Essential components of a successful doctoral program in nanomedicine

Anne L van de Ven,1,2 Mary H Shann,3 Srinivas Sridhar1,2 1Nanomedicine Science and Technology Center, 2Department of Physics, Northeastern University, Boston, MA, USA; 3School of Education, Boston University, Boston, MA, USAAbstract: The Nanomedicine program at Northeastern University provides a un...

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Autores principales:	van de Ven AL, Shann MH, Sridhar S
Formato:	article
Lenguaje:	EN
Publicado:	Dove Medical Press 2014
Materias:	Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/35e17300ac5e436bab1fed59c8e63f67
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spelling	oai:doaj.org-article:35e17300ac5e436bab1fed59c8e63f672021-12-02T01:35:23ZEssential components of a successful doctoral program in nanomedicine1178-2013https://doaj.org/article/35e17300ac5e436bab1fed59c8e63f672014-12-01T00:00:00Zhttp://www.dovepress.com/essential-components-of-a-successful-doctoral-program-in-nanomedicine-peer-reviewed-article-IJNhttps://doaj.org/toc/1178-2013 Anne L van de Ven,1,2 Mary H Shann,3 Srinivas Sridhar1,2 1Nanomedicine Science and Technology Center, 2Department of Physics, Northeastern University, Boston, MA, USA; 3School of Education, Boston University, Boston, MA, USAAbstract: The Nanomedicine program at Northeastern University provides a unique interdisciplinary graduate education that combines experiential research, didactic learning, networking, and outreach. Students are taught how to apply nanoscience and nanotechnology to problems in medicine, translate basic research to the development of marketable products, negotiate ethical and social issues related to nanomedicine, and develop a strong sense of community involvement within a global perspective. Since 2006, the program has recruited 50 doctoral students from ten traditional science, technology, and engineering disciplines to participate in the 2-year specialization program. Each trainee received mentoring from two or more individuals, including faculty members outside the student’s home department and faculty members at other academic institutions, and/or clinicians. Both students and faculty members reported a significant increase in interdisciplinary scholarly activities, including publications, presentations, and funded research proposals, as a direct result of the program. Nearly 90% of students graduating with a specialization in nanomedicine have continued on to careers in the health care sector. Currently, 43% of graduates are performing research or developing products that directly involve nanomedicine. This article identifies some key elements of the Nanomedicine program, describes how they were implemented, and reports on the metrics of success.Keywords: nanomedicine, IGERT, nanotechnology, nanoscience, education, graduate trainingvan de Ven ALShann MHSridhar SDove Medical PressarticleMedicine (General)R5-920ENInternational Journal of Nanomedicine, Vol 2015, Iss default, Pp 23-30 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine (General) R5-920
spellingShingle	Medicine (General) R5-920 van de Ven AL Shann MH Sridhar S Essential components of a successful doctoral program in nanomedicine
description	Anne L van de Ven,1,2 Mary H Shann,3 Srinivas Sridhar1,2 1Nanomedicine Science and Technology Center, 2Department of Physics, Northeastern University, Boston, MA, USA; 3School of Education, Boston University, Boston, MA, USAAbstract: The Nanomedicine program at Northeastern University provides a unique interdisciplinary graduate education that combines experiential research, didactic learning, networking, and outreach. Students are taught how to apply nanoscience and nanotechnology to problems in medicine, translate basic research to the development of marketable products, negotiate ethical and social issues related to nanomedicine, and develop a strong sense of community involvement within a global perspective. Since 2006, the program has recruited 50 doctoral students from ten traditional science, technology, and engineering disciplines to participate in the 2-year specialization program. Each trainee received mentoring from two or more individuals, including faculty members outside the student’s home department and faculty members at other academic institutions, and/or clinicians. Both students and faculty members reported a significant increase in interdisciplinary scholarly activities, including publications, presentations, and funded research proposals, as a direct result of the program. Nearly 90% of students graduating with a specialization in nanomedicine have continued on to careers in the health care sector. Currently, 43% of graduates are performing research or developing products that directly involve nanomedicine. This article identifies some key elements of the Nanomedicine program, describes how they were implemented, and reports on the metrics of success.Keywords: nanomedicine, IGERT, nanotechnology, nanoscience, education, graduate training
format	article
author	van de Ven AL Shann MH Sridhar S
author_facet	van de Ven AL Shann MH Sridhar S
author_sort	van de Ven AL
title	Essential components of a successful doctoral program in nanomedicine
title_short	Essential components of a successful doctoral program in nanomedicine
title_full	Essential components of a successful doctoral program in nanomedicine
title_fullStr	Essential components of a successful doctoral program in nanomedicine
title_full_unstemmed	Essential components of a successful doctoral program in nanomedicine
title_sort	essential components of a successful doctoral program in nanomedicine
publisher	Dove Medical Press
publishDate	2014
url	https://doaj.org/article/35e17300ac5e436bab1fed59c8e63f67
work_keys_str_mv	AT vandevenal essentialcomponentsofasuccessfuldoctoralprograminnanomedicine AT shannmh essentialcomponentsofasuccessfuldoctoralprograminnanomedicine AT sridhars essentialcomponentsofasuccessfuldoctoralprograminnanomedicine
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Essential components of a successful doctoral program in nanomedicine

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