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Top 10 Ph.D. Interview Presentation Templates With Samples and Examples

Mayuri Gangwal

Do you know that only 56 % of students complete their Ph.D.? Factors such as students' age, department, and lack of a good mentor sometimes contribute to the non-completion rate. Indeed, the journey to earning a doctoral degree is challenging. It involves years of research and extensive writing. However, most students find a lack of focus and motivation to be the primary reason for their failure. 

If you prepare for the PhD interview, PhD presentation slides can benefit you in several ways. For instance, templates save considerable time and effort and allow to focus on content delivery. Furthermore, for amateurs creating presentations, templates help them to organize content effectively.

At the same time, candidates often face several challenges regarding content creation and delivery. Templates can help streamline the process, but being aware of potential pitfalls is essential. Here are some common challenges associated with using presentation templates for PhD interviews:

In a recent survey, 6 out of 10 students feel nervous and anxious before the final presentation. It is because they find it challenging to communicate the importance of their research effectively. Crafting visually appealing slides can be tricky, especially for those without a design background. Did you find this relatable? Yes, our PhD interview templates can be a valuable solution for you. 

They serve as valuable tools for creating well-structured presentations and assist students in delivering a solid defense for their Doctoral theses. Let's dive in and learn more about these templates and see how they can be valuable resources in your academic journey.

Template 1: Thesis Research Paper Proposal Template

This template can elevate your academic presentations to the next level. It is tailored specially for scholars, researchers, and students. It helps them embark on the rigorous journey of thesis proposal development and ensures that their research proposals are remembered. This template's uniqueness is its visually appealing designs. It integrates text, graphs, and tables and provides a solid structure to your presentation. Whether it's for your academic review or seminars, this template empowers you with confidence and clarity. 

Download this template and make your proposal more impactful.

Template 2: Research Proposal Steps Template

Use this template to streamline your research proposal creation process. It is a comprehensive resource covering every crucial aspect of a research proposal. You can use this template to craft an engaging cover letter for your proposal. Thus, this template ensures that your proposal is compelling and professionally presented. Additionally, this template simplifies the process of conveying complex research plans. This template is structured to guide you through the essential steps of the research proposal. It will help you present your research coherently and persuasively. Download now!

Download this template today and embark on a seamless journey of crafting your thesis proposal.

Template 3: Research Proposal for Thesis Template 

This template can help you effectively present your thesis proposal. It also ensures that you get sponsors for your project by providing a professional look at your proposal. So, this template is a must for someone presenting their hypothesis, as it provides a solid foundation for the presentation. The template encompasses a variety of crucial elements, from the thesis statement to the project stages. 

Download and leverage this template today to focus on critical market components.

Template 4: Abstract for Thesis Research Proposal Template 

This PPT Set helps streamline the complex process of crafting compelling research proposals by providing a structured and intuitive design. The template is divided into two parts. The first consists of six sections briefly describing the thesis. The second part includes a summary and description of the content. Thus, it empowers users to articulate their research objectives and methodologies precisely so that their proposal not only meets but also exceeds expectations.

Download this template today and elevate your academic work to new heights.

Template 5: Research Method Overview Template

This template is designed for ambitious scholars to help them dive into the essence of academic precision. This template helps researchers by providing them with a robust and logical roadmap for their research. This not only increases their efficiency but also helps them select the best research method. This template provides a clear picture of the target audience and how to conduct the study. Thus, this template acts as a catalyst for boosting the proposal's effectiveness. Want to transform your proposal into a compelling narrative that commands attention and respect?

Download this template today.

Template 6: Method of Data Collection for Thesis Research Paper Proposal

It is the best template for someone looking to elevate their data collection methods. This template provides a clear and professional way to collect data for academic brilliance. It provides a structured framework to articulate the rationale behind the chosen manner. Thus, it is a template and a strategic tool for showcasing your research and methodology. It ensures that your proposal stands out to provide a deep understanding of your work. Additionally, this template helps you communicate complex methodologies in an accessible manner and develop a deeper connection with your audience. 

