Centre fr Dctral Training in Rehabilitatin and Healthcare Research (CDT RHR) An evaluatin f the first year
The University f Nttingham Faculty f Medicine and Health Sciences Centre fr Dctral Training in Rehabilitatin and Healthcare Research (CDT RHR): An evaluatin f the first year I was asked a cuple f weeks ag, What wuld yur dream jb be? And I thught, I m ding it. Reviewer: Dr Isabella Rbbins BA (Hns) MA PhD August 2015
Table f Cntents Executive Summary... 4 Backgrund... 4 Findings... 4 Achievements... 5 Suggestins and recmmendatins... 5 Training... 5 Facilities and supprt... 6 Balancing clinical and academic wrk... 6 Mving frward... 6 1. Intrductin... 7 1.1 Aims f the evaluatin:... 7 1.2 Stakehlders... 7 2. What is being evaluated... 7 2.1 Backgrund... 7 3.The aims f the Centre... 8 4.Training cntent... 8 5. Tailred training prgramme... 10 6. Evaluatin design: t assess hw the Centre s aims link with the experience f the students... 11 6.1 Evaluatin questins... 11 6.2 Stakehlder Needs... 11 6.3 Evaluatin methdlgy... 11 6.4. Data cllectin... 12 6.5. Data analysis and interpretatin... 122 7.Thematic Analysis and interpretatin... 122 7.1 Mtivatins t d a PhD... 12 7.2 Tensins between clinical wrk and a PhD... 133 7.3 Cntent and training... 144 7.3.1 Divisin f Rehabilitatin and Ageing... 144 2
8. Being part f a chrt and persnal develpment... 166 9. Cnclusin... 177 10. Achievements... 177 11. Suggestins and recmmendatins... 17 Acknwledgements... 19 Find ut Mre... 19 Appendix i) Interview guide:... 200 3
Executive Summary Backgrund The Faculty f Medicine and Health Sciences new Centre fr Dctral Training in Rehabilitatin and Healthcare Research (CDT RHR) is a partnership between the Divisin f Rehabilitatin and Ageing (Medicine) and the Schl f Health Sciences. It was established in Octber 2014 in respnse t three primary drivers: i) UK Research Cuncil s ambitin t build critical mass in research student numbers in interdisciplinary areas, ii) the University f Nttingham s cmmitment t prvide the best service t its students and attract the best students (Research Strategy), and iii) the Department f Health s cmmitment t increase research capacity in nn-medical prfessinals. The CDT prvides individually tailred PhD training and develpment prgrammes, expert supervisin and multidisciplinary peer supprt fr students studying health related issues. While sme f the students are nly pursuing an academic career, the CDT particularly attracts clinicians wh seek full time r part-time dctral study alngside a clinical rle. At the end f its first year, an independent evaluatin was cmmissined by the CDT RHR Steering Cmmittee. Its purpse was t determine hw the aims f the Centre relate t the student experience and t ascertain the initial student chrt s: views f the training and its fit with expectatins and clinical cmmitments views f the value f being part f a chrt and persnal develpment suggestins fr future develpment and attracting high caliber ptential students Findings The first year f the CDT RHR is ne f accmplishment. The current chrt f students is marked ut by their enthusiasm fr their subject. The students appreciate the envirnment in which they are studying and being helped t feel part f the Divisin f Rehabilitatin and Ageing. Students cnsider the CDT RHR t be unique because f its multidisciplinary nature, and the wrld leaders and expertise within the Centre. The first chrt are supprtive f each ther and are highly mtivated which bdes well in maintaining the mmentum needed fr cmpletin f a PhD. The students talk abut 4
their cnfidence grwing, which indicates they are settled, enjying their study and being challenged. The additinal nn-didactic activities such as the pstgraduate supprt grup are cnsidered valuable. The end f this reprt sets ut the achievements f the first year and als suggestins fr the future. Sme f the suggestins made were discussed in the student interviews. Whilst these suggestins might be cnsidered adverse, the slutins are manageable, and in fact indicate fine-tuning rather than big changes. Overall, this first chrt f students cnsiders it a privilege t be in the psitin f ding a PhD at the CDT. Achievements The first chrt f CDT RHR students is keen and appreciated wrking with leaders in their subject in a centre with wrld class expertise. The multidisciplinary nature helps t mark ut the CDT. The research culture is strng and the students spke highly f pprtunities fr translating thery int practice. The students felt welcmed and part f the Divisin, appreciating pprtunities fr discussin and