Cultural and Academic Barriers toward Physician-Scientist (MD-PhD) Careers: A Mixed Methods Study

Autor/inn/en	Omer, Ibrahim; Khan, Ghadeer; Bahalaq, Abdulrahman; Abuthiyab, Noorah; Althubaiti, Alaa
Titel	Cultural and Academic Barriers toward Physician-Scientist (MD-PhD) Careers: A Mixed Methods Study
Quelle	In: Cogent Education, 10 (2023) 1, Artikel 2161189 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bahalaq, Abdulrahman) ORCID (Althubaiti, Alaa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2022.2161189
Schlagwörter	Foreign Countries; Barriers; Cultural Influences; STEM Careers; Medical Students; Student Attitudes; Doctoral Programs; Program Implementation; First Generation College Students; Females; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Cultural influence; Kultureinfluss; Schülerverhalten; Doktorandenprogramm; Weibliches Geschlecht; Saudi-Arabien
Abstract	In Saudi Arabia, there is yet to be a single MD-PhD program established despite calls for its implementation. Herein, we assess students' and stakeholders' perceived barriers and opinions towards the implementation of such a program. A mixed-method design was used. For the quantitative part, a sample of 190 medical students completed a pre-validated survey that addressed procedural, bureaucratic, and environmental challenges to the implementation of the program. In addition, three semi-structured interviews with stakeholders had been carried out to address the implementation of an MD-PhD track. While the semi-structured interviews resulted in a wide array of responses, most students indicated that limited funding (55.7%) and predicted high workload (63.2%) were amongst the most significant hurdles to enrolling in an MD-PhD if offered to do so. In addition, first-generation students and female students were less likely to encourage the establishment of such a program. This study reported multiple significant barriers to pursuing an MD-PhD track in the Kingdom of Saudi Arabia. The findings of this study reflect the complexity of implementing an MD-PhD program in the country and can be useful for concerning bodies to holistically consider predicted barriers that students may face when establishing an MD-PhD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01