Download this template today and transform your thesis proposal into a masterpiece.

Template 7: Work Plan with Timetable Template 

It is a versatile template that is designed to help professionals across industries. It helps them organize and present their project plans clearly and precisely. The template is divided into three sub-templates to simplify the entire planning phase. The first template includes various activities associated with a specific completion month. It helps you stay organized by outlining different tasks and actions. The second template delves deeper into project activities by outlining a detailed weekly work plan. This way, it provides better visibility and time management. Additionally, it helps you allocate your resources efficiently and prioritize activities. The third and the last templates provide different stages with their names and timeframes, adding to the level of detail and enhancing the proposed research's feasibility.

Download this template today to take the first step toward achieving project excellence.

Template 8: Implication of Research Template 

This professional template helps you unlock the full potential of your research findings. It is a cornerstone for scholars and professionals eager to convey the significance of their research. The template is Structured as a four-stage process to help students present their research implications. The template's design not only presents data in a captive and visually appealing manner. But it also narrates the story behind your findings and their relevance in real-world applications. Further, this template gives the researcher the chance to explore a variety of angles and helps them consider different aspects of the issue, making research more comprehensive. It further makes research more versatile and applicable to various contexts, which makes it relevant to a broader audience. 

Download this template today and bridge the gap between academic research and applications.

Template 9: Aims and Objective of Research Proposal for Thesis Template (Slide 5)

This template is the blueprint for academic success. It is designed to elevate your doctoral thesis proposal. It helps you create a concise and compelling presentation outlining your research objectives. On one side, it highlights the study's objectives, while on the other, it highlights the expected outcome. This way, it ensures that your academic goals are understood easily because lack of clarity may confuse the audience. So, this template sets the stage by explaining what the study aims to achieve. 

Download this template today to embark on a journey of research excellence.

Template 10: Dissertation Methodology Template

This comprehensive template can assist students through the complexities of the research approach. It can be their ultimate guide in structuring and presenting their methodology. This template subdivides the entire process into four distinguished subheadings to streamline the process. The first subheading outlines the resources that can be instrumental in research. The second subheading highlights the diversity of the research inputs and helps categorize and organize the gathered data. The following subheading details the analytical techniques for validating your findings. The last, but not least, subheadings discuss the various collection methods and illustrate the strategic approach for gathering comprehensive data. 

Download this template to set a solid foundation for your dissertation.

Conclusion 

A student takes 4 to 7 years to complete his Ph.D., requiring strategic planning, dedication, and dedication. Additionally, writing and publishing journals is not a cakewalk. It needs exceptional scholars' writing skills along with critical thinking. Our thesis-dissertation templates can open doors to various opportunities and establish you as a credible and competent researcher.

Additionally, our thesis timeline templates help you streamline your project planning. It also bridges the gap between academic reading and research with real-world applications.

Download these templates today and pave the way for a successful and impactful career.

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• January 28, 2023
• University of Liverpool​
• Applications and Funding , PhD Applications

You’ve decided you want to further your study following your undergraduate or masters. You’ve searched the plethora of PhDs available and have submitted your applications, but what next? How do you prepare for that all important interview? Read my Top Tips for Interview Prep below.

Where to find a PhD project.

The best ways to find a project for you are to search by subject on FindAPhD.com , or to reach out to your current (Bachelor/Master’s) supervisors to see what projects they may be offering next year if you’re interested in staying in the same subject and topic.  You can also ask lecturers of your 3rd/4th year modules you liked to see if they are supervising any new projects. This way the projects you see are the ones you’re either most interested in, or tested well in, both of which put you in the best position to do well. If none of the projects available meet your interests, or you have a research direction of your own, you can always approach a researcher or group with this project in mind. However, with this approach, you will be responsible for finding a supervisor willing to undertake this with you, and to secure/provide your own funding.

