Doctoral training in Uganda: evaluation of mentoring best practices at Makerere university college of health sciences
Doctoral training in Uganda: evaluation of mentoring best practices at Makerere university college of health sciences
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DOI：
10.1186/1472-6920-14-9
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发表时间：
2014-01-13
影响因子：
3.6
通讯作者：
Mayanja-Kizza, Harriet
中科院分区：
文献类型：
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作者：
Nakanjako, Damalie;Katamba, Achilles;Mayanja-Kizza, Harriet
背景：良好的指导是决定成功完成博士课程的关键变量。我们确定了博士生和他们的导师之间的指导实践，确定了博士生培训面临的共同挑战，并提出了一些解决方案，以提高质量的博士生培训经验的候选人和导师在马凯雷雷大学健康科学学院（MakCHS）。方法：这种横截面定性评价的一部分，监测和评估计划的博士生培训。通过MakCHS邮件列表邀请所有博士生及其导师参加为期半天的研讨会。流行的博士监督和指导方针进行了总结，在一个小时的演讲。与会者被分成两个同质的学生（学员）和导师组，使用焦点小组讨论（FGD）指南讨论具体问题，该指南强调了博士培训经验的四个主题;什么进展顺利，什么不顺利，提出了解决当前挑战的方法，并认为需要改进的高度优先领域。结果：36位受邀导师中有12位（33%）及40位受邀学员中有22位（55%）参加了工作坊。导师和学员注意到，博士生和导师人数不断增加，这为同侪导师提供了机会。采购和研究监管程序的延误随后推迟了学生的项目。同样，受指导者提到以下方面的挑战：1）支持基础科学研究项目的基础设施和导师，2）博士生及其导师的实际办公空间，3）预算编制和财务管理技能，以及4）沟通技能，包括解决冲突。作为解决方案，该团队提出了技能的培训，入职课程的博士生导师团队，和一个常见问题的文件，以更好地告知导师，学员的期望和experiences.Conclusion：系统和基础设施的限制影响在MaKCHS的博士培训经验的质量。除了研究监管程序、采购和财务管理、沟通技能和信息技术方面的培训外，临床和生物医学研究基础设施被强调为战略干预的高度优先领域，以改善临床科学家博士培训中的辅导。
Background: Good mentoring is a key variable for determining success in completing a doctoral program. We identified prevailing mentoring practices among doctoral students and their mentors, identified common challenges facing doctoral training, and proposed some solutions to enhance the quality of the doctoral training experience for both candidates and mentors at Makerere University College of Health Sciences (MakCHS).Methods: This cross-sectional qualitative evaluation was part of the monitoring and evaluation program for doctoral training. All doctoral students and their mentors were invited for a half-day workshop through the MakCHS mailing list. Prevailing doctoral supervision and mentoring guidelines were summarised in a one-hour presentation. Participants were split into two homogenous students' (mentees') and mentors' groups to discuss specific issues using a focus group discussion (FGD) guide, that highlighted four main themes in regard to the doctoral training experience; what was going well, what was not going well, proposed solutions to current challenges and perceived high priority areas for improvement. The two groups came together again and the note-takers from each group presented their data and discussions were recorded by a note-taker.Results: Twelve out of 36 invited mentors (33%) and 22 out of 40 invited mentees (55%) attended the workshop. Mentors and mentees noted increasing numbers of doctoral students and mentors, which provided opportunities for peer mentorship. Delays in procurement and research regulatory processes subsequently delayed students' projects. Similarly, mentees mentioned challenges of limited; 1) infrastructure and mentors to support basic science research projects, 2) physical office space for doctoral students and their mentors, 3) skills in budgeting and finance management and 4) communication skills including conflict resolution. As solutions, the team proposed skills' training, induction courses for doctoral students-mentor teams, and a Frequently Asked Questions' document, to better inform mentors', mentees' expectations and experiences.Conclusion: Systemic and infrastructural limitations affect the quality of the doctoral training experience at MaKCHS. Clinical and biomedical research infrastructure, in addition to training in research regulatory processes, procurement and finance management, communication skills and information technology, were highlighted as high priority areas for strategic interventions to improve mentoring within doctoral training of clinician scientists.