Peer relationships and the biomedical doctorate: a key component of the contemporary learning environment

Matthew W. Kemp School of Women's and Infants’ Health, University of Western Australia, Perth, Australia; Graduate School of Education, The University of Western Australia, Perth, AustraliaCorrespondence[email protected]

Timothy J. Molloy The Kinghorn Cancer Centre and Cancer Research Program, Garvan Institute of Medical Research, Sydney, Australia

Marina Pajic The Kinghorn Cancer Centre and Cancer Research Program, Garvan Institute of Medical Research, Sydney, Australia

Elaine Chapman Graduate School of Education, The University of Western Australia, Perth, Australia

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Gill Adams. (2019) A narrative study of the experience of feedback on a professional doctorate: ‘a kind of flowing conversation’. Studies in Continuing Education 41:2, pages 191-206.
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Lilia Mantai. (2017) Feeling like a researcher: experiences of early doctoral students in Australia. Studies in Higher Education 42:4, pages 636-650.
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Articles from other publishers (3)

Lilia Mantai & Robyn Dowling. (2015) Supporting the PhD journey: insights from acknowledgements. International Journal for Researcher Development 6:2, pages 106-121.
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Matthew W Kemp, Timothy J Molloy, Marina Pajic & Elaine Chapman. (2014) An analysis of reported motivational orientation in students undertaking doctoral studies in the biomedical sciences. BMC Medical Education 14:1.
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Matthew W. Kemp, Benjamin M. Lazarus, Gabriel G. Perron, William P. Hanage & Elaine Chapman. (2014) Biomedical Ph.D. Students Enrolled in Two Elite Universities in the United Kingdom and the United States Report Adopting Multiple Learning Relationships. PLoS ONE 9:7, pages e103075.
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Peer relationships and the biomedical doctorate: a key component of the contemporary learning environment

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Peer relationships and the biomedical doctorate: a key component of the contemporary learning environment

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