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PubMed1980

An analysis of doctoral dissertations on aging written in institutions of higher learning in the United States, 1969 to 1975.

This paper updates the 1971 Moore and Birren study using productivity of doctoral dissertations as an indicator of professional and research training in the field of aging. In comparison with the earlier study, in this current study, 1969 to 1975, there has been a marked increase in aging related titles in the social and health sciences and a drop in aging related titles in psychology with the biological sciences remaining about the same. Geographically, the three states with the largest elderly populations also have the largest productivity of dissertations in aging.

Academic Dissertations as Topic↗
PubMed1982

A bibliography of doctoral dissertations on aging from American institutions of higher learning, 1979-1981.

This bibliography is the eleventh supplement to the original work which covered 1934-1969. The supplements include all titles of earlier years which were found after the original bibliography was published, Journal of Gerontology, 1971, 26, 391-422. Due to the nature of bibliographic control in regard to doctor dissertations, each supplement will try to cover the academic year rather than the calendar year. This means that a dissertation issued in 1970 may be either in the original bibliography or in the supplements. Both online and manual search techniques were employed in the compilation of this supplement. The arrangement of the supplement is similar to the original bibliography.

Academic Dissertations as Topic↗
PubMed1984

A bibliography of doctoral dissertations on aging from American institutions of higher learning, 1981-1983.

This bibliography is the thirteenth supplement to the original work which covered 1934-1969. The supplements include all titles of earlier years which were found after the original bibliography was published in the Journal of Gerontology, 1971, 26, 391-422. Due to the nature of bibliographic control in regard to doctoral dissertations, each supplement will try to cover the academic year rather than the calendar year. This means that a dissertation issued in 1970 may be either in the original bibliography or in the supplements. Both online and manual search techniques were employed in the compilation of this supplement. The arrangement of the supplement is similar to the original bibliography.

Academic Dissertations as Topic↗
PubMed2000

The German medical dissertation--time to change?

German medical students must conduct a research project and write a dissertation in order to receive the title "Doctor." However, the dissertation is not required to graduate, enter a residency, or practice medicine. About 90% of practicing physicians hold the title "Doctor"; a career in academic medicine almost always requires it. Although no convincing evidence supports the usefulness of the dissertation, many regard its completion as important to maintaining a high level of scientific competence and patient care. In recent years, the number of successfully completed dissertations has declined. Lack of time during medical school, the perceived irrelevance of the dissertation to medical practice, and the poor design of many projects may be at least part of the problem. There is also increasing evidence that conducting research frequently delays graduation and may affect clinical skills because students working on projects attend fewer classes, ward rounds, and clinical tutorials and do not spent sufficient time preparing for examinations. The scientific value of students' research has also been criticized; critics point out that students do not have enough time or experience to critically analyze methods and data, and they often are not properly supervised. European unification will probably lead to standardized requirements for medical education and research. The authors hope this will eliminate the dissertation requirement in Germany.

Academic Dissertations as Topic↗
PubMedDate not supplied

Stress management strategies for women doctoral students.

When women return to school part-time for the doctorate while continuing to work full-time, they face many changes in their lives. Adding the role of doctoral student to existing roles at work and home can be challenging for women. By using stress-reducing strategies aimed at managing role changes, time pressures, and education issues, women can successfully integrate the student role into their daily lives.

Academic Dissertations as Topic↗