How to approach the interview,

Make sure you’re as comfortable as possible. Have a drink with you, a notepad, and possibly a set of questions about the project that you want to ask the supervisors. They will ask this! Get comfortable with the platform the interviewers use, if you aren’t already. You can borrow a friend for a few minutes to have a trial Teams/Zoom call, to make sure everything works correctly. Knowing that there won’t be any technical issues should put your mind at ease a little. It might also help to have a short bullet point list of key points of questions you expect to be asked (what modules/subjects you studied that are relevant to this project, what experience you have already, any projects/internships etc that you have worked on already), so you can refer to them briefly when asked.

Keeping focused during the interview.

Project interviews are as much a conversation to get to know you as they are an interview. Supervisors want to see that you have a genuine interest in the topic, and are motivated enough to see it through. This means that while they want to hear from you, it’s okay to stop to think, to ask them to repeat or rephrase a question, or to simply say you don’t know the answer. More often than not you’ll think later of something you wanted to mention but forgot in the heat of the moment, so having a planned list of discussion points can help avoid that.

Researching key project details.

You should be able to have a somewhat small conversation about the topic, or a more in-depth one if you already have experience in it. That being said, you aren’t expected to know everything right away , otherwise there wouldn’t be a point in you doing the project. The point is that you’ll go on to learn the necessary knowledge before applying it. You want to be able to show that you’re able and willing to learn it, not that you already know it all. It’s great if you are able to talk about more in-depth concepts at length, but you shouldn’t be put off a project because you don’t 100% meet the criteria of the ideal candidate, as there’s always time to learn and fill in the gaps.

Research your supervisors.

​It’s always a good idea to do some background reading on the supervisors to see what their topics of focus are, and possibly read some of their publications. This can help give you a better idea of what role they’ll play if you end up being offered the project. It also makes the whole process a bit less overwhelming when you can put a face to the name.

Preparing for presentations.

A PhD interviewer commonly asks for the interviewee to create a short presentation (3-5 slides) to bring the supervisors up to date with what relevant experience you have, to learn a bit about you as a person and to see your motivation for taking their project. It usually only takes up the first few minutes of the interview. It’s a good idea to read back on your old work, Master’s thesis, etc, because if you’re using it as evidence that you’re a good candidate for the role, there’s a good chance you’ll get a question or two about it. The better you are at talking and answering questions on your past work, the better you come across as a candidate.

Final thoughts

What I would say to myself if I went through the experience again: As long as you’re relaxed and well prepared, your interviews shouldn’t be something you need to worry about. They’re a good chance for you to get a better understanding of the project and encourage you before you start. Saying that, everyone feels nervous going into one, and it’s common to feel like it didn’t go well only to be told otherwise. Remember all that you have gone through to get to this point and let that be your confidence. Good luck!

Kieron McCallan

Mixed Methods PhDs: An Applied Guide

Are you thinking about using mixed methods (both quantitative and qualitative data) in your PhD? This article guides you through different ways of doing mixed methods PhD research, from proposal writing to collecting and analysing data. It emphasises the importance of rigor in mixed methods research and how to achieve this.

To Be or Not To Be (a Reviewer 2): Should I Review Articles as a PhD Student?

For the wheels to continue turning in research, we need reviewers. Although often a thankless endeavour (littered with Reviewer 2 jokes), acting as a gatekeeper for the integrity of your research field remains vital. As a PhD student, you may find the process of reviewing a manuscript pretty novel, but a reviewer request email may enter your inbox in the near future. This article guides you through the pros and cons of reviewing articles.

‘Stairway to Lecture’: A Roadmap to Progress from PhD to Lecturer

Landing a lecturing role after a PhD can be difficult, and rejection is commonplace. To lower the chances of rejection, it is important to focus on your career planning and gain experience as early into your PhD as possible. Therefore, if you are serious about becoming a lecturer, here are four things you can start doing now.

