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- Herausgeber: John Wiley & Sons
- Kategorie: Fachliteratur
- Serie: HOW - How To
- Sprache: Englisch
How to Complete a PhD in the Medical and Clinical Sciences provides fresh insight into the PhD process and a concise framework to aid current and prospective students undertaking research in the medical and clinical sciences.
Filled with useful hints, tips, and practical guidance, the book covers key topics relevant to a PhD researcher such as publishing and presenting, core principles and techniques in medical science, dealing with common pitfalls, and how to write up and move on.
Featuring contributions from authors with experience across the PhD research career spectrum, How to Complete a PhD in the Medical and Clinical Sciences is an invaluable resource for those undertaking their doctoral studies.
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Veröffentlichungsjahr: 2017
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Table of Contents
Cover
Title Page
List of contributors
About the editors
Foreword
Preface
Acknowledgements
Chapter 1: Introduction
A PhD
Perspective
Why a book? How to use it
References
Chapter 2: Deciding on and finding a PhD
Background
Routes of entry
How to find one
Choosing a project
Making an application
Interviews
How to fund one
Reference
Further reading
Chapter 3: Anatomy of a PhD
Background: Welcome to the new you
You are here: PhD research versus undergraduate studies
Lab types: A field guide
It’s tricky: The student‐supervisor interaction
Check out my massive organogram
Other dull, but important stuff
Conclusion
Reference
Chapter 4: Core techniques, principles and statistics
Genomics
Metabolomics
Flow cytometry
Statistics
References
Further reading
Chapter 5: Take off
Background
Understanding your team and project
The literature
The research proposal
Starting experiments
Data management and record keeping
The ‘transfer’
Conclusion
Common pitfalls
Chapter 6: Dealing with problems
Background
General problems
Academic problems
Common PhD problems
Conclusions
References
Further reading
Chapter 7: Breaking ground
Background
Taking ownership of your project
Shaping the research direction
From preliminary
to publishable
data
Supervising junior students
The end of Year 2 review/assessment
Conclusion
Common pitfalls
Chapter 8: Presenting and publishing as a PhD student
Background
Presentations
How to present
Publications
Writing an original research article
Writing a review article
Narrative reviews
Final steps
Managing the process
Other considerations
Conclusion
References
Further reading
Chapter 9: Landing and writing up
Background
An exit strategy
The X Factor results
Before you start writing
Writing
your thesis: Part 1
Writing your thesis: Part 2
Conclusion
Common pitfalls
Further reading
Chapter 10: The viva and moving on
Background
An examiner’s perspective
(Rachel)
The viva
Corrections
Career routes
Conclusion
Further reading
Chapter 11: PhDs in veterinary science and medicine
Background
Is it for me?
Your project
Presenting and publishing
your findings
Post‐PhD, what’s next for me?
Conclusion
Possible concerns
Acknowledgements
Reference
Chapter 12: International perspectives on medical and clinical science PhDs
Background
Choosing a country
Finding a department
‘Full’ PhDs versus ‘dual‐PhDs’
Interviewing in a lab abroad
Funding
Administrative issues
Conclusion
Common pitfalls
Further reading
Chapter 13: What I’m really thinking: The post‐doc
Background
It is great to be a post‐doc!
Is it really that great?
A post‐doc’s advice
Conclusion
Further reading
Chapter 14: What I’m really thinking: The Professor
Index
End User License Agreement
List of Tables
Chapter 04
Table 4.1 Examples of –omes and their biological object
Table 4.2 Examples of methods used to analyse specific genomic targets using NGS technologies
Chapter 05
Table 5.1 Common literature search software
Table 5.2 Literature storage apps and reference managing software
Chapter 06
Table 6.1 How to do a time audit
Table 6.2 A PhD student’s financial audit
Chapter 08
Table 8.1 Common presentation settings
Chapter 11
Table 11.1 Examples of post‐PhD career paths
Chapter 12
Table 12.1 International summer internships for undergraduate science students
Table 12.2 Estimated costs of living in the US, UK and Germany as a PhD student in 2017
List of Illustrations
Chapter 01
Figure 1.1
Figure 1.2
Figure 1.3
Figure 1.4
Figure 1.5
Figure 1.6
Chapter 02
Figure 2.1 Career routes in academic medicine.
