The impact of a virtual doctoral student networking group during COVID-19

ABSTRACT

Peer and cohort interaction are essential elements in building a sense of community for doctoral students, yet the restrictions placed on universities in the rapidly evolving COVID-19 environment challenged the ways both doctoral students and faculty approached their teaching and learning. In many environments, public health measures forced doctoral programmes to reconsider traditional delivery methods of supervision and peer learning. This study explores the value of a virtual doctoral networking group created to foster academic connection and peer learning during the COVID-19 global pandemic. Uniquely, the membership draws students from both traditional and applied doctoral programs that use different delivery modalities (online and in person) and includes students at various stages of their doctoral studies. Through the use of personal reflections, we created narratives that we analysed thematically using the Braun and Clarke method. Our findings challenge and extend the previous understanding of the cohort model of learning. We demonstrate that the benefits of the cohort model of learning can occur across programs and independent of the stage of progression in the programmes, in a virtual context. These benefits open opportunities to new ways of supporting doctoral students in a post-pandemic environment.

KEYWORDS:

• COVID 19
• peer mentorship
• peer support
• online learning
• doctoral education
• doctoral student experience
• pedagogy

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Jodi Webber

Jodi Webber is a PhD candidate in the Aging and Health program at Queen’s University. Her doctoral research focuses on unpaid family and friend caregivers living in rural communities. Jodi is a social worker with older adults. . Twitter: @jodiwebber1

Stacey Hatch

Stacey Hatch is a PhD candidate in the Aging and Health Program at Queen’s University. Her doctoral research is focused on Emotion-Focused Mindfulness Therapy, a mindfulness meditation program, for late life anxiety. Stacey is a registered psychotherapist in primary care with a focus on anxiety, depression, trauma and LGBTQ issues across the life span. LinkedIn: linkedin.com/in/stacey-hatch-phd-candidate-rp-ccc-025806101 Twitter: @PECStaceyHatch

Julie Petrin

Julie Petrin is a recent PhD graduate of Queen’s University in Rehabilitation Sciences. Her research focus is on improving access to healthcare for Canadians living with multiple sclerosis.

Rhona Anderson

Rhona Anderson is a DSc candidate in the Rehabilitation and Health Leadership program at Queen’s University. She is also an academic clinical educator in occupational therapy at Toronto Rehab, University Health Network and an education investigator within The Institute of Education Research. She is interested in health professionals education research and specifically student leadership.

Ansha Nega

Ansha Nega is a PhD candidate in the Rehabilitation Science at Queen’s University, Canada and a faculty at Addis Ababa University, Ethiopia. Her work revolves around the health and well-being of the working population, with a special interest in return to work and participation of individuals after disabling health problems, e.g. injuries and chronic illnesses. LinkedIn: https://www.linkedin.com/in/ansha-nega-11b70425/.

Candi Raudebaugh

Candi Raudebaugh is a DSc candidate in the Rehabilitation and Health Leadership program at Queen’s University. Her doctoral research is focused on life skills training for therapy assistant students. Candi is an occupational therapist working as an instructor in the Occupational and Physical Therapist Assistant (OPTA) Program at Red Deer College.

Karen Shannon

Karen Shannon is a DSc candidate in the Rehabilitation and Health Leadership program at Queen’s University. Her doctoral research is focused on education and health leader collaboration in school-based rehabilitation therapy services. Karen is a Superintendent of Education in a district school board in Ontario. Twitter: @kshan_11

Marcia Finlayson

Marcia Finlayson is Professor and Director of the School of Rehabilitation Therapy. She conducts self-management, health services and rehabilitation research to enhance the health and well-being of people affected by multiple sclerosis (MS), with a special interest in older adults with this disease. Twitter: @MLFinlayson.