All views expressed are those of the individual authors and do not reflect the views of The PhD Place Ltd. See our Disclaimer

The PhD Place Ltd Is A Registered Limited Company In England & Wales, Number 14300924. Our registered address is 167-169 Great Portland Street, 5th Floor, London, England, W1W 5PF

© Copyright 2023. All Rights Reserved.

• PhD Interview Questions and Answers – 12 Things You May Be Asked

PhD Interview Questions and Answers

Written by Mark Bennett

Your PhD interview will be an important part of your postgraduate research application. This is your chance to meet your prospective department, discuss your project and show your potential as an academic researcher.

Of course, it’s also when that potential is going to be assessed.

You’ll need to show an awareness of what’s involved in a PhD project and prove that you have the right aspirations and approach to work on one for three (or more) years. You’ll also need to make it clear that this is the right university , department, research group or laboratory for you.

None of this has to be especially intimidating. Putting some thought into your project and your choice of institution can make answering PhD entrance interview questions quite simple.

On this page we’ve put together a list of the questions you might be asked at an interview. We’ve also explained why the university might be asking each question, and provided some tips on how to answer them

You won’t necessarily be asked all of these questions – and you almost certainly won’t be asked them in the order here. Some of them also overlap with each other. But they’re all topics that you should prepare to discuss at a PhD interview .

We’ve also included a selection of questions to ask during a PhD interview .

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Interview questions about you

Your qualities as a researcher, team-member and individual are some of the most important factors in a university’s decision to accept you for a PhD.

Regardless of your subject area, you need to be the kind of person who can dedicate themselves to a three-year project. You also need to be able to work alongside other students and academics in a positive and successful research environment.

The interview is the best way for a university to assess this. Just as there’s more to doing a PhD than research and writing, there’s more to a prospective candidate than their academic record.

#1 Tell us about yourself…

This popular opener can feel like an awkwardly open ‘question’.

You’ll be prepared to explain your project, to say what a great fit it is for the university, perhaps even reference some current research. But how do you ‘answer’ an invitation to introduce yourself?

By introducing yourself.

Your interview panel isn’t trying to catch you out here. They’re offering an icebreaker to help ease you into the rest of the interview.

Obviously your response should be relevant to the occasion. But it doesn’t just have to be a presentation of your academic achievements, interests and goals (the interview will get to those in time!).

Say a little about your background, where you’re from and what your interests are. Don’t be afraid to relate these to your academic specialism and your choice of university.

If something specific inspired you to consider a PhD, mention it. If there’s something that’s attracted you to this city as well as the university, say so. (There’ll be plenty of time to talk up the institution and its research later).

• I’ve always been interested in discovering how things work, but my time as an undergraduate opened my eyes to the excitement and wider benefit of science. I had the chance to do some original research on my Masters and that’s inspired me to take up the challenge of a PhD. I’m also a keen hiker and amateur naturalist, so I’d love to combine my studies here with the chance to visit the local area.
• I was born in a house next to the local post-office. My first cat was called Timothy and he liked chasing string. At school my best friend was Kevin. My favourite colour is blue and my favourite flavour of ice-cream is raspberry ripple…

#2 What made you choose to do a PhD?

At some point in your interview your interviewers are going to want to know why you decided to do a doctorate.

This may seem like a simple question, but be wary of giving an overly simplistic answer. Just pointing out that you’re good at your subject and a PhD seemed like the logical next step won’t be enough – especially if there’s a funding decision to be made.

The panel is already satisfied that you’re academically capable and interested. You’ve demonstrated that by getting an interview (and turning up for it).

Now they want to assure themselves that you’ve got the motivation and drive to see you through three or more years of hard work on a PhD project.

• I’ve enjoyed my academic work so far, but I really feel I’ve got more to offer as an independent researcher. I’m also passionate about this subject and don’t feel enough attention has been paid to the questions I’m looking to address.
• I can’t think of anything to do with my Masters, but my current tutor says I’m clever enough for a PhD.