Chapter 03
Figure 3.1 University hierarchy
Chapter 04
Figure 4.1 How flow cytometry works
Chapter 05
Figure 5.1 Literature key word mind map
Chapter 10
Figure 10.1 PhD graduate career outcomes.
Guide
Cover
Table of Contents
Begin Reading
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How to Complete a PhD in the Medical and Clinical Sciences
Edited by
Ashton Barnett‐Vanes
St George’s, University of London and Imperial College London, UK
Rachel Allen
Reader in Immunology of Infection and Head of Graduate SchoolSt George’s, University of London, UK
This edition first published 2018© 2018 by John Wiley & Sons Ltd
Registered OfficeJohn Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK
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All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs and Patents Act 1988, without the prior permission of the publisher.
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List of contributors
Kyrillos N Adesina‐Georgiadis DIC PhDHonorary Research AssociateImperial College LondonUKRachel Allen DPhilReader in Immunology of Infection and Head of Graduate SchoolSt George’s, University of LondonUKAshton Barnett‐Vanes BSc PhDMB‐PhD CandidateSt George’s, University of London and Imperial College LondonUKAdel Benlahrech PhDPost‐doctoral researcherUniversity of OxfordUKManu Chhabra MBBChir PhDDoctorNational University Hospital, Singapore and University of CambridgeSingapore, UKTimothy M Cox FMedSciEmeritus Professor of Medicine and Director of ResearchUniversity of CambridgeUKFiona Cunningham BSc PhDProfessor of PharmacologyRoyal Veterinary CollegeUKHenry D.I. De 'Ath PhD MRCSSurgical Registrar and Honorary Clinical LecturerWessex Deanery and Queen Mary, University of LondonUKMichael Dustin PhDProfessor of ImmunologyUniversity of OxfordUKJonathan Elliott PhD MRCVSProfessor of Veterinary Clinical Pharmacology and Vice Principal for Research and InnovationRoyal Veterinary CollegeUKKate Gowers PhDResearch AssociateUniversity College LondonUKE. Allison Green BSc PhD FHEASenior LecturerUniversity of YorkUKMing He MBBS MRCS PhDSurgical Research FellowImperial College London and King's College HospitalUKRebecca Ingram PhD PGCHETLecturerQueen's University BelfastUKLaura Lambert MA PhDPost‐doctoral researcherImperial College LondonUKPaul Langford BSc PhDProfessor of Paediatric Infectious DiseasesImperial College LondonUKJonathan C.H. Lau BSc MScMB‐PhD CandidateUniversity of Cambridge and University College LondonUKFiona Reid BSc MScSenior Lecturer in StatisticsKing's College London and St George's, University of LondonUKDavid Salman MBBS MCRPWellcome Trust Clinical Research Training FellowImperial College LondonUKCélia A. Soares MDMD‐PhD CandidateSchool of Health Sciences, University of MinhoPortugalJohn Tregoning MA PhDSenior LecturerImperial College LondonUKFiona Tomley BSc PhDProfessor of Experimental ParasitologyRoyal Veterinary CollegeUKKristien Verheyen PhD MRCVSSenior Lecturer in Clinical Epidemiology and Head of Graduate SchoolRoyal Veterinary CollegeUKAndrew John Walley MA DPhilSenior Lecturer in Human GenomicsSt George's, University of LondonUK
About the editors
Dr Ashton Barnett‐Vanes is an MB‐PhD Candidate based in London. He completed his medical and clinical science years at St George’s, University of London where he was awarded the William Brown and Devitt‐Pendlebury Exhibition. In 2012, he graduated with First Class Honours in his intercalated BSc and in 2015 completed his PhD in War Injuries, both at Imperial College London. In 2016, he was a British Council Scholar at Tsinghua University, Beijing. He is the recipient of a Foulkes Foundation Fellowship. Read more at www.howtophd.com @HowtoPhD
Dr Rachel Allen is a Reader in Immunology of Infection at St George’s, University of London. She obtained her DPhil in Immunology at the Weatherall Institute of Molecular Medicine in Oxford and was awarded a Beit Memorial Fellowship to continue her postdoctoral studies at Cambridge University. In addition to her research activities (including PhD supervision) since joining St George’s in 2007, Rachel has acted as Associate Dean for Research Degrees and was appointed Head of the Graduate School in 2014.
