Doctoral Training of Psychology Students in France

2003 ◽  
Vol 8 (1) ◽  
pp. 3-8 ◽  
Author(s):  
Christine Roland-Lévy

Abstract: The aim of doctoral programs in psychology is to help students become competent psychologists, capable of conducting research and of finding suitable employment. Starting with a brief description of the basic organization of the French university system, this paper presents an overview of how the psychology doctoral training is organized in France. Since October 2000, the requisites and the training of PhD students are the same in all French universities, but what now differs is the openness to other disciplines according to the size and location of the university. Three main groups of doctoral programs are distinguished in this paper. The first group refers to small universities in which the Doctoral Schools are constructed around multidisciplinary seminars that combine various themes, sometimes rather distant from psychology. The second group covers larger universities, with a PhD program that includes psychology as well as other social sciences. The third group contains a few major universities that have doctoral programs that are clearly centered on psychology (clinical, social, and/or cognitive psychology). These descriptions are followed by comments on how PhD programs are presently structured and organized. In the third section, I suggest some concrete ways of improving this doctoral training in order to give French psychologists a more European dimension.

2003 ◽  
Vol 8 (1) ◽  
pp. 48-53 ◽  
Author(s):  
David H. Silvera ◽  
Bruno Laeng ◽  
Tove I. Dahl

This article describes both formal and informal aspects of doctoral training of psychology students in the United States. We first describe admission procedures and the financial support of doctoral students and then discuss the various milestones in a typical doctoral program. There follows an overview of what is expected of doctoral students and a description of the working environment (e.g., faculty and fellow students) in doctoral programs. Finally, we provide a brief analysis of the doctoral training system in the United States. One question of particular importance is whether the close supervision associated with many doctoral programs prepares the student adequately for supervising researchers and developing a research program of his/her own after graduation.


2020 ◽  
Vol 43 (2) ◽  
pp. E1-13
Author(s):  
Adam Pietrobon ◽  
Lucia Chehadé ◽  
Alexandra Beaudry-Richard ◽  
Brian A. Keller ◽  
Michael G. Schlossmacher

Purpose: Integrated MD/PhD programs are relatively new in Canada and represent a platform to train the next generation of clinician-scientists. However, MD/PhD programs vary substantially by structure, funding and mentorship opportunities, and there exists a paucity of data on the overall students’ successes and challenges. The purpose of this study is to assess objective and subjective metrics of the MD/PhD Program at the University of Ottawa. Methods: Students in all years of the program were invited to complete a 58- question survey, and the resulting data were analyzed by descriptive statistics. Results: Our survey had an 88.5% (23/26) participation rate. The program has been gaining interest and the number of applications increased by 178% between 2013 and 2018. Tuition support was considered an essential element in accepting the admission offer, as 47.8% of students would have declined admission without full tuition coverage. The MD/PhD students were heavily engaged in scholarly activities, with an average of 8.3 presentations/ publications per respondent. Respondents indicated low satisfaction with formal career planning advice (28.6% satisfied/very satisfied) and program transition guidance (22.2%). When delivered informally by peers, both career planning advice and program transition guidance were experienced as more satisfying (65.2% and 63.6%, respectively). Only 34.8% of survey respondents identified as female, highlighting the challenge of achieving diversity in clinician-scientist training programs. Conclusion: Our report contributes to the body of knowledge on concrete obstacles experienced by students within MD/PhD programs and key areas that can be improved upon—locally, provincially and nationally—to further advance student success.


2006 ◽  
Vol 70 (2) ◽  
pp. 44 ◽  
Author(s):  
Dick R. Gourley ◽  
Crescent Rowell ◽  
LaMarcus Wingate ◽  
Charles R. Yates ◽  
Greta K. Gourley ◽  
...  

2005 ◽  
Vol 8 (1) ◽  
pp. 8-10
Author(s):  
Gloriajean L. Wallace ◽  
Nancy A. Creaghead

1990 ◽  
Vol 45 (10) ◽  
pp. 1159-1161 ◽  
Author(s):  
Jonathan S. Raymond ◽  
D. William Wood ◽  
Walter K. Patrick

2014 ◽  
Author(s):  
Angela A. Beiler ◽  
Lauren M. Zimmerman ◽  
Alexa J. Doerr ◽  
Malissa A. Clark

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