#3 What do you plan to do after you complete your PhD?

It might seem strange for your panel to ask about your post PhD plans. After all, those don’t have any really impact on your ability to do a PhD, do they? And graduation is at least three years away in any case; should you have thought that far ahead?

The answers to which are ‘yes’ and ‘of course you should.’

Universities want to make sure you’re doing a PhD for the right reasons (as above). Asking about your future plans is a great way to check this.

Students who ‘sleepwalk’ into a research project are much more likely to come unstuck or lose motivation when the going gets tough later on.

This doesn’t mean you have to have everything worked out, or that your ambitions have to be unique. If you're planning to apply for a post-doc after your PhD, say so. But demonstrate an understanding of academic career paths – and show that you’ve put some thought into alternatives.

It’s also the case that not everyone who gains a doctorate will go on to an academic job. Universities want to recruit PhD students responsibly and provide the kinds of skills and training they actually need.

So, don’t feel that you have to want to be a scholar to be accepted for a PhD. Research training can prepare you for a range of career paths . An appreciation of these will impress your interview panel. (Particularly if you’re applying for a professional doctorate ).

• I feel my PhD project can open up new lines of inquiry for this field and want to use it as the foundation for a fruitful research career. But, I’m also interested in the wider development opportunities included in this doctoral programme. I want to be an academic, but I’m happy to keep other options open.
• I expect someone will give me a job doing more research. That’s what PhDs do, right?

#4 What are your strengths and weaknesses?

A well-worn question, but a great opportunity to reflect on your abilities - as well as opportunities for further development during your PhD.

What your panel is really interested in is not so much what your strengths and weaknesses actually are , but your ability to identify them.

In practice, this means giving solid examples for strengths and showing how they relate to the PhD project you have in mind.

Don’t just say you’re a good time-keeper. Point out when you’ve had to be well organised and show that you understand the importance of self-directed study to a successful PhD.

When it comes to weaknesses, maintain the right balance.

A PhD interview probably isn’t the best time to wallow in existential self-doubt (unless you’re applying for a very specific topic in Philosophy). Equally though, answers like ‘my only downfall is excessive perfectionism’ can sound a bit contrived. If the panel is asking you about strengths and weaknesses, they want you to identify and reflect on both.

Be honest about the things you find challenging, but identify them as training needs and discuss how you expect to improve upon them as part of your PhD.

• I feel that I’m a good written communicator. My existing academic and professional work demonstrates an ability to put forward ideas clearly and concisely. I think this will help me manage the weight of information my PhD research needs to cover and the challenge of producing an effective thesis. But, I’m not always as organised as I’d like to be. I want to address this as part of my postgraduate training and hope to take advantage of classes and development opportunities early in my doctorate.
• My greatest strength is that I have no weaknesses! And my only weakness is that I have no strengths. Hang on...

#5 Are there any training needs you can identify ahead of your PhD?

This question (and its answer) can be part of an invitation to reflect on your strengths and weaknesses (as above).

But, you may be asked about training needs more specifically. This is likely if you’re applying to a more structured programme, within a Doctoral Training Partnership or similar.

Either way, this is a great opportunity to reflect on your aspirations as a researcher and show that you’ve read up on the project you’re applying to. If the university offers a series of training modules, mention them. Say what you hope to gain from them and how you think they’ll help you succeed in your PhD.

You might also want to refer to any discussion of your aims and aspirations with a doctorate. If you’re keeping an open mind about non-academic career paths, show an awareness of the transferrable skills this PhD can give you.

And don’t worry about revealing a few gaps in the core skills required by your discipline. A PhD is a training process, not a three-year exam.

• I’m really interested in communicating my research to a wider audience, but don’t know how best to go about doing this. I think the training module on public engagement will be a big help to me, both academically and more generally.
• I’m really bad at interviews. Do you have a class for that?