advice frm experts in their field. The lectures are well delivered and fr thse withut previus research methds training the cre training prgramme achieved a gd start in methdlgy. The pstgraduate supprt grup and the lecture cntent enhanced students cnfidence. Suggestins and recmmendatins Training The Students initially felt verwhelmed with infrmatin and wanted a hard cpy catalgue f the mdules. They wanted further training n ethics in relatin t their develping prtcls and suggested drp-in sessins with practical supprt. They suggested recrding key curses such as the inductin t enable them t revisit and revise cntent. They asked fr a stand-alne shrt curse n the philsphy f science t develp knwledge f methdlgies and mre taught cntent n the use f qualitative methds. 5
Facilities and supprt The students fund the CDT rm challenging. The lack f natural light, issues with temperature cntrl and nise and ht-desking presented prblems. They wanted a rm where they culd make the mst f being a grup; smewhere that enhanced study, training, grup supprt and facilitated the balance between clinical wrk and study. The students were aware that their supervisrs are busy and suggested having a universal system fr cmmunicating with supervisrs t help reduce anxiety in seeking answers t their questins. Balancing clinical and academic wrk They requested utreach wrk be dne in clinical settings t educate thers abut PhD pprtunities but als t educate clinical line managers and peers that undertaking a PhD is wrk. Mving frward The CDT RHR steering cmmittee has taken n bard the students suggestins and in respnse has agreed a series f actins t address their cncerns. These include a review f space and accmmdatin fr the students, a hard cpy curse manual and better signpsting f existing training and ther resurces. Amendments t the Inductin Training t intrduce the Initial Supervisin Meeting and Skills-Self Assessment frms, s that student-supervisr cmmunicatin mechanisms are agreed, learning needs identified and expectatins managed frm the utset. The Cmmittee have als agreed t arrange an event with NHS managers t shwcase the wrk f the CDT and its students and t help manage expectatins arund clinical academic career pathways and undertaking a PhD. Three f the students have vlunteered t make a pdcast abut the CDT fr marketing purpses. The CDT has secured further studentship funding frm private industry, the NIHR, CLAHRC, the Dunhill Institute and the University f Nttingham Impact Campaign t enrl a further 8 students in Octber 2015. 6
1. Intrductin 1.1 Aims f the evaluatin: The bjective f this reprt is t evaluate the first year f the CDT RHR. This evaluatin encmpasses feedback frm the first chrt f students. This is in relatin t the aims f the Centre and the training cmpnents set ut belw. Areas f success will be identified thrugh the analysis (belw) and recmmendatins fr further develpment f the CDT RHR will be made. The intentin f this evaluatin is t assess the prgress f the prgram s far, and t develp the CDT RHR further and t ensure retentin f current students and further chrts. 1.2 Stakehlders - Curse leaders and the teaching team: Prfessr Pip Lgan Dr Neil Culsn Prfessr Rshan das Nair Dr Kate Radfrd Prfessr Avril Drummnd Dr Anna Grabwska. - The current chrt f students and future students f the CDT RHR. - Cllabratrs and funding bdies: The Alzheimer s Sciety, Nttingham CityCare Partnership, CLAHRC, and the University f Nttingham Impact Campaign, Academic Health Sciences Netwrk (AHSN), the Medical Research Cuncil, Arthritis Research UK Pain Centre, the Natinal Institute fr Health Research (NIHR) and Health Educatin East Midlands (HEEM). 2. What is being evaluated 2.1 Backgrund The new Centre fr Dctral Training in Rehabilitatin and Healthcare Research (CDT RHR) prvides PhD training fr schlars, and is particularly attractive fr clinicians wh seek part-time dctral study alngside a clinical rle. 7
The research areas f the Centre are translatinal and applied clinical research in strke/neurlgical rehabilitatin, health f lder peple, lng term cnditins, and cmmunity rehabilitatin. 3.The aims f the Centre T build and deliver a wrld-class dctral training prgramme centred in healthcare and rehabilitatin that brings tgether centres f expertise in academia, industry and health services. T graduate in excess f fur ccupatinal therapists, clinical psychlgists, health psychlgists, neurpsychlgists, nurses, dctrs, health ecnmists, medical statisticians, physitherapists and speech and language therapists per annum. 4.Training cntent All students are required t attend an inductin event which includes: An intrductin t the CDT and an verview f its Cre Training in the develpment, evaluatin f efficacy and implementatin f cmplex interventins, and infrmatin n the full range f generic training pprtunities CDT RHR students can access thrugh The Graduate Schl, the Schl f Medicine curses and events, the N-Trans prgramme 1, and the Faculty Training Prgramme. Students are advised that their specific training requirements will be identified and agreed with supervisrs during the Supervisr Inductin Meeting and a 1st year training plan develped. In additin, all students are encuraged t attend: University and Schl f Medicine welcme and inductin event Internatinal Office Welcme event (fr internatinal students) Supervisr inductin meeting Develpment f 1st year training plan with supervisr 1 The N-trans training prgramme is a series f curses ffered by the Faculty, Graduate Schl, Infrmatin Services r Prfessinal Develpment t members f the Medicine & Health Sciences Faculty. N-Trans has been specially tailred fr Academic Clinical Fellws. The training curses map nt twelve cre skills categries utlined by the Natinal Institute fr Health Research (NIHR) and t the Researcher Develpment Framewrk (a tl fr planning, prmting and supprting persnal, prfessinal and career develpment f researchers see: www.vitae.ac.uk/rdf). 8
Centre fr English Language Educatin Academic Writing Skills training event Academic language and writing skills (CELE) curse The generic training available includes an ambitius and wide-ranging prgramme f mdules and shrt curse training pprtunities. These are prvided by The Graduate Schl, the Schl f Medicine Curses and Events, the N-Trans prgramme and the Faculty Training Prgramme. In additin, up t 40 credits (nn-assessed) f selected research methds mdules frm pstgraduate taught (PGT) curses are currently ffered t PGT students in the Divisin f Rehabilitatin and Ageing. These include: Intrductin t Research Methds, Qualitative Methds, Quantitative Methds I and Quantitative Methds II.Examples f N-Trans and Faculty Training Prgramme curses that can be accessed by the students include: Understanding yur research degree Referencing fr researchers (an Infrmatin Services Curse) Intrductin t SPSSPreparing t use NViv Research data management Academic language and writing skills Research methds and appraches Effective literature searching (an Infrmatin Services Curse)Intrductin t the literature review prcess Qualitative methds Prject managing yur research Advanced presentatin skills fr researchers Preparing fr yur viva Be a viva survivr training vides Mck viva practice fr the viva Schl f Medicine Annual Pstgraduate Research Student Cnference In additin t the generic training, funding fr specialist external curses, such as the Cchrane Systematic Review Curse, can be negtiated between students and supervisrs and funding requested frm Divisinal Pstgraduate Research (PGR) funds and r Faculty PGR funds t supprt this. The aim f the Centre is t tailr the training needs f each individual student, integrated with their individual research aspiratins. 9
5. Tailred training prgramme The frmal structured training ptins described abve are supplemented by ne-t-ne and grup-based learning pprtunities within the Divisin f Rehabilitatin and Ageing and the NIHR East Midlands Research Design Service including: Grup-based (Divisin) Prtcl planning a mnthly prject generatin event with senir academics students present their prpsals and research at this event each year. They can als use the pprtunity t practice cnference presentatins. Jurnal Club a mnthly meeting with senir academics students are expected t present a paper f their chice, nce per year, and discuss the paper in light f its findings and methdlgical quality. Pstgraduate Student Supprt Grup Student-led peer supprt mnthly events Research in the NHS Tpics invited The NHS cntext Applying fr NHS ethics and R&D apprvals Managing a career as a clinical academic Getting registered with a prfessinal rganisatin Organising a clinical placement Cllecting data frm vulnerable adults Evaluating cmplex interventins The Mental Capacity Act and hw it relates t research Cnsenting vulnerable adults Applying fr Pstdctral psitins East Midlands Research Design Service Applying fr prject grants and pstdctral fellwships 10
