situation of doctoral training at the Medical Sciences University of Matanzas. Materials and methods: a diagnostic research with a quantitative-qualitative approach was carried out in the field of university management. Theoretical methods like information analysis and synthesis were used, and also the systemic structural one and empirical like documental review of different reports, databases and agreements. Results: more than half of science doctors work in the Medical Sciences University of Matanzas. The science doctors of the health care specialties are less than half of them, while the pedagogical profile is on the second place. The relationship between doctorate and teaching category, masters' degree, research category, and second grade specialty to the scientific degree is very low, and in no case exceeds 5%. The same occurs in the doctoral reserve. Conclusions: the training of doctors of sciences in some fields of the knowledge has been inadequate in the Medical Sciences University of Matanzas for many years, and currently is still compromised; nevertheless, the organization of doctoral reserve and the established agreements can help to revert the situation (AU).

Análisis de los patrones de colaboración del Programa de Doctorado en Documentación e Información Científica / Analysis of collaboration patterns in the Documentation and Scientific Information doctoral training program

El propósito del presente artículo fue analizar los patrones de colaboración del programa de formación doctoral en Bibliotecología y Documentación Científica desarrollado entre la Universidad de La Habana y la Universidad de Granada en el período 2007-2017. Para esto se creó una base de datos en EndNote® x.9, con 396 documentos. Se crearon listados de frecuencia de acuerdo con los indicadores analizados, los cuales se procesaron con los programas Excel y Tableau Public 2020.3 para generar tablas y gráficos. Se utilizó Bibexcel (Olle Persson, Universidad de Umeå, Suecia) para realizar los conteos de frecuencia generales, la generación de matrices y el análisis de las redes de coautoría, cotutoría y de colaboración entre instituciones, en aras de procesarlas con UCINET 6.175. Para su representación reticular se utilizaron NetDraw 2.38 y VOSviewer 1.6.16. La colaboración fue analizada de manera global, por grupos y por tipología documental. Se valoraron las relaciones establecidas para el desarrollo de las investigaciones y para la dirección de las tesis. Para los artículos se analizaron las redes de coautoría y los nexos interinstitucionales. En las tesis se analizaron las relaciones establecidas para la tutoría. Se identificó un predominio de autoría múltiple, mayoritariamente en los artículos científicos. Se aprecian nexos relativamente importantes en la tutoría a partir del establecimiento de relaciones entre los tutores más productivos del programa. A nivel institucional se aprecia un protagonismo de la Universidad de Granada y la Universidad de La Habana por ser las coordinadoras del programa. No obstante, se aprecia una amplia gama de instituciones nacionales. Se reflejan los participantes y tutores más representados(AU)

The purpose of the study was to analyze the collaboration patterns in the Library Science and Scientific Documentation doctoral training program conducted jointly by the University of Havana and the University of Granada in the period 2007-2017. To achieve this end, a database of 396 documents was created on EndNote® x.9. Frequency lists were developed for the indicators analyzed, which were processed with the software Excel and Tableau Public 2020.3 to generate tables and charts. Bibexcel (Olle Persson, Umeå University, Sweden) was used to carry out overall frequency counts, generate matrices, and analyze co-authorship, co-tutorship and collaboration networks between institutions, with a view to processing them with UCINET 6.175. NetDraw 2.38 and VOSviewer 1.6.16 were used for their reticular representation. Collaboration was analyzed globally, by group and by document typology. An assessment was made of the relationships established for research development and thesis guidance. Analysis of papers included co-authorship networks and interinstitutional links, whereas the analysis of theses included the tutoring relationships established. A predominance was found of multiple authorship, mainly in scientific papers. Relatively important links were found in tutoring based on the establishment of relationships between the most productive authors in the program. On an institutional level, leadership by the University of Granada and the University of Havana was observed, being as they are the program coordinators. However, a wide range of national institutions was also found. Reference is made to the best represented participants and tutors(AU)

Doctoral Studies as part of an Innovative Training Network (ITN): Early Stage Researcher (ESR) experiences.

Background: The Marie-Sklodowska-Curie Actions' (MSCA) Innovative Training Network (ITN) is a doctoral training programme jointly implemented by academic institutions and industries from countries across Europe and beyond. To our knowledge no study has examined the experience of students participating in MSCA-ITNs. This study aims to evaluate and report MSCA-ITN Early Stage Researcher (ESR) experiences. Methods: The Innovative Training Network - Evaluation Questionnaire (ITN-EQ) was developed to assess supervision, training, collaborations and experiences of ESRs and forwarded to two tinnitus-related ITNs and seven ITNs of other disciplines. Results: Key advantages identified included better career prospects, multidisciplinary research opportunities/collaborations, international exposure, personal/professional development, plus generous salaries and research budgets. However, lack of a common EU framework resulted in the experience being largely dependent on the host institution, country and supervisor. Moreover, managing the dual requirements of ITNs and host institutions while completing a three-year PhD seemed challenging for most ESRs. ESR involvement in workshop and training school planning was desirable. More than 80% of ESRs rated the overall ITN experience favourably and 98.3% would recommend the same to prospective PhD students. Conclusions: This report could provide valuable insights in planning and management of future ITNs and could assist prospective students in their decision of joining an ITN for their PhD.

The role of mentoring in research ecosystems in Sub-Saharan Africa: Some experiences through the CARTA opportunity.

Mentoring is important for improving capacity development in population and public health research in sub-Saharan Africa. A variety of experiences have been documented since Consortium for Advanced Research Training in Africa (CARTA) admitted the first cohort in 2011. However, the experience of mentoring opportunities in CARTA has not been studied. Our study focused on the perceptions, experiences and challenges of mentoring among CARTA fellows. We adopted a descriptive design based on data collected from the fellows using an online semi-structured questionnaire. Out of 143 fellows in the programme, a total of 52 fellows from seven cohorts completed the questionnaire. Fifty-three percent of the respondents were females, more than half belonged to the health sciences while 35% were in the social sciences. Fellows received mentoring from CARTA graduates and experienced researchers in the CARTA network, but they also engaged in peer-mentoring with one another. Teaching, publishing, conference attendance and grant application were considered particularly important in mentoring, but mentors and mentees highlighted personal and social issues such as networking, work-family life balance, and managing stress and time, as challenges. There is a need for more formalised but flexible mentorship initiative in the CARTA fellowship to facilitate enduring relationships for career development.

Impacto de un programa doctoral de Ciencias de la información en el posicionamiento de Cuba en bases de datos internacionales / Impact of an information sciences doctoral program on Cuba's ranking in international databases

En el año 2006 se inició en Cuba un proyecto dedicado a acelerar la formación doctoral en el campo de las Ciencias de la Información. El Programa Doctoral en Documentación e Información Científica, desarrollado por la Universidad de Granada, España, y la Universidad de La Habana, graduó durante diez años un total de 50 doctores cubanos y dos de países latinoamericanos. El proyecto perseguía la actualización y el fortalecimiento de la actividad investigativa en el país y el aumento de la publicación de artículos en revistas científicas de amplia visibilidad internacional. El presente artículo tuvo como objetivo determinar, desde un enfoque bibliométrico, la importancia que ha tenido este programa doctoral en los niveles de productividad científica nacional y en el posicionamiento del país a nivel regional y mundial en el campo de la Bibliotecología y las Ciencias de la Información. Se demostró la mejora del posicionamiento del país en las bases de datos Web of Science y Scopus. Se identificó la proporción de estudios derivados del programa doctoral en el volumen total de la producción científica cubana sobre la especialidad generada durante el período 2006-2019. Un tercio de la producción científica nacional en ambas bases de datos fue generada por graduados de los tres grupos que conformaron el programa. De esta forma, Cuba ha podido ubicarse sostenidamente durante los últimos años entre los primeros 50 países del mundo y entre los cinco primeros países de Latinoamérica en la especialidad(AU)

The year 2006 saw the onset of a project aimed at speeding up information sciences doctoral training in Cuba. The Scientific Information and Documentation Doctoral Program, developed by the University of Granada, Spain, and the University of Havana, graduated a total 50 Cuban and two Latin American PhDs in ten years. The project was geared to updating and strengthening research activity in the country, as well as increasing the publication of papers in scientific journals of broad international visibility. The purpose of the present study was to determine with a bibliometric approach the impact of this doctoral program on national scientific productivity levels and the country's regional and worldwide ranking in the field of library and information sciences. The country's ranking was found to have improved in the databases Web of Science and Scopus. Identification was made of the proportion of studies stemming from the doctoral program with respect to the total volume of Cuban scientific production about the specialty in the period 2006-2019. One third of the national scientific production in both databases was generated by graduates from the three groups making up the program. Cuba has thus been able to occupy in recent years a sustained position among the first 50 countries worldwide and the first five Latin American countries in the specialty(AU)