Interview questions about your PhD project

This is the university’s chance to further assess your suitability for an advertised PhD position, and the likely fit between your planned project and the expertise it has available.

It’s also your chance to expand on your research proposal and show that you have the skills, experience and understanding to complete a doctorate. For funded places (or other competitive projects), this is the time for you to prove that you are the best student for this PhD.

It’s a good idea to reference your research proposal (or other appropriate parts of your application) when answering these questions. But expand upon what the panel has already read. (And make sure there isn’t anything in that proposal that you aren’t confident enough to ‘back up’ in your interview!)

#6 Why this project?

The exact focus of this question will depend on whether you’re applying for an advertised PhD project (more common in Science, Engineering and Medicine) or proposing your own research within a department's PhD programme (more common in Arts, Humanities and some branches of the Social Sciences).

If you’re being considered for a pre-defined project, make sure you know it inside out. Say what it is that interests you about it. Compare it to similar projects (if appropriate) and explain your particular choice.

If you’re proposing your own project, this is your chance to show some passion and enthusiasm for it. Refer to your research proposal and take the opportunity to discuss and expand upon it.

In both cases you should point to some existing scholarship and show an awareness of the field you’ll be entering. You’ll also want to re-iterate what makes your project distinctive. After all, the PhD is defined as offering ‘an original contribution to knowledge.’

This doesn’t mean preparing a comprehensive list of key works or current research projects (that ‘literature review’ will be one of the first things you do on the actual PhD). At this stage the panel just wants to see that you understand your proposed project and are enthusiastic enough to see it through.

Depending on how the question is phrased, you may also discuss your choice of university at this stage – or explain why your previous work makes you a good fit for this particular PhD (see below).

• This PhD appeals to my existing research interests. But I’m also attracted by the opportunity to specialise and develop new expertise. Other projects didn’t seem to offer the same possibilities to pursue the questions that really interest me.
• To be honest, I’ll do anything if it’s funded.

#7 What makes you the right candidate for this PhD?

If you’re applying for a pre-defined PhD project , you’ll almost certainly be asked why you are the best candidate to undertake it (especially if there’s funding available).

Remember too that some of these projects aren’t automatically funded. Their financing can depend on the quality of the student they attract, so your panel will be very keen to make sure you’re going to be ‘Dr Right’.

You might still be asked about your suitability for a self-proposed PhD (in Arts or Humanities, for example). This is another way for your interviewers to assess those all-important motivation and commitment factors.

Whatever your situation, this is a good place to talk a bit about your previous work at undergraduate or Masters level. The panel already knows the grades you received, but now you have the chance to talk about what you actually did on those degrees. Show passion and give examples.

If an undergraduate module on gothic literature inspired you to propose a PhD on an under-researched aspect of eighteenth-century culture, say so. If your Masters has given you skills in exactly the kind of statistical analysis required by this doctorate, mention that.

• I’ve been interested in this topic since the final year of my undergraduate degree. This lead to my choice of Masters and helped me pick my dissertation topic, which I really enjoyed. I’m really excited to now go on and do some sustained research in this area as a PhD student.
• Well, I really like books…

#8 What difficulties do you expect to encounter during this project?

This is another fairly popular question topic. It might form part of a discussion of your strengths, weaknesses and training needs. Or you might be invited to speak more specifically about the challenges involved in your project.

The panel isn’t trying to catch you out here, so don’t be afraid to speak frankly. All projects involve their own potential pitfalls and complications.

Overcoming them will be part of completing a PhD; recognising them will show that you're ready to begin one.

Show that you’ve put some thought into the approach necessary for your research and the methodology you might use.

Don’t be afraid to identify problems you aren’t yet certain how to solve (the best way to organise some data, the authors to include in your initial survey of texts, etc) but suggest how you might go about investigating them.

This is also a good time to mention any training needs (if you haven’t already) and speak about how you plan to take advantage of development opportunities within your programme.