6. Evaluatin design: t assess hw the Centre s aims link with the experience f the students 6.1 Evaluatin questins Hw the aims f the curse relate t the student experience? Hw the training fits in with clinical cmmitments? The value f being part f a chrt and persnal develpment? Suggestins fr future develpment and reaching ptential students? 6.2 Stakehlder Needs The findings frm this evaluatin will infrm the teaching team f hw the students experience the training; the cntext within which this training takes place, the barriers students face in seeking the best value frm this training, and maintaining the mmentum and mtivatin needed fr cmpletin f a PhD. Frm this the curse leaders and teaching team can adjust the training s that it bth matches the expectatins f students and cllabratrs and funders. 6.3 Evaluatin methdlgy This evaluatin tk place eight mnths after the cmmencement f the first year f the CDT RHR. Students had previusly been asked fr feedback n the Cre Training Prgramme. Students were invited t include pen cmments in their feedback. Fllwing n frm this, it was felt by the teaching team that a qualitative methdlgy wuld best help t answer specific questins, and give the students an pprtunity t raise any issues f cncern t them. A semi-structured interview prvided the mst apprpriate methd t encurage students t respnd t the available CDT RHR training package. This methd als kept the shared interview fcused. The semi-structured interview schedule (appendix i) was develped by reviewing the aims f the training; the teaching team raising particular themes t be pursued and a thematic analysis f the data frm the evaluatin f the Cre Training. 11
6.4. Data cllectin All f the students f the first chrt were invited t be interviewed either individually r as a grup. Due t the limited availability f the students, a grup interview running ver tw and half hurs was cmpleted n the 24 th June 2015. Mems t the interview were written dwn after the interview, recrding reflectins n the interviews. Students cnsented t the interview being audi recrded. This interview was transcribed and annymised. Students wh did nt attend this interview were invited t be interviewed at a later date, r t prvide written feedback via email. 6.5. Data analysis and interpretatin The analysis fllws a deductive apprach t the data in terms f the CDT RHR team s questins, and hw the student experience relates t the aims f the CDT RHR. In additin, an inductive apprach is als taken, allwing the data at times t lead the analysis, which pertains particularly t cnstructive feedback frm students and their suggestins fr future develpment f the centre. Themes were generated using primarily the interview data, mems and backgrund infrmatin. The analysis was rganised using NViv10. In places, qutatins frm the interview data are used t help illustrate the analysis. 7.Thematic Analysis and interpretatin 7.1 Mtivatins t d a PhD The first chrt f the CDT RHR is made up f students frm a wide range f clinical sectrs including physitherapy, nursing and ccupatinal therapy. The level f this clinical wrk ranges frm practitiner level t academic and higher managerial level. The cmbinatin f these factrs f curse infrms reasns fr embarking n a PhD. T gain prmtin and having t gain a PhD in rder t cntinue in an academic pst. Encuragement and awareness came thrugh supervisrs, althugh this did nt happen n a regular basis. Fr sme f the students, cmpleting their MA Research Methds (MARM) 2 prvided further mtivatin t mve nt a PhD. 2 MA Research Methds (Health Pathway) delivered by the Schl f Health Sciences equips students with the skills required t cnduct research in healthcare. The emphasis is n linking theretical and methdlgical 12
An apprach t clinical wrk encmpassing change and imprvement. I ve always invlved patients and carers and service users and parents in everything I ve dne, all the re-design and everything. (Res 4) 7.2 Tensins between clinical wrk and a PhD Students acknwledged the value f cmbining clinical practice with research; that embarking n a PhD was primarily prmpted by an interest in clinical wrk. In research a prprtin f researchers shuld be frm clinical backgrunds if that research is clinically fcussed research. (Res 4) Fr sme f the students they talked abut the difficulties they encuntered cmbining their clinical psitins with that f being a student. S hw d we fit in research? Where des research fit in with us? (Res 5) There was als sme cncern abut cmbining clinical wrk with the PhD, in that sme clinical clleagues fund it hard t cnsider studying wrk. Massive issue that the wrk that we re ding, yu re nt really at wrk, yu re ding yur PhD. (Res 6) Nevertheless there was an appreciatin that at times clinical wrk has t take precedence. The decisin is, they ll die if yu dn't have the right staff, whereas the curse can wait. The students are psitive that peple are shaping and changing attitudes t research and embarking n a PhD; that it takes time t change that culture in a clinical envirnment. We re rle mdels nw.(res 3) understandings with practical experience f research design and implementatin. The NIHR funds 10 fully funded MARMs studentships per year. 13
7.3 Cntent and training The cntent f the training is delivered ver several departments. Overall, the students expressed satisfactin with the training and were mindful f the fact that the peple delivering sme f this are leaders in their fields f expertise. 7.3.1 Divisin f Rehabilitatin and Ageing All f the students fund the inductin helpful. They fund it at times verwhelming with a huge amunt f infrmatin t take n in a small time span, but were grateful fr being intrduced t peple in the department. They admitted that they have nw frgtten sme f the cntent f the inductin. Students suggested that a vide f this day wuld be helpful t enable revisin f the cntent. 7.3.1.1. Cre training The cre training in The develpment, evaluatin f efficacy and implementatin f cmplex interventins was intended t bridge a gap in available training. Its aims were t intrduce students t the MRC Framewrk fr develping and evaluating cmplex interventins, and prvide an appreciatin fr mixed methd designs, whilst expsing them t researchers experienced f using these methds. As such the intentin was nt t teach the methds but t illustrate them with examples f cmpleted r n-ging research. This tk place in the secnd semester. On the whle, students fund this training helpful and it was valuable in being intrduced t academics that had used a particular methdlgy in their research. In terms f the methdlgical training, fr the students wh had nt dne their MARM this infrmatin was beneficial. Hwever, the students wh had cmpleted their MARM felt that there was sme verlap. Althugh it served as a reminder, they felt it did nt g int enugh detail t then think abut applying it. They cnsidered a large amunt f infrmatin delivered ver tw days limited the amunt f detail and hw it might be applied t their wn research. Hwever, they were aware f the fact that there were sme prminent researchers delivering the curse and that it gave them the pprtunity t find ut what studies are ging n in the Divisin. One pint discussed was whether the cre training was training r nt. Whilst students were interested t hear abut clleagues research, the way this was delivered was interpreted as 'ther peple s research' rather than training. It was suggested that in future the delivery needs t make the links mre explicit and help the students wrk ut hw t map the real wrld nt the methdlgical thery. 14
7.3.1.2. Intellectual cntent The students agreed that the cntent f the first year was a gd verview f methdlgy. Fr the secnd year they suggested additinal time being given t the Philsphy f Science t enhance training and prvide greater depth. In additin, having attended a cnference n realist methdlgies and finding it wrthwhile in relatin t the develpment f prtcls, they cnsidered additinal training in qualitative methds was imprtant. 7.3.1.3 Ethics training Althugh ethics training is included in the curse the students did express sme anxiety abut the issue f ethics and the timing f advice. As ethics apprval is key t gaining mmentum at the beginning f a research study, the students felt verwhelmed by the speed required t get prjects up and running. They felt there was a great difference between the thery and peratinalizatin f ethics applicatins. Furthermre they were aware that as a chrt supervisrs n the timing f this issue gave different advice. 7.3.1.4. Organisatin f the training The students were grateful fr the initial rganizatin f the training, that they were welcmed, and had access t a cmputer straight away. They fund the lectures helpful and appreciated the expertise incrprated int the training. I have t say when I started it was brilliant. First day, everything was there that I needed.and I felt really welcmed and I felt like peple were expecting me, and that was really nice.(res 2) The students described being verwhelmed at the beginning f the training, with a large amunt f infrmatin t take n bard. They particularly fund sme difficulty in lcating where particular mdules were based, and experienced uncertainty as t which mdules were available t them. Students had different experiences f accessing mdules, s there was sme incnsistency in the advice given. But then there s a thing abut that, isn't there, the Schl f Medicine, abut whether we can actually access that, because they re run in the Schl f Health Science.(Res 3) The cre training tk place in April 2015 and the students suggested that this curse wuld have been mre helpful at the beginning f the academic year (as abve). 15
7.1.3.5. Graduate Schl training The curses run by the Graduate Schl were fund t be mstly beneficial and sme particularly fund the curse fr Lng Dcuments and PwerPint presentatins advantageus in terms f building up skills t be applied t their PhD training and increasing cnfidence. Whilst these curses were generic in their applicatin they fund the quantitative mdule less generic and wuld have appreciated further guidance n the relevance f this related t health sciences. 8. Being part f a chrt and persnal develpment All f the students reprted the value f being part f a chrt. In additin they cnsidered that being in the Divisin f Rehabilitatin and Ageing and the multidisciplinary nature f the Divisin was crucial t their experience and prgress. It s the cre grup f peple wh start at the same time. And it s like any training prgramme, yu start at the same time, yu g thrugh the same experiences as the same time and that gels yu. That s very valuable. And I think the ther really valuable aspect is that that is within the divisin.(res 5) The value f being part f a chrt led t an expressin f anxiety abut the secnd year and the uncertainty as t whether r nt they wuld remain physically as a grup. The students als expressed sme disappintment regarding the rm assigned t them, in particular temperature cntrl (it s very cld in the winter and ht in the summer), and nise frm the ventilatin. Hwever, they recgnized the challenges in finding space t accmmdate them, appreciated the effrt made t decrate the rm and particularly valued being hused tgether. They understd clearly that effrt had been made t make the space practical. Hwever, the absence f natural light and ht-desking made wrking in the rm prblematic. The ht-desking aspect when peple are managing clinical wrk alngside study and wanting t be physically in the Divisin prduced sme tensins, regarding when and if they shuld be in the Divisin. Nevertheless the students were enthusiastic in saying the peple make the CDT and nt the rm. 16
9. Cnclusin This evaluatin f the first year f the CDT RHR matches what the aims f the Centre set ut t d: T build and deliver a wrld-class dctral training prgramme centred in healthcare and rehabilitatin that brings tgether centres f expertise in academia, industry and health services. Giving the first year chrt f students the chance t cntribute t this evaluatin indicates the spirit in which the students are valued, as they prvide a unique psitin frm which t talk abut the reality f ding a PhD in the CDT RHR. 10. Achievements This first chrt f students in the CDT RHR are keen and appreciate that they are wrking with leaders in their subject and that it is wrld-class place f expertise. The research culture is strng and the students speak highly f having the chance t translate their thery int practice. Multidisciplinary nature helps t mark ut the CDT. The students feel welcmed and part f the Divisin, appreciating the pprtunities fr discussin and t seek advice frm experts in their field. The lectures are delivered well and fr thse wh have nt undertaken the MARM the prgramme achieves a gd start in methdlgy. Thrugh the pstgraduate supprt grup and the lecture cntent students are beginning t have grwing cnfidence. 11. Suggestins and recmmendatins Students Suggestins Students felt verwhelmed at the beginning with a large degree f infrmatin initially. A hard cpy catalgue f mdules available, and in which department they are delivered wuld help students rganise themselves. Further input n ethics training in relatin t the students wn prtcls wuld help alleviate sme f the anxiety experienced as CDT RHR Respnse A hard cpy catalgue has been develped and will be made available at the Inductin Event The lead fr the Pst Graduate Student Supprt Grup will be encuraged t invite an ethics 17
