Table 5.1. PhD students’ experience of the educational elements of a PhD.
AU AR BSS HE NAT TECH
2017 2021 2017 2021 2017 2021 2017 2021 2017 2021 2017 2021 Does the selection of PhD
courses give you the pos-sibility of strengthening your general research qualifications?
76% 80% 76% 84% 75% 80% 83% 92% 65% 62% 78% 81%
Does the selection of PhD courses give you the pos-sibility of strengthening your research qualifica-tions within the frame-work of your project?
53% 57% 46% 54% 53% 52% 59% 66% 43% 47% 57% 63%
Did your change of envi-ronment strengthen your
research project? 81% 79% 80% 80% 78% 72% 80% 79% 86% 80% 83% 82%
Was your change of envi-ronment worth the effort compared to your profes-sional benefits (e.g., net-works, general skills as a researcher)?
79% 77% 76% 73% 73% 66% 77% 81% 84% 80% 84% 81%
Has the work you do in addition to your own pro-ject (e.g., teaching or other departmental work) been an instructive experience?
82% 81% 89% 88% 93% 84% 83% 83% 73% 77% 80% 76%
Is the 280 hours of de-partmental work per year of such a nature that it negatively affects your PhD study?
52% 49% 57% 56% 42% 39% 39% 33% 70% 64% 50% 48%
Are you satisfied with the content of your teaching
assignments? 84% 85% 92% 93% 86% 87% 86% 87% 78% 80% 78% 79%
Are you satisfied with the extent of your teaching
assignments? 75% 74% 86% 83% 81% 79% 82% 82% 55% 55% 72% 68%
Question: “In the following, we will ask you a number of questions about the PhD education elements.
Not all elements are necessarily relevant to your particular PhD programme. If one or more elements are not included in your PhD programme, please tick the box "not relevant". This also applies if, for example, you have not yet been abroad or have not yet taken classes.”
Note: The table shows the proportion who have answered "to a great extent" and "to some extent".
The rest have answered "to a lesser extent" or "not at all". The calculation does not include the
an-swer "do not know/not relevant".
19
Figure 5.1 PhD students' experience with the educational elements of the PhD programm e
Question: “In the following, we will ask you a number of questions about the PhD education elements.
Not all elements are necessarily relevant to your particular PhD programme. If one or more elements are not included in your PhD programme, please tick the box "not relevant". This also applies if, for example, you have not yet been abroad or have not yet taken classes.”
Note: The figure does not include the answer "do not know".
20
Figure 5.2. Teaching and other departmental work related to the PhD
Question: "Has the work you have done in addition to your own project (e.g., teaching or other de-partmental work) been more or less than 280 hours annually (cf. the rule of 840 hours within three years)?"
Note: Only respondents who have answered "I have finished my PhD" to the question "How far along are you in your PhD programme?" have answered this question.
21
C HAPTER 6. I NTEGRATION INTO THE RESEARCH ENVIRONMENT
C OLLABORATION AND FEEDBACK IN THE RESEARCH ENVIRONMENT
Table 6.1. PhD students' experience of opportunities for collaboration and feedback.
AU AR BSS HE NAT TECH
2017 2021 2017 2021 2017 2021 2017 2021 2017 2021 2017 2021 Here I meet other
PhD students with whom I can exchange ideas
83% 81% 79% 79% 83% 81% 86% 84% 86% 86% 78% 74%
If I have any prob-lems related to the PhD programme, I'm
Here we present and discuss each other's research on a regular basis
72% 72% 59% 62% 74% 71% 74% 76% 80% 80% 69% 64%
It is my impression that researchers
Question: “In the following, we will ask you questions about your perception of the research environ-ment in your unit. A unit can have different meanings such as departenviron-ment, centre, research group or even the entire institute. We would ask you to think about your daily research environment, i.e., the researchers you meet and interact with in your daily life.”
Note: The table shows the proportion who have answered "agree" or "somewhat agree" to the state-ment. The rest have answered "neutral", "somewhat disagree", or "disagree". The calculation does not include those who have answered "do not know/not relevant".
22 C OLLEGIALITY IN THE RESEARCH ENVIRONMENT
Table 6.2. PhD students’ experience of collegiality in the research environment.
AU AR BSS HE NAT TECH
2017 2021 2017 2021 2017 2021 2017 2021 2017 2021 2017 2021 The scientific staff
members are gen-erally interested in hearing about my project
77% 75% 69% 70% 72% 73% 83% 79% 82% 78% 73% 72%
It is possible to talk openly with colleagues about successful as well as unsuccessful experiences
80% 81% 68% 64% 70% 77% 86% 89% 87% 86% 79% 76%
Here both PhD students and pro-fessors are wel-come to share their opinion
87% 88% 80% 76% 79% 88% 89% 89% 93% 94% 89% 87%
Question: “In the following, we will ask you questions about your perception of the research environ-ment in your unit. A unit can have different meanings such as departenviron-ment, centre, research group or even the entire institute. We would ask you to think about your daily research environment, i.e., the researchers you meet and interact with in your daily life.”
Note: The table shows the proportion who have answered "agree" or "somewhat agree" to the state-ment. The rest have answered "neutral", "somewhat disagree", or "disagree". The calculation does not include those who have answered "do not know/not relevant".
23
F EELING OF INTEGRATION
Table 6.3. PhD students’ experience of being part of a research community.
AU AR BSS HE NAT TECH
2017 2021 2017 2021 2017 2021 2017 2021 2017 2021 2017 2021 Here I feel respected as
a co-researcher 84% 83% 78% 77% 81% 82% 89% 88% 83% 85% 85% 80%
I feel like I'm part of the research community
here 77% 73% 64% 59% 72% 68% 83% 80% 81% 81% 79% 69%
In physical terms, I spend most of my re-search time outside of the research environ-ment (e.g., in a com-pany)
15% 14% 31% 26% 12% 8% 16% 15% 7% 6% 13% 14%
Question: “In the following, we will ask you questions about your perception of the research environ-ment in your unit. A unit can have different meanings such as departenviron-ment, centre, research group or even the entire institute. We would ask you to think about your daily research environment, i.e., the researchers you meet and interact with in your daily life.”