Foreword
Episodic evolution of health care within the modern state and explosive progress in science have had transformative effects on medicine; but human nature has changed little and people still fall ill! While many formerly intractable diseases can now be treated or prevented, it is a striking fact that nearly all therapeutic advances have been developed and introduced by scientifically minded researchers and doctors. The distinctive mind‐set of those who materially advance understanding or introduce successful cures, is usually characterised as that most favourable for scientific thinking: insatiable curiosity; strong ideals; an often irritating and a sceptical mistrust of hand‐me‐down explanations of natural phenomena – and distaste for rote learning.
Today’s research climate presents myriad challenges and opportunities for the next cadre of researchers. Doctors Ashton Barnett‐Vanes and Rachel Allen bring a complementary perspective to this field: intimately familiar with the demands, conflicts and practicalities of the clinical research universe, their scientific perspectives are broad and their experiences deep; their advice is realistic. Here they have collected a set of frank chapters from like‐minded authors that offer an excellent conspectus of the opportunities, pitfalls and sheer diversity of activities that make up the fascinating science that clinical undergraduates, graduates in medicine and allied clinical sciences are eligible to pursue.
The path of the clinical investigator has been well trodden throughout history. Nonetheless, all that we know and apply now for the relief of human suffering has depended on understanding gained by a relatively few great experimenters from the past. To meet its societal obligations, contemporary medicine remains dependent on the engagement of imaginative scientists and clinicians who can make and introduce discoveries into clinical practice and public health. Proportionately, these people are likely to be ever fewer representatives of our profession: for those launching themselves onto this path with research formalised into PhD programmes, I commend this intriguing and helpful collection. Direct, informative, practical: it is, above all, encouraging!
Timothy M Cox, FMedSciEmeritus Professor of Medicine and Director of ResearchFounding Director, MB‐PhD programmeUniversity of Cambridge, UK
Preface
Deciding and embarking upon a 3–4‐year period of exploration is easy to be excited about. But with exploration comes uncertainty: will I get enough data? What will my lab group be like? Will I make a scientific break‐through and/or find a cure? Could I inundate PubMed?
As a PhD student in a world class research institute, I both witnessed and experienced the great spectrum of outcomes that greet those undertaking a PhD. From the student with enough data to write their thesis in the first year, to the student starting their final year without any convincing results.
This book is written for current and prospective PhD students in the medical and clinical sciences. It seeks, through concise chapters, to help provide a framework and guidance for students of all training backgrounds (scientific or clinical) to complete their PhD and move on. It cannot be understated how far‐fetched the phrase ‘complete and move on’ can seem to most PhD students at one time or another. But, out of darkness cometh light. We hope this book will help illuminate that path.
Dr Ashton Barnett‐Vanes
Committing several years of your life to a single piece of work is a major decision. Nobody will ever undertake the same PhD project in the same way as you, so it will be a step into the unknown. This book is intended to help you steer yourself to one known outcome – the award of a Doctoral degree.
As a PhD student, then supervisor, then Head of Graduate School I’ve seen that, despite the unique nature of each PhD, there are many common experiences for PhD students. This book combines the advice of PhD students and academics on how to navigate the various stages of the degree; how to prepare, what to expect and what to do when some‐ (or every‐) thing seems to be going wrong. We hope that this will prepare you for every stage of your PhD, saving the surprises for your research.
Dr Rachel Allen
Acknowledgements
I thank my co‐editor Rachel Allen for her unwavering support for this book and its aims; Dr George Hall and Dr Suman Rice for helpful discussions and advice during the genesis of this project; James Watson, our commissioning editor at Wiley, for his support from the beginning of this book and Loan Nguyen, Yogalakshmi Mohanakrishnan, Lynette Woodward, Rajitha Selvarajan and Thaatcher Missier Glen at Wiley for their advice and assistance throughout the production and editing process. My thanks to students and colleagues who wittingly or otherwise gave me inspiration for this project. Finally, I owe a debt of gratitude to friends and family whose patience and generosity enabled me to take this book to completion.
Dr Ashton Barnett‐Vanes
I’d like to thank all the authors who contributed to this book, for their enthusiasm and insights into the PhD experience – it’s been a great opportunity for us to learn from each other. In particular, I’d like to express thanks to my co‐editor Ashton, who conceived the original idea for this book and acted as motivator‐in‐chief to keep the project on course.
Dr Rachel Allen
Chapter 1Introduction
Ashton Barnett‐Vanes1 and Rachel Allen2
1 MB‐PhD Candidate, St George’s, University of London and Imperial College London, UK
2 Reader in Immunology of Infection and Head of Graduate School, St George’s, University of London, UK
A PhD
Well done on picking up (and ideally purchasing!) this book. If you’re considering or about to embark on a PhD in the clinical and medical sciences, or related life/natural science disciplines, this might be one of the last scientific books you purchase. That’s not because it’s so good as to end all others, or that it’s so outrageously bad you go off books altogether; but because PhDs are about new knowledge, books are about old knowledge – with new diagrams. That said, why is this book worth reading? Well, before we get to that, it’s worth first laying out the PhD landscape that awaits you.
A large amount of UK research is publicly funded. You know the drill – law abiding citizens work and pay taxes, which are then distributed around our economy. Now, as well as subsidising first class seats on empty trains, some of this money goes into big productive industries, including science. Medical research charities are another major source of science funding, along with the pharmaceutical industry and related enterprises. In the UK, about 1.5% of GDP is invested in research and development(1); the two largest of these funders of scientific/medical research – the Medical Research Council and the Wellcome Trust – collectively spend just over £1 billion per year. That’s a lot of money, enough to buy 167 000 hip replacements, 22 000 teachers or four (Challenger) battle tanks(2). This money filters down a scientific waterfall and finds its way into universities, research institutes, laboratory groups, and occasionally PhD student bar tabs – sorry, projects. At any one time, there are around 30 000 PhD students in: medicine and dentistry, subjects allied to medicine, biological sciences and veterinary science(3); which to give you a sense of scale is about the same population as Gibraltar…
To wrap this up, it’s worth knowing that each PhD student is quite an investment. A three‐year stipend will reach around £45 000; a consumables budget could easily reach £30 000, not to mention those tuition fees. In short, each PhD student costs around £100 000, that’s £2.7 Billion of coinage going into one cohort of PhD students, lots of which comes from the public and charitable sectors; moreover, this cost can be significantly higher when considering clinical trainees undertaking a PhD. There’s also the time invested in the enterprise by your supervisors, and their equivalent salary costs. While 3 or 4 years sounds like a long time (and it kind of is!), this is comparatively short compared to other countries. For example, PhDs in the United States can sometimes double that duration. So, if we’re going to keep ‘our’ PhDs comparatively shorter, safeguard their international prestige, ensure they’re value for money – and actually have a good chance of discovering something; it’s vital that projects are conducted efficiently and effectively from the get go. That’s where this book comes in.
Perspective
Research is exciting. The focus and expertise you can acquire on a specific area is quite incredible, at times even alarming. On this relatively solitary journey, it’s easy to feel you’re in the know, and everyone else isn’t, but keep perspective. Check the illustrations below for what we’re getting at, courtesy of Matt Might(4).
Imagine this circle represents the boundaries of human knowledge, everything we know is contained within it.
Figure 1.1
Courtesy of Dr Matt Might
The circles represent different levels of human knowledge, the inner circle is what we learn in primary school, they expand into secondary school and begin to reach out as Bachelors, Masters and eventually PhDs – the latter furrowing at the edges of human understanding.
Figure 1.2
Here’s what your PhD looks like to you, as you push against the wall of current knowledge.
Figure 1.3
Eventually you’ll make your mark, and push that boundary forwards – expanding human knowledge.
Figure 1.4
Here’s how it looks to you up close as the researcher.
Figure 1.5
But remember, this is how it looks to everyone else.
Figure 1.6
Why a book? How to use it
There are ample books to help students get through their undergraduate studies; get a ‘First’ or write a good Master’s thesis and so on. But oddly, when it comes to the highest degree on offer in the UK, books offering guidance on PhDs are all too often generic, with some even as long as a doctoral thesis! Of course, you should receive a student handbook from your university, but these are seldom an inspiring read or source of friendly advice. This book addresses these shortcomings three‐fold. First, it’s aimed at a much narrower audience, focusing on medical and clinical science PhDs, and related biomedical and life‐science disciplines. Second, it is direct and concise; PhD students can often be overwhelmed by the amount of literature reading they need to do, a guide book should be there to support not supplant. Third, this book combines the perspectives of current or recent PhD graduates with those of senior researchers, from both scientific and clinical backgrounds. We hope that this will give you an insight into academic’s expectations, while avoiding the potential for a ‘how it was in my day’ bias.
While you’re welcome to use this book anyway you want, we recommend its use ‘on the go’. Some chapters will be suitable for specific time points such as the Year 1–3 chapters; others for specific situations, such as when finding a PhD or writing a paper; and some chapters will have a continuous relevance, such as dealing with problems or delivering a presentation. If you’re not a medical or clinical science PhD student, don’t put us down just yet. Though that’s our primary audience, this book will work for anyone doing a PhD in scientific research in a laboratory or clinical department. While we focus on PhDs throughout, this book will equally be suitable to those clinical researchers undertaking ‘MDRes’ degrees; the only main difference is the potentially shortened time frame for active research, which arguably makes this book even more indispensable.
Finally, alongside the bread and butter chapters you’d expect, we’ve included a couple extras. The international PhD chapter reflects the increasing international connectivity among research projects, opening up new opportunities for PhD students. The Post‐doc and Professor chapters offer insight into career routes and senior researcher perspectives – we ask the awkward questions so you don’t have to.
So, without further ado, welcome, happy reading and good luck!
References
1. EUROSTAT Europe 2020 indicators ‐ research and development, available online at
http://ec.europa.eu/eurostat/statistics‐explained/index.php/Europe_2020_indicators_‐_research_and_development
(accessed 8 December, 2016).
2. BBC News Magazine article, Election 2015: What does a billion pounds actually buy the nation? Tom Castella. Available online at:
www.bbc.co.uk/news/magazine‐32309311
(accessed 8 December, 2016).
3. Higher Education Statistics Agency, data and analysis, available online at:
https://www.hesa.ac.uk/stats
(accessed 8 December, 2016).
4. Might, M.
The Illustrated Guide to a PhD
. Available online at
http://matt.might.net/articles/phd‐school‐in‐pictures/
(accessed 8 December, 2016).
Chapter 2Deciding on and finding a PhD
Jonathan C.H. Lau1 and Ming He2
1 MB‐PhD Candidate, University of Cambridge and University College London, UK
2 Surgical Research Fellow, Imperial College London and King’s College Hospital, UK
Background
Applying for a PhD project is one of the first and most crucial steps of your academic journey. It sets you on a PhD path that, if chosen wisely, should be not only be secure, feasible and motivating; but above all, worthwhile and productive. A good project, one that fosters such attributes, will help to offset the difficulties and challenges that you may come to face, while also granting maximal opportunity to reap several important benefits – be it getting a first author publication, travelling abroad to attend conferences, striking lifelong friendships and future collaborations, or indeed, simply succeeding in taking the work from conception through to completion (a noble endeavour in itself).
Quite unsurprisingly, therefore, the task of choosing a project to embark on, with all that it entails – the supervisor(s), research theme, affiliated university/institution, mode of funding, timeliness and so on – may seem daunting. Moreover, there is also likely to be fierce competition for any doctoral position. Nevertheless, efforts to overcome these hurdles should be channelled accordingly to help reach a firm decision, one that reflects your own preferences for what an ‘ideal’ project should be or consist of. While there is no such thing as a perfect project, it is well within your means to find a project that ultimately suits you; however, this requires your proactive participation.
Medical and clinical science projects vary in their nature, with some already having funded proposals in place. Such projects, which are ‘ready to go’, tend to have a more structured feel to the application process. However, these projects are often less flexible in what they may offer you in scope, compared to a project that you co‐develop with a prospective supervisor. Consequently, it is common for medical science PhD applicants to prepare multiple applications for a range of suitable projects, or alternatively, for institutions to offer a choice on potential projects once a place has been awarded. This contrasts with higher degrees in the arts and humanities, where project proposals may frequently be written and thus tailored from scratch.
The aim of this chapter is to detail the process of applying for a PhD and provide a sensible strategy for selecting a project and securing it.
Routes of entry
Deciding when in your career to apply for a PhD is largely dictated by your career track: scientific or clinical.
The scientific route typically progresses from an undergraduate Bachelor’s degree (e.g. BSc), on to a Master’s degree or directly to a PhD. A Bachelor’s degree in any aspect of medical or clinical science is likely to contain a research project; serving as the first opportunity to develop an understanding of research methods and build a relationship with researchers in a specific field. It’s important you achieve strongly in this Bachelor’s, with ideally at least a 2:1 honours degree. Master’s projects may take the form of taught courses with a research component (MSc) or a research‐focused degree often with several research rotations (MRes). Alternatively, an MSc degree will provide you with a ~4‐year rounded education in science, gaining a Masters qualification on an undergraduate funding system. Either way, achieving a merit or distinction in your Master’s degree is necessary if you are to make a strong PhD application.
Again, alongside developing scientific research skills, these degrees and research programmes provide a platform to engage with researchers and senior academics to raise your profile above the competition as a prospective PhD candidate. Presenting or publishing during your time as a Bachelor’s or Master’s student (see Chapter 8) is likely to strengthen your perceived suitability for a position; it will also garner support (such as references or letters of support) from colleagues, improving your competitiveness in applying elsewhere. Finally, if you’re lacking a Master’s, an alternative way to boost your CV is to demonstrate a track record of research experience, for example as a research assistant in a laboratory (see Chapter 3) – but along this route, you risk being ‘outgunned’ by those with stronger academic qualifications, irrespective of research assistant time.
Clinical track
Over the last decade, the implementation of the National Institute of Health Research integrated academic training programme has enabled would be academic trainees to incorporate both clinical and academic training simultaneously (see Figure 2.1). Beginning at medical school and continuing after qualification, this flexible framework has become the mainstay for clinical academic training in the UK, providing multiple possible entry points for acquiring a PhD, while also enabling resumption of clinical training or ongoing career progression. Although all routes of entry culminate in the award of a doctorate, not all necessarily share the same structure or composition in terms of duration, entry requirements, pay bands, ongoing professional development, and protected time allocation for research. Consequently, with each one having its own merits and drawbacks, certain routes may appeal more to some than to others and thus require careful consideration.
Figure 2.1 Career routes in academic medicine.
Courtesy of Dr Garth Funston/BMJ Careers
Along the clinical academic career path, one may embark on their PhD at two broadly different possible time points or routes:
Pre‐qualification PhD (‘MB‐PhD’) route
Post‐qualification PhD route
Pre‐qualification route
Of all possible entry points for those on a clinical track, the pre‐qualification PhD (‘MB‐PhD’) route represents the earliest opportunity to obtain a PhD while also attaining a primary medical qualification (MBBS or equivalent). It is the UK equivalent of the ‘MD‐PhD’ programme, which was first established in the USA more than 40 years ago. Presently, few UK medical schools offer formal MB/PhD programmes including the University of Cambridge and University College London.
The key requirement to undertake an MB‐PhD is having (or committing to attain) an intercalated BSc (iBSc), often with upper second class or first honours. Applications for MB‐PhD programmes typically occur in the year prior to starting clinical training; for 5‐year MBBS courses, this corresponds to the year leading up to the award of an iBSc; while for 4‐year graduate entry programmes, this corresponds to the second year of pre‐clinical training. In general, most students on their MB‐PhD programme start by following their school’s clinical curriculum for the first 24 or so months, before diverting into a period of full‐time research that paves the way to the PhD itself. Alongside formal programmes, it is also possible as a medical student to self‐organise a PhD, through an ‘interruption of studies’ organised with your university, and apply directly for PhD studentships alongside other science track students.
The difference between formal and self‐intercalated projects can be significant. Formal programmes are likely to have a more fixed timeline with introductions and PhD projects offered directly to students, with typically a few hours each week devoted to ongoing clinical education and bedside teaching. Self‐intercalated PhDs may not have these benefits, however, the greater autonomy over your project and schedule may still appeal. Once students have successfully completed their PhD, they return to where they left off by re‐joining their clinical course at the start of the appropriate year. Doing a PhD during medical school is slightly more flexible than embarking on one after (see later). Here, you won’t have clinical rotas/responsibilities you’re contractually obliged to return to – should your PhD run into difficulties that may necessitate an additional 6–12 months of research time.
Post‐qualification PhD route
Qualified medics who are fully registered with the GMC have the option of integrating a PhD into the middle of their training, usually with the intention of embarking on a career as a clinical academic. Those wishing to do so are strongly encouraged to follow the academic career path and apply for positions within the academic foundation programme (AFP) and/or academic clinical fellowship (ACF), which feature as distinct run‐through training posts for the Foundation Programme and early stages of speciality training (i.e. ST1 core medical training), respectively. These schemes provide ring‐fenced research time, conferring additional academic training opportunities that can aid in preparing and applying for a PhD, while also enabling trainees to continue practising and maintaining their clinical skills. While the importance of clinical academic training posts in helping to secure a place on a PhD programme – which includes funding – are significant; having one is not a prerequisite to making a PhD application. Indeed, several doctors have successfully applied for PhDs without having either had a place on the AFP or a ACF – though, in such cases, individuals would still have likely acquired research experience before preparing their application.
Once a PhD has begun, doctors will devote their time accordingly over the next 3 or 4 years (if full‐time and longer if part‐time) to complete their work. During this period, however, they will have the opportunity to maintain and develop their clinical skills by participating in on call rotas, clinics and/or medical teaching. Most PhDs begun by this particular route usually occur after around 5 years post‐qualification training, but may happen earlier (e.g. following foundation training). Once this has been completed and the final degree awarded, doctors will resume their normal clinical duties, moving forwards with their speciality training/career progression. Note, that this transition is usually fixed and inflexible – occasionally doctors undertaking PhDs find themselves rushing or not completing their final research experiments due to the resumption of full clinical responsibilities. Planning way in advance and being realistic with your research objectives are therefore crucial.