they try t get their prtcls established. Wrkshps r drp in sessins wuld facilitate help n hw t peratinalize their ethics applicatins. Recrdings f key curses such as the inductin wuld prvide an pprtunity fr students t revisit and revise the cntent. Students are aware that their supervisrs are busy and appreciate the time they can be given. A universal system n the best way t cmmunicate with supervisrs wuld help t reduce the anxiety students feel as they seek answers t their questins. Perhaps emails that indicate urgency. A rm where the chrt can make the mst f being a grup. In which being in a place f study enhances their training, grup supprt and facilitates the balance between clinical wrk and study. expert t ffer a drp in sessin as part f its running prgramme. In additin students will be signpsted during their inductin t a seminar series n ethics run by Dr Kristian Pllck in the Schl f Health Sciences, which will run in the Autumn Semester. Cre Training is already recrded using Ech 360. The students will be riented t this during their CDT inductin and n cre training days. A hard cpy manual at the inductin event and signpsting t web and ther resurces will enable students t revisit cntent. We will address this cncern by including a slide in the CDT RHR inductin abut, Managing Expectatins. The intrductin f a new template fr the Supervisr 1 st Meeting and the Skills Self-Assessment frm will als help t ensure that the best mechanisms fr studentsupervisr cmmunicatin and the students learning needs can be agreed and dcumented frm day 1. Cncerns abut the rm have been taken seriusly. A space review is underway and estimates fr building wrk t accmmdate the grwing CDT within the Divisin f 18
A stand-alne shrt curse n the philsphy f science t develp knwledge f methdlgies. The develpment within taught mdules t increase the intellectual cntent n the use qualitative methds. Outreach wrk within clinical settings regarding the ptential fr a PhD becming a reality, and t emphasise that undertaking a PhD is wrk. Rehabilitatin and Ageing. Existing students will mve as a chrt int a rm with natural light and share with ther PhD students. New students will take residence in the existing rm until building wrk and the space review is cmplete. Students will be signpsted t existing curses that they can access. Students will be better signpsted t existing mdules that they can access. The cntent f the cre training will be reviewed t give greater expsure t expertise in qualitative methds. An event will be arranged fr NHS managers t shw case the wrk f the CDT RHR and its students. Acknwledgements This evaluatin f the CDT RHR culd nt have reached the rigur required fr a reprt such as this withut input frm the students. They gave their time willingly and were generus in sharing the experience f their first year. Find ut Mre Centre fr Dctral Training in Rehabilitatin and Healthcare Research www.nttingham.ac.uk/medicine/study/cdt-rhr NIHR, N rdinary career, Amanda King and Katie Rbinsn, ccupatinal therapy and physitherapy dctral fellws in the CT RHR talk t Faculty Wrld, The magazine fr NIHR peple, June 2015: Issue 6 pp 8-9 19
Appendix i) Interview guide: General intrductins Mtivatins fr ding the PhD? Intellectual cntent: Summary f prir knwledge Has the relatinship with yur supervisr/s been established? Is supervisin thus far helpful? Hw ften d yu see yur supervisr? Persnal develpment and netwrking: Has being part f a centre prvided yu with a netwrk f peers and/r mentrs? Hw will the netwrks help with yur future careers? What training have yu had access t (Centre, Divisin, Faculty/Schl/Uni)? Has yur cnfidence increased as a result f the training s far? Re The 2 day cmplex interventins training: Was the specialised training (in additin t Faculty/Schl/Uni level training) valuable? Hw has the intellectual cntent f training cntributed t existing ideas and knwledge? Hw will yu incrprate the training int the develpment f yur PhD? D yu feel mre cnfident nw t apprach and talk t academics and staff in the department? Hw will the training help with yur PhD? Lgistics f the cre training mdule: Wuld it be mre helpful t have the cre training in the autumn semester rather than ver Easter? Hw did yu find the pace f the curse? What wuld yu think abut nline resurces i.e. pre-recrded sessins? What is yur preferred frmat? If we were t cnsider turning the curse int a bk t supprt the curse - what are yur views n this? Is this smething yu might want t cntribute t? What training is missing? 20
Grup dynamics: Have there been enugh pprtunities fr the grup/ c-hrt t get tgether? D yu feel yu have benefited frm being a chrt? Hw? Has shared inductin cntributed t this? Are there advantages t starting at the same time? Or nt? Is the shared space helpful? (desk space) Changes: What else wuld yu change? Wuld yu recmmend this CDT t thers? Wuld it be mre valuable t individuals frm a particular backgrund? i.e. is there an audience we re missing? Hw easy is it t cmbine clinical wrk with PhD? Suggestins fr marketing? 21