Note: The table shows the proportion who have answered "agree" or "somewhat agree" to the
state-ment. The rest have the answered "neutral", "somewhat disagree", or "disagree". The calculation does
not include those who have answered "do not know/not relevant".
24
Figure 6.1. PhD students’ experience of the research environment
Question: “In the following, we will ask you questions about your perception of the research environ-ment in your unit. A unit can have different meanings such as departenviron-ment, centre, research group or even the entire institute. We would ask you to think about your daily research environment, i.e., the researchers you meet and interact with in your daily life.”
Note: The figure does not include those who have answered "do not know/not relevant".
25 Table 6.4: Organizational context
AU AR BSS HE NAT TECH
2017 2021 2017 2021 2017 2021 2017 2021 2017 2021 2017 2021 Is your project
closely related to the research field of your main supervi-sor?
76% 79% 55% 60% 63% 67% 77% 84% 91% 89% 85% 84%
Is your PhD project embedded in a larger research pro-ject managed by one of your supervisors?
35% 37% 20% 28% 11% 15% 27% 30% 59% 53% 59% 55%
Are you formally employed some-where outside Aar-hus University?
25% 20% 33% 24% 9% 8% 42% 36% 7% 6% 15% 15%
Note: The figures show the proportion who answered yes. The rest have answered no. The answer
"Don't know/ not relevant" is not included in the calculation.
Figure 6.2. Organizational context
26
C HAPTER 7. C ONTACT BETWEEN STUDENTS AND SUPERVISORS
N UMBER OF SUPERVISORS
Table 7.1. The total number of supervisors (main supervisor and co-supervisor) per PhD stu-dent (2021)
AU AR BSS HE NAT TECH
1 supervisor 14% 2% 2% 1% 48% 13%
2 supervisors 45% 69% 84% 18% 39% 50%
3 supervisors 26% 26% 12% 41% 10% 27%
4 supervisors 13% 3% 1% 32% 2% 9%
5 supervisors 2% 0% 0% 6% 1% 1%
6 supervisors 0% 0% 0% 0% 0% 0%
Average number of supervisor/PhD student 2,5 2,3 2,1 3,3 1,7 2,4 Question: "How many supervisors are affiliated with your project? (Please include both main supervi-sors and co-supervisupervi-sors.)"
Table 7.2. The total number of supervisors (main supervisor and co-supervisor) per PhD stu-dent (2017)
AU AR BSS HE NAT TECH
1 supervisor 14% 5% 3% 1% 45% 18%
2 supervisors 47% 76% 86% 21% 40% 49%
3 supervisors 26% 18% 10% 45% 10% 27%
4 supervisors 12% 1% 0% 29% 4% 5%
5 supervisors 2% 1% 0% 4% 1% 1%
6 supervisors 0% 0% 0% 1% 0% 0%
Average number of supervisor/PhD student 2,4 2,2 2,1 3,2 1,8 2,2 Question: "How many supervisors are affiliated with your project? (Please include both main supervi-sors and co-supervisupervi-sors.)"
27 A VAILABILITY
Table 7.3. PhD students’ experience of supervisor availability
AU AR BSS HE NAT TECH
2017 2021 2017 2021 2017 2021 2017 2021 2017 2021 2017 2021 My main supervisor
is available when needed
86% 89% 86% 92% 90% 91% 85% 89% 86% 88% 89% 88%
My co-supervisor(s) is/are available when needed
84% 87% 78% 87% 86% 91% 84% 86% 82% 90% 88% 86%
I receive sufficient supervision from my main supervisor
0% 83% 0% 85% 0% 88% 0% 83% 0% 80% 0% 79%
I receive sufficient supervision from my co-supervisor(s)
0% 81% 0% 81% 0% 83% 0% 80% 0% 83% 0% 83%
Note: The table shows the proportion who "agree" or "somewhat agree" with the statement. The rest have answered either "neutral", "somewhat disagree", or "disagree". The calculation does not include those who have answered "don't know/not relevant".
Note: The calculation of the table is based on what the PhD students have answered earlier on the question of which supervisor they use the most. If the PhD student has stated, for example, that he or she most often meets with a co-supervisor, the question of accessibility is based on the availability of a co-supervisor.
Note: Since "I receive sufficient supervision from my main supervisor" and "I receive sufficient supervi-sion from my co-supervisor(s)" were not in the 2017 survey, there is not displayed historic data.
Figure 7.2. PhD students’ experience of supervisor availability
Note: The calculation does not include those who have answered by not / not relevant.
28
Figure 7.1. PhD students’ specification of which supervisor they use the most
Question: “Which supervisor is in contact with you most often and is the most well-informed about what you are doing?”
29
C HAPTER 8. S COPE AND CONTENT OF SUPERVISION
Table 8.1. PhD students’ experience of the scope and content of supervision
AU AR BSS HE NAT TECH that contribute to the research field manag-ing my PhD project during the project
Planning a change of
environment 71% 79% 65% 71% 76% 85% 67% 83% 74% 75% 76% 80%
Question: “Describe the extent to which you have received guidance on the following points. The guid-ance may be given by one or more supervisors.”
Note: The figures show the proportion who have answered that they have received "some supervi-sion" or "comprehensive supervisupervi-sion". The rest have replied that they have not received any guidance.
The answer if not / not relevant is not included in the calculation.
Note: Since the statement "Considering my future career paths" was not in the 2017 survey, there is no historic data for this question.
30
Figure 8.1 PhD students’ experience of the scope and content of supervision.
Question: "Please describe to what degree you have received supervision in the following areas. The supervision given can be from one or more supervisors."
Note: The figure does not include "Do not know / Not relevant".
31
C HAPTER 9. T HE SUPERVISION RELATIONSHIP
T HE INTERPERSONAL RELATIONSHIP
Table 9.1. PhD students’ experience of the quality of the interpersonal relationship
AU AR BSS HE NAT TECH
Question: Please indicate to what degree the following statements reflect your experience of the rela-tionship between you and your supervisor.
Note: The table indicates the proportion that have answered "agree" and "somewhat agree". The rest have answered "neither/nor", "somewhat disagree" or "disagree". "Do not know/not relevant" is not included in the calculation.
32
Table 9.2. PhD students’ experienced degree of hands-on supervision
AU AR BSS HE NAT TECH
2017 2021 2017 2021 2017 2021 2017 2021 2017 2021 2017 2021 My supervisor often
sets the agenda for the supervision me what works well and what I need to
My supervisor has a clear expectation that I will follow the advice I get sup-ports me in taking ownership of my re-search project
0% 89% 0% 90% 0% 89% 0% 90% 0% 86% 0% 88%
Question: Please indicate to what degree the following statements reflect your experience of the rela-tionship between you and your supervisor.
Note: The table indicates the proportion that have answered "agree" and "somewhat agree". The rest have answered "neither/nor", "somewhat disagree" or "disagree". "Do not know/not relevant" is not included in the calculation.
Note: Since the question "My supervisor supports me in taking ownership of my research project" was not in the 2017 survey there is no historic data on this question.
33
Figure 9.1. PhD students’ experience of the quality of the interpersonal relationship
Question: Please indicate to what degree the following statements reflect your experience of the rela-tionship between you and your supervisor.
Note: The figure does not include "Do not know / Not relevant".
Figure 9.2. PhD students’ experienced degree of hands-on supervision
Question: Please indicate to what degree the following statements reflect your experience of the rela-tionship between you and your supervisor.
Note: The figure does not include "Do not know / Not relevant".
34
C HAPTER 10. I NDEPENDENCE AND INSECURITY
I NDEPENDENCE
Table 10.1. PhD students’ sense of independence
AU AR BSS HE NAT TECH
2017 2021 2017 2021 2017 2021 2017 2021 2017 2021 2017 2021 I feel that I’m in
control of the
pro-ject 0% 77% 0% 74% 0% 81% 0% 81% 0% 74% 0% 71%
I experience that it is possible to ex-plore new research paths within the framework of my project
0% 81% 0% 88% 0% 84% 0% 78% 0% 82% 0% 79%
It is important to me that I make all the critical choices in my project
0% 57% 0% 74% 0% 66% 0% 54% 0% 42% 0% 60%
Sometimes I feel that I’m nothing but an assistant to someone else’s project
0% 10% 0% 4% 0% 6% 0% 10% 0% 13% 0% 14%
I think that my
pro-ject is very exciting 0% 91% 0% 96% 0% 90% 0% 93% 0% 90% 0% 85%
Question: "Please indicate to what degree the following statements reflect your sense of independ-ence and insecurity".
Note: The table indicates the proportion that have answered "agree" and "somewhat agree". The rest have answered "neither/nor", "somewhat disagree" or "disagree". "Do not know/not relevant" is not included in the calculation.
Note: There is no historic data for 2017 because the questions about independence and insecu-rity were not included in the 2017 survey.
35 I NSECURITY
Table 10.2. PhD students’ sense of insecurity
AU AR BSS HE NAT TECH
2017 2021 2017 2021 2017 2021 2017 2021 2017 2021 2017 2021 I often feel
inse-cure that what I do is good enough
0% 66% 0% 77% 0% 73% 0% 56% 0% 69% 0% 65%
Sometimes I won-der if I’m good enough to be a PhD student
0% 61% 0% 71% 0% 56% 0% 57% 0% 63% 0% 62%
Question: "Please indicate to what degree the following statements reflect your sense of independ-ence and insecurity".
Note: The table indicates the proportion that have answered "agree" and "somewhat agree". The rest have answered "neither/nor", "somewhat disagree" or "disagree". "Do not know/not relevant" is not included in the calculation.
Note: There is no historic data for 2017 because the questions about independence and insecurity were not included in the 2017 survey.
Figure 10.1. PhD students’ sense of independence and insecurity
Question: "Please indicate to what degree the following statements reflect your sense of independ-ence and insecurity."
Note: The figure does not include "do not know/not relevant".
36
C HAPTER 11. W ORKLOAD AND LONELINESS
W ORKLOAD
Table 11.1. PhD students’ perception of workload
AU AR BSS HE NAT TECH
2017 2021 2017 2021 2017 2021 2017 2021 2017 2021 2017 2021 Do you feel that your
work as a PhD student takes up so much time and energy that it affects your private life?
34% 37% 41% 43% 32% 38% 27% 28% 42% 38% 35% 46%
Does your work as a PhD student give you severe stress
Note: The table shows the proportion that have answered "Often" and "almost always". The rest have answered "sometimes", "rarely" or "almost never". The calculation does not include "Do not know/not relevant".
L ONELINESS
Table 11.2. PhD students’ perception of loneliness
AU AR BSS HE NAT TECH
2017 2021 2017 2021 2017 2021 2017 2021 2017 2021 2017 2021 Do you feel lonely
during your day at
your workplace? 14% 23% 21% 31% 15% 24% 14% 20% 10% 18% 13% 27%
Note: The table shows the proportion that have answered "Often" and "almost always". The rest have answered "sometimes", "rarely" or "almost never". The calculation does not include "Do not know/not relevant".
37
Figure 11.1. PhD students’ perception of workload and loneliness
Note: The figure does not include "Do not know / Not relevant".
38
C HAPTER 12. S ATISFACTION
Table 12.1. PhD students’ satisfaction with the PhD process
AU AR BSS HE NAT TECH
2017 2021 2017 2021 2017 2021 2017 2021 2017 2021 2017 2021 Overall, I’m
satis-fied with what I have learned during my PhD process
92% 86% 94% 86% 90% 88% 92% 87% 89% 85% 93% 84%
Overall, I’m satis-fied with the quality of my research work
85% 79% 86% 79% 80% 80% 90% 85% 79% 74% 86% 76%
Overall, I’m satis-fied with the quality of my research su-pervision
81% 81% 78% 83% 84% 84% 79% 84% 81% 77% 82% 77%
I can warmly rec-ommend my main
supervisor 81% 82% 80% 84% 88% 85% 78% 84% 82% 82% 83% 76%
Note: The table shows the proportion that have answered "Agree" and "somewhat agree". The rest have answered "Neutral", "Somewhat disagree" or "Disagree". The calculation does not include "Do not know/not relevant".
Figure 12.1. PhD students’ satisfaction with the PhD process
Note: The figure does not include "Do not know / Not relevant".
39
C HAPTER 13. R ESEARCH SELF - EFFICACY
Table 13.1. PhD students’ research self-efficacy
AU AR BSS HE NAT TECH writing so it is pub-lishable
Question: To what extent do you feel confident managing the following tasks? (Place yourself on a continuum from 1 to 5.)
Note: The table shows the proportion that have 4 and 5. The rest have answered 3, 2 or 1. The calcula-tion does not include "Do not know/not relevant".
Note: Since the statements "… communicating your research orally, e.g. at conferences", "… communi-cating your research in writing so it is publishable", "… planning and managing a research project inde-pendently" and "… collaborating with others e.g. researchers, organisations, and companies" were not in the 2017 survey, there is no historic data for these questions.
40 Figure 13.1. PhD students’ research self-efficacy
Question: "To what extent do you feel confident managing the following tasks? (Place yourself on a continuum from 1 to 5.)"
Note: The table shows the proportion that have indicated 4 and 5. The rest have indicated 3, 2 or 1.
The calculation does not include "Do not know/not relevant".
41
C HAPTER 14. C AREER PLANS
Table 14.1. PhD students’ career plans
AU AR BSS HE NAT TECH
Lecturer (at a level below university
level) 17% 11% 35% 28% 15% 9% 13% 6% 13% 8% 16% 7%
Employee in the pri-vate sector (with no major focus on
Doctor at a hospital or a private practice
(only Health) 17% 14% 0% 0% 0% 0% 51% 45% 0% 0% 0% 0%
Other career that differs from the
above 9% 6% 15% 11% 8% 3% 10% 6% 6% 4% 6% 3%
Question: "Which career would you currently like to pursue? (Tick off up to two of the career paths below)."
Note: The total sum does not add up to 100 percent, as it was possible to tick off up to two career
path options.
42 Figure 14.1. PhD students’ career plans
Question: "Which career would you currently like to pursue? (Tick off up to two of the career paths below)."
Note: The total sum does not add up to 100 percent, as it was possible to tick off up to two career
path options.
trivselsundersøgelse udført af ph.d.-foreningen Sagsfremstilling
Ved Ph.d.-foreningens undersøgelse af konsekvenserne ved COVID fandt vi, at 29%
havde oplevet stress-relateret problemer under/i forbindelse med COVID-pandemien. AU har nogle værktøjer til at hjælpe de studerende i disse situationer, men vi er i tvivl om hvorvidt de dækker alle behov. Mange af værktøjerne ligger langt fra den individuelle ph.d.-studerende og man kan have indtrykket af at det kræver meget af den studerende at tage ”skridtet” videre. Endvidere kan den ph.d.-studerende også have nogle
trivselsproblemer, som kan være svære at gå til vejlederen med.
Derfor vil vi gerne diskuterer følgende to problemstillinger:
1) Hvordan sikrer vi os at de ph.d.-studerende trives under og efter nedlukning?
2) Kan man have en ”trivselsperson” eller lignende som en nøgleperson (fx en lektor eller lignende) i de forskellige forskningsmiljøer?”
Ansvarlig/ sagsbehandler
Ph.d.-foreningen/ Lene Bøgh Sørensen Bilag
Uploades inden mødet
Beslutning for Punkt 3: Corona og ph.d.-studerendes trivsel
Spørgsmålet om trivsel blev drøftet under pkt. 2. ifm resultaterne fra undersøgelsen af kvalitet i Ph.d. forløb. Det blev derfor besluttet at tage emnet om ph.d.-studerendes trivsel under corona op på næste møde i Ph.d. udvalget, hvor drøftelsen af forebyggelse af ensomhed og stress igen vil være på dagsordenenen igen.
Punkt 4: Orientering fra underudvalg
Det indstilles, at
- Underudvalgene orienterer om nyt siden sidst Sagsfremstilling
Underudvalgene orienterer om nyt siden sidst i følgende rækkefølge 1. Kursusudvalget ( bilag1. dagsorden og referat.)
2. Merit og dispensationsudvalget (bilag uploades inden mødet) 3. Interne retningslinjer (Ikke noget nyt)
Ansvarlig/sagsbehandlere
3 / 6
Didde Demontis orienterede fra mødet i kursusudvalget d. 24 april, hvor udvalget godkendte kursusplanen for efteråret 2021. Derudover havde udvalget drøftet følgende 1. Arbejdet i forskningsnetværket personlig medicin, med at få PM feltet dækket ind i kursusudbuddet.
2. Udvalgets arbejde.
3. Tilbud fra Nature om online kurser
Ph.d.-skoleleder, Helene Nørrelund bemærkede, at de andre tværgående
forskningsnetværk på Health også er igang med at kigge på Ph.d kursusporteføljen i forhold til netværkenes faglige behov og at FP lederne har deltaget i nogle af møderne i netværkene: Derudover gjorde Helene opmærksom på at der i det nordiske
kursussamarbejde ligger en oplagt mulighed for samarbejde om kursusudbud på mere snævre forskningsområder.
Der var på mødet en længere diskussion om online undervisning generelt og Natures online kurser specifikt. Der var ikke umiddelbart opbakning til at forskerskolen går igang med Natures kurser. Dels dækker vores eget kursusudbud meget af indholdet i Natures kurser er der er usikkerhed om kvaliteten og niveauet i kurserne. Derudover giver kurser vi selv udbyder ph.d.-studerende at undervise selv og skaber interesse blandt de ph.d.
studerende for kursesudbuddet.
Det blev besluttet at Lene Bøgh Sørensen kontakter Nature og forespørger, om vi kan få en trial version af Natures kurser som kursusudvalget kan kigge nærmere på.
Udvalget for dispensation og merit
Der har ikke været afholdt et seperat møde, men udvalget har skriftligt været inde over en dispensationssag, hvor der er i forbindelse med en ækvivalensvurdering er søgt dispensation fra kravet om at arbejdserfaring kun kan godkendes som 60 ECTS, hvis det har udmøntet sig i 2 artikler med førsteforfatterskab i et peer reviewed tidsskrift.
Dispensationen blev givet, da vedkommende havde 1 meget flot publikation i et internationalt tidsskrift.
Udvalget for interne retningslinjer Der var ikke nyt fra udvalget.
4 / 6
Health Kursusudvalg (Health kursusudvalg) 12-04-2021 14:30
Online Teams
Indhold
Punkt 1: Mødeinformation 1
Beslutning for Punkt 1: Mødeinformation 1
Punkt 2: Orientering: kursusudbud E2021 1
Beslutning for Punkt 2: Orientering: kursusudbud E2021 1
Punkt 3: Drøftelse af kursus udvalgets arbejde med den samlede kursus portefølje 2 Beslutning for Punkt 3: Drøftelse af kursus udvalgets arbejde med den samlede
kursus portefølje 2
Punkt 4: Personlig medicin og kurser 3
Beslutning for Punkt 4: Personlig medicin og kurser 3
Punkt 5: Nature masterclasses online 3
Beslutning for Punkt 5: Nature masterclasses online 3
Punkt 6: evt. 4
Punkt 1: Mødeinformation
Deltagere: Lise-Lotte Kirkevang, Ditte Demontis, Maria Louise Gamborg, Omeed Neghabat, Lene Bøgh Sørensen (ref)
Afbud:
Beslutning for Punkt 1: Mødeinformation
Alle deltog i mødet
Punkt 2: Orientering: kursusudbud E2021
Vedhæftet finder I den forventede kursusplan for efterår 2021 . Der er indmeldt 1 nyt kursus i efteråret 2021 fra Ph.d.-skolen
1. Title: What is research? Ontology, epistemology, and methodology, Reg.no: (PhD administration)
.Kursusudvalget bedes vende kursusudbuddet for efteråret 2021 og godkende det nye kursus.
Beslutning for Punkt 2: Orientering: kursusudbud E2021
Kursusudbuddet for Efteråret 2021 blev godkendt. Det blev bemærket at kursus P264.03 mangler en titel
Marie Louise Gamborg orienterede kursusudvalget om det nye kursus What is
research ? Ontology, epistemology and methodology, som hun selv er med til at udvikle og udbyde. Kurset skal gøre de ph.d.-studerende bedre istand til at reflektere over forskellige videnskabsfilosofiske -og teoretiske tilgange og derigennem forholde sig kritisk til deres eget videnskabsteoretiske udgangspunkt. Formålet med kurset er også, at det skal kunne operationaliseres ind i den ph.d.-studerendes eget projekt. Kurset har været udbudt på det forskningsrettede talentspor, hvor det blev godt taget imod af de
studerende også klinikerne, som syntes det var interessant.
Kursusudvalget vurderer at kurset er meget relevant og støtter oprettelsen af kurset.
Kursusudvalget gør samtidig opmærksom på, at kurset ikke må blive en repitition af den basic videnskabsteoretiske undervisning, som allerede findes på studierne, men skal være et videre løft i den akademiske dannelse på ph.d.-niveau. Kursusudvalget er meget spændt på, hvor mange ph.d.-studerende, der vil melde sig til kurset, da
erfaringen er, at mange ph.d.-studerende tager kurser, der giver dem de mere hard core kompetencer, som de har brug for i ph.d.-projektet.
1 / 4
B69/26 Flow cytometry Charlotte Christie
Petersen Johanne Gregor
Nielsen 16 2,98. Requirements for publication of flow cytometry experiments
Biomedic Clinfo
ar Annette Poulsen 36 3,9
The participants should obtain basic knowledge about the Laboratory animal science, which will make it possible for them to participate in research contributing to the humane use of laboratory animals ensuring high standards of animal welfare and quality in the performing, evaluating and reporting of laboratory animal experiments.
• Insight into Danish legislation concerning animals used for scientific purposes, the ethical aspects working with laboratory animals as well as the principles of the 3 Rs.
• Basic insight into the biology of laboratory animal, including normal/abnormal behaviour, housing, breeding, welfare and feeding.
• Basic insight into occupational health and safety when working with laboratory animals.
• Practical experience with handling and euthanizing laboratory animals as well as minimally invasive injections and blood sampling techniques.
• Basic knowledge of anaesthesia for minor procedures in common laboratory animals.
B156/12
Understanding Neuroscience
Marco Capogna Johanne Gregor
Nielsen 30 2,2
1. The role of key brain areas such as the amygdala and cerebral cortex in brain function. This includes learning, spatial and fear memory, motor behaviour.
2. Neuronal development and connectivity.
3. Neuronal communication, synaptic transmission and plasticity.
4. Neuron types and in silico modelling of neuronal networks.
5. Altered neuronal function and connectivity in neurological and psychiatric disorders
BPC250/40Responsible Conduct of Research Sebastian Frische Annette Poulsen 30 3
At the end of the course, the PhD student should:
• Be familiar with the Danish Code of Conduct for Research Integrity as well as Aarhus University guidelines and Health standards of Responsible Conduct of Research
• Be able to understand and discuss principles of research integrity and responsible conduct of research
• Be able to identify, analyse and discuss cases of scientific misconduct and questionable research practices in the grey zone between misconduct and poor science
• Know where to seek advice concerning responsible conduct of research
C85/20 Stereology Jens Randel
Nyengaard Annette Poulsen 24 3,5
Understand and be able to implement random sampling, systematic sampling and smooth systematic sampling
Understand and be able to implement Cavalieri estimator and nucleator/rotator for volume estimation using section planes Understand and be able to implement disector and fractionator for number/connectivity estimation using section planes Understand and be able to implement length and surface estimation using isotropic or vertical section planes
Understand the effect of tissue deformation, over- and under projection and ratios on final conclusions
C104/20 From Gene to Function – Molecular Analysis of Disease Genes Peter Bross Johanne Gregor
Nielsen 16 2,9
• Theoretical assessment of effects of gene variations
• Protein structure, folding and trafficking and their disturbances in diseases
• Methods for experimental investigations of effects of gene variations
• Design and interpretation of cellular and in vitro experiments
• Exercising and developing skills for communicating scientific knowledge
C119/90 Datamanagement & Stata Jakob Hjort Annette Poulsen 24 1,4
• Handle research data in a way that live up to legal- as well as basic scientific requirements
• Relate to the basic principles of data documentation
• Relate to Stata’s user-interface and basic functionalities
• Use Stata’s build-in help system
• Build well-structured command-files (“do-files”) to enhance transparency and reproducibility
C119/91 Datamanagement & Stata Jakob Hjort Annette Poulsen 24 1,4 Se forrige kursus C119/92 Datamanagement & Stata Jakob Hjort Annette Poulsen 24 1,4 Se forrige kursus
P155/26 Epidemiology I - Basic Principles of Epidemiology Bodil Hammer Bech Annette Poulsen 24 2,8
• The student should be able to define epidemiologic measures of occurrence and explain the difference between prevalence and incidence.
• The student should be able to define the following epidemiologic measures of association; relative risk, risk ratio, odds ratio, and rate ratio, risk difference and excess risk, including attributable risk and population attributable risk.
• The student should be able to define and describe strengths, weaknesses, and main applications of the designs; ecological, cross-sectional, follow up, case-control and intervention studies.
• The student should be able to define selection bias, information bias and confounding and be aware that evaluating the direction and strength of a possible bias or confounding is essential.
• The student should learn to think along the lines that, when faced with data from an analytic epidemiologic study showing an association (or no association), this might reflect; random error, bias (systematic error), including selection bias or information bias, or confounding, or, if all other possibilities seem unlikely, causality.
C171/12 Introduction MATLAB with examples from Health Science Irene Klærke
Mikkelsen Annette Poulsen 24 2,4
After completion of the course, the student should be able to understand and be able to use:
1. The MATLAB program in general including editor, command window, and help
2. MATLAB data structures including matrices, cells and structs 3. Generic programming principles including loops, conditions, functions 4. MATLAB graphics for plotting and vitalization of data 5. MATLAB Debugging capability
C189/11 Synthesising Evidence: Meta-Analyses and Systematic Reviews Olaf Dekkers Christina Bak Bekhøi
Christensen 24 1,4
• Understanding and evaluating meta-analyses
• Conducting systematic reviews
• Assessing heterogeneity between the studies included
• Combining the results from individual studies in a pooled estimate
C190/05 Image diagnostic methods for evaluation of the musculosceletal systeMaiken Stilling Christina Bak Bekhøi
Christensen 25 2,2
Understand the most common radiologic methods Understand the basic background for methods (physics, instruments) Characterize risks of the methods
Understand the advantages and disadvantages/imitations of the methods Obtain inspiration to new methods in research projects
C204/11 From Gene to Function – Molecular Analysis of Disease Genes Mette Bjerre Johanne Gregor
Nielsen 16 2,7
The participants obtain theoretical knowledge and practical skills required for development, troubleshoot, and validation of ELISA and TRIFMA assays.
C205/19 The Talented Researcher Kamille Smidt
Rasmussen Annette Poulsen 24 3
At the end of the course you should have learned about and strengthened your awareness of own strengths and challenges to enhance leadership in both work and your everyday life. You should have strengthened your project management skills in order to better control and plan your project and PhD-education with respect to deliverables, milestones and schedules.
As a specific outcome all participants will have a plan with deliverables, milestones, and schedules for their PhD project.
C236/20
Introduction to Research Training in Health Sciences (Students enrolled in the Research Honours Programme and Research Year will be prioritised)
Kresten Keller Johanne Gregor
Nielsen 30 1,4
• Introduction to basic, clinical, qualitative and epidemiological research
• Gain knowledge on writing research protocols
• Gain knowledge on writing successful applications
• Introduction to structured literature search
• Reflections on student-supervisor relationships
• Introduction to ethics and regulations in animal and clinical research
C240/06 Mindfulness-based interventions in the clinic - background,
methods, and applications Karen Johanne
Pallesen Johanne Gregor
Nielsen 34 1,4
• Explain the role of neuroplasticity in psychological interventions
• Describe and discuss the use of evidence-based mindfulness-based interventions in different clinical contexts
• Discuss current findings of changes in brain structure and function
• Debate the quality of a) current mindfulness research, b) formal mindfulness training standards, and c) mindfulness programs available to the public
• Reflect on “best practice” strategies for future implementation of evidence-based mindfulness-based interventions in modern healthcare and society
C243/07 How to get published Søren Dinesen
Østergaard Annette Poulsen 16 3,9
After the course, the participants should
• Have a basic knowledge of all aspects of the publication process
• Have improved their writing abilities
• Have learned how to perform peer-review
Altogether, this will increase the participants’ chances of publishing their scientific work.
CBP250/39Responsible Conduct of Research Henning Grønbæk Annette Poulsen 30 3
At the end of the course, the PhD student should:
• Be familiar with the Danish Code of Conduct for Research Integrity as well as Aarhus University guidelines and Health standards of Responsible Conduct of Research
• Be able to understand and discuss principles of research integrity and responsible conduct of research
• Be able to identify, analyse and discuss cases of scientific misconduct and questionable research practices in the grey zone between misconduct and poor science
• Know where to seek advice concerning responsible conduct of research
C253/06
Prepare yourself on the movement from a PhD in Health to a career in non-academia
Vibeke Broe Johanne Gregor
Nielsen 24 3,6
• Identify their transferable skills achieved during doctoral training
• Explain the value of these skills within as well as outside of academia
• Reflect on their own possible career path
• Apply the different aspects of the course when marketing their skills in different situations
• Furthermore, the participants should gain an understanding of common career areas for researchers, and the requirements companies have when employing PhDs.
C254/06
An introduction to Good Manufacturing Practice (GMP)
Dirk Bender and
Anja P. Einholm Johanne Gregor
Nielsen 24 2,1
• Be familiar with basic principles and terms of GMP and its impact in Danish legislation
• Be able to understand specific challenges arising from GMP
• Know where to seek advice concerning further development of GMP skills
C262/13 Get ready to work with Biostatistics (Alm) Eva Greibe Christina Bak Bekhøi
Christensen 24 1,8
•How to test for assumptions for basic statistical tests
•How to perform basic statistical tests
•How to present results in tables
•How to perform a sample size calculation
C268/04 Foundations of data-driven health science Mads Jensen Christina Bak Bekhøi
Christensen 24 2,6
• Summarize how the main components of a computer relate to, and constrain, the act of "computing".
• Describe the basic organisation of a file system, and navigate it using commands in a "terminal".
• Contrast textual and binary files in terms of their contents and find information in both using tools that can be automated.
• Contrast local and non-local computing resources and file systems, and formulate use cases for both.
• Use variables in a programming language (python) and perform simple operations (manipulations) on the information (data) they contain.
• Write a program to extract, collate and preprocess "raw" data for further processing (statistics, visualisation, etc.).
C279/03 Personalised Medicine Deirdre Cronin
Fenton Johanne Gregor
Nielsen 24 2,4
1. Define “personalised medicine” in disease diagnosis and treatment 2. Enumerate “omics” and how “omics” can be utilized in routine clinics 3. Describe the role of epigenetics in personalized medicine 4. Understand molecular pathology approaches as a tool in personalised medicine
5. Compare and contrast clinical epidemiology approaches to personalised medicine
6. Describe “big data” approaches to assess the effectiveness of precision medicine
7. Identify ethical issues related to personalised medicine in clinical practice and in clinical epidemiologic research
C296/02 Applying clinical epidemiological methods and Danish databases to study chronic disease
Deirdre Cronin Fenton, Mette Nørgaard, Christian F. Christiansen,
Reimar W. Thomsen Annette Poulsen 24 4,7
The course includes lectures, exercises and computer labs on the following:
1. Identify and design a clinical epidemiologic research study using the Danish databases and registries – comparing and contrasting study designs in order to suitably address a research question 2. Identifying and ascertaining data from the Danish databases and registries
3. Assessing study validity and implementing validity checks 4. Data analysis including data cleaning and implementing survival analysis using Stata
5. Evaluating study findings, interpreting and reporting study findings
C305/01 What is research? Ontology, epistemology and methodology Rune Dall Jensen Annette Poulsen 15 2,4
At the end of the course, students should be able to:
- Describe the fundamental concepts and positions in the philosophy of science
- Articulate the research implications of the various philosophical positions on science
- Position one’s research project in a philosophy of science discourse - Formulate research questions, based on various epistemologies
P98/22 Epidemiology II Christina C. Dahm Annette Poulsen 24 4,6
• Advanced insight into epidemiological study design
• Advanced insight into design and evaluation of epidemiological studies
• Insight into DAGs
• Insight into strategies for analyzing epidemiological data
• Practical experience with analyses of epidemiological data
P126/17 - 4 da Analysis of variance and repeated measurements Bo Martin Bibby Christina Bak Bekhøi
Christensen 21 3,3
1. Perform ANOVA, variance component analysis or repeated measurement analysis based on the chosen model.
2. Describe the results of the statistical analysis, and discuss the results in relation to the scientific question.
3. Be aware of the limitations of the statistical methods presented in the course.
P126/17 - 6 d Analysis of variance and repeated measurements Bo Martin Bibby Christina Bak Bekhøi
Christensen 12 3,6
1. Document and process data for a statistical analysis of repeated measurements.
2. Choose a relevant statistical model for a given research question and evaluate the assumptions behind the ANOVA or repeated measurement analysis.
3. Perform ANOVA, variance component analysis or repeated measurement analysis based on the chosen model.
4. Describe the results of the statistical analysis, and discuss the results in relation to the scientific question.
5. Be aware of the limitations of the statistical methods presented in the course.
P216/05 Nutritional epidemiology Christina C. Dahm Annette Poulsen 20 1,8
• Insight into study designs in nutritional epidemiology
• Insight into design and conduct of nutritional epidemiological studies
• Insight into strategies for analyses of nutritional epidemiological data
• Ability to evaluate nutritional epidemiological studies
P255/06
Introductory course in questionnaire technique and clinimetrics Henrik Hein
Lauridsen Johanne Gregor
Nielsen 25 2
• Have knowledge about conceptualisation and operationalisation
• Know the most important concepts related to questionnaire research
• Know the basics of how to design a questionnaire and write items
• Know the requirements for a questionnaire validation
• Have the skills to find and select the most appropriate outcome measure
• Have the skills to translate an international questionnaire into Danish
• Have basic knowledge of the COSMIN taxonomy, validity and reproducibility
• Have basic knowledge in how to develop a new measurement instrument
PBC250/38 Responsible Conduct of Research Ask Vest
Christiansen Annette Poulsen 30 3
At the end of the course, the PhD student should:
• Be familiar with the Danish Code of Conduct for Research Integrity as well as Aarhus University guidelines and Health standards of Responsible Conduct of Research
• Be able to understand and discuss principles of research integrity and responsible conduct of research
• Be able to identify, analyse and discuss cases of scientific misconduct and questionable research practices in the grey zone between misconduct and poor science
• Know where to seek advice concerning responsible conduct of research
P272/04 GIS in Health Sciences Jörg Schullehner
Johanne Gregor
Nielsen 15 2,6
Identify and describe the different types of spatial data Retrieve spatial data from open sources and own surveys and load them into a GIS program
Design and apply simple spatial analyses Present spatial data in appropriate maps
P1050/36 - pa Basic Biostatistics Part 1 (Four days)
Erik Parner Christina Bak Bekhøi
Christensen 90 2,6
1. Document and handle data needed for a statistical analysis 2. Chose a relevant statistical model for a given research question and evaluate the assumptions of the statistical analysis 3. Perform a statistical analysis based on the chosen model 4. Describe the results of the statistical analysis, and discuss the results in relation to the scientific question
5. Make simple calculations of sample sizes for the planning of a comparative study
P1050/36 - pa Basic Biostatistics Part 2 (Four days)
Erik Parner Christina Bak Bekhøi
Christensen 80 6,4
1. Document and handle data needed for a statistical analysis 2. Chose a relevant statistical model for a given research question and evaluate the assumptions of the statistical analysis 3. Perform a statistical analysis based on the chosen model 4. Describe the results of the statistical analysis, and discuss the results in relation to the scientific question
P256/04
Advanced course in questionnaire technique and clinimetrics
Henrik Hein
Lauridsen Johanne Gregor
Nielsen 25 2,1
Have the skills to complete the process of developing a new measurement instrument
Have basic knowledge about item reduction and factor analysis Know how to perform a field test
Be able to define, determine and interpret a) validity, b) reproducibility, c) responsiveness and d) interpretation
Have an overview of the benefits of modern psychometric methods such as IRT and Rasch analyses
Be able to explain the basics of Rasch analysis
P264/03 Annesofie Lunde
Jensen Johanne Gregor
Nielsen 25 2,8
• Summarise the theory and practice of PPI in the research cycle
• Assess different approaches of PPI relevance and applicability in various study designs
• Take an analytical and critical view on the processes and potential outcomes of PPI.
• Plan, apply, and evaluate PPI in own study.
P265/06
Qualitative data analysis: Using NVivo 12
Annesofie Lunde
Jensen Johanne Gregor
Nielsen 22 2,3
• Create projects
• Describe units of analysis relevant for the students owns project
• Critical identify element (sources and cases) as a foundation for making queries
• Create memos, annotations and links
• Know how to use NVivo 12 together with bibliographic software such as EndNote and RefWorks
• Code data in relation to different types of qualitative data analysis techniques
• Analyse data, visualise data analysis and make different kinds of queries
• Be able to explain and visualise the data analysis the students use in their own Ph.D.-project
• Know how to build models and make different kinds of graphic presentations and diagrams
P285/03 Introduction to register-based research Natalie Momen og
Oleguer Plana-RipollJohanne Gregor
Nielsen 25 3,6
• Describe commonly used Danish health registers and how they can be used in research
• Identify different epidemiological designs used to investigate register data
• Discuss strengths and limitations of register data
• Describe how other sources of data, such as genetic data, cohort data and survey data can complement data in the registers
• Perform simple data management tasks using artificial register data
• Plan their own research using registers or to critically read publications from register-based studies
A132/22 PhD supervision (supervisors) + erstatningskurser fra F21 Mette Krogh
Christensen (CESU) Johanne Gregor
Nielsen 24 2,2
• Describe and give reasons for own supervision practice.
• Analyse and consider actual dilemmas in supervision.
• Identify and argue for individual choices in managing one’s own supervisor role.
• Write a supervisory letter in order to explicate values and traditions in the researcher community.
• Apply communicative methods that underpin progression in the supervision meeting.
• Give constructive text feedback and thus promote the PhD-student’s writing process.
• Describe and give reasons for the ways in which talent identification and talent development takes place in the supervisor’s research environment.
• Adapt the rules and regulations of the Graduate School of Health.
• Discuss responsible conduct of research.
A227/22 Research Presenter - Educational Informatics Mads Ronald Dahl
(CED) Annette Poulsen 24 2,8
Identify and apply methodologies in computer-based teaching.
Apply rhetoric Skills for preparing and delivering research presentations.
Use reflective skills in evaluating performance in presenting and teaching at university level.
Produce and present effective scientific posters.
Apply tools for giving and receiving feedback.
A292/02 Future health professionals digital competences Mads R. Dahl
(CED) Annette Poulsen 24 2,8
Upon completion of the course, the participant will be able to:
• Describe the theory and methodologies of digital competences
• Describe introductory elements of Health and eHealth solutions for patients
• Use tools to evaluate i.e. apps and web resources
• Discuss staging and performing computational thinking at university level
• Reflect on own knowledge, use and application of digital competences
A293/03 The PhD-student as supervisor for undergraduate students – how and when?
Mette Krogh Christensen
(CED) Annette Poulsen 24 3
By the end of the course, the participants are able to
• discuss and reflect on requirements and responsibilities of different supervisor and co-supervisor roles,
• provide feedback to undergraduate students’ written or oral presentation in a way that facilitate the undergraduate students’ learning process, and
• acquire knowledge about undergraduate students’ expectations and interests in order to balance supervisor’s control and undergraduate students’ own control of their projects
A294/03 The Reflective Teacher
Kamilla Pedersen Ny kl. fra CED
kamilla@au.dk Annette Poulsen 24 2,4
class seminars, and approx. 24 hours structured online learning activities). The activities will consist of a mix of reading materials, watching videos, producing texts and models, participating in individual as well as group activities in-class and out-of-class, developing lesson plan
class seminars, and approx. 24 hours structured online learning activities). The activities will consist of a mix of reading materials, watching videos, producing texts and models, participating in individual as well as group activities in-class and out-of-class, developing lesson plan