• I can see that some of the archival material I’ll need to examine for this project may be difficult to access. My first task will be to request permissions, arrange visits and develop a system for recording my findings. I’m hoping to undertake training in archival practices and seek advice from my supervisor as I develop these key skills early in my project.
• Yeah, I know a PhD is hard, but I’m just going to see how I get on.

#9 What would you like the impact of this project to be?

‘Impact’ is an increasingly important factor in academic work and this applies to PhD research too – especially if you’re funded.

Even if your panel doesn’t explicitly ask about impact, it’s a good idea to mention what you hope the wider outcome of your project might be. If you are asked this question – and are prepared for it – this is a great chance to get a leg up on the competition.

Impact essentially refers to the measurable effects of research outside academia. It’s a given that your PhD will have an effect on future work in your field. But universities are increasingly focussed on the benefits of their work beyond the ‘ivory tower’ of higher education and research.

This is particularly important if your project is funded. The money supporting your studies will probably have come from public revenues (via a Research Council studentship) or from a large charity or trust. Those organisations will want to make sure their investment is worthwhile.

Examples of impact differ a bit between fields.

If you’re in the Social Sciences you may already have some idea of the ‘outputs’ from your project. These could be educational workshops, policy guidance, etc.

If you’re in Science, Medicine or Engineering you’ll hope to provide economic benefits to industry or to healthcare.

Arts and Humanities PhDs can have impact too. Think about the ways in which you could take part in public engagement, such as teaching people about local history or archival resources. You could partner with local schools, or even media companies producing documentary work.

• I’m keen to share my passion for this subject with a wider audience. I’m hoping to maintain a public-facing blog documenting my research. I would also be keen to approach local schools and museums to discuss educational events.
• To be honest, I can’t really see how my work on medieval manuscript preservation has any benefit outside the university. I’d still like some funding though.

#10 How will you fund this project?

This question is obviously more likely in interviews for non-funded PhDs. (It would be somewhat strange for a university to ask you about funding for a project that carries a full studentship).

However, you might still be asked about contingency plans if funding falls through (particularly if funding hasn’t been secured at this stage) or if your project over-runs.

Self-funding students will obviously need to go into more detail here. It’s not the responsibility of your university to ask for a complete breakdown of your finances (or for you to provide one). Yet the panel will want to be sure that you understand the cost involved in doing a PhD and have some kind of plans in place.

It’s fine to say that you’ll be looking for extra funding and part-time work as you start the project. But make it clear that you’ll still have enough time to apply yourself to the actual research.

• I’ve shortlisted external funders and would be keen to investigate any small bursaries or other forms of support through the university. I’ve also made arrangements to work part-time, with the option to adjust this if my funding situation improves.
• I have no idea how I’m going to afford this. Are you sure I can’t have a scholarship?

Interview questions about your choice of university

Unsurprisingly, your interview panel will be interested to know why you’ve chosen their university for your PhD.

If proposing your own project you’ll be asked about the fit between your research aims and the expertise of the department you’d be entering.

If applying to a pre-defined PhD, you’ll be invited to explain why this laboratory or research group particularly appeals to you and what you yourself can contribute to them.

Preparing for these kinds of questions is actually quite easy. Read up on your prospective university, department and supervisors. Show that you’re aware of the kind of work they do and give examples.

Feel free to mention other aspects of the university that appeal to you – its reputation, its alumni, even its location – but keep the main focus on the fit between your work and their research environment.

#11 Why have you chosen to study a PhD at this university?

Whatever else your panel asks, you can be pretty sure a question about your choice of university and department will crop up at some point in a PhD interview.

Your answer gives you the opportunity to do several important things.

Most obviously you can talk about the university and its research. Explain why you’d like to study with these supervisors in particular, when you’ve used their work during your Bachelors degree or Masters (if relevant) and how you can contribute to their future projects.

This is also an opportunity to reiterate your awareness of the wider research context for your project. If other departments or laboratories are undertaking related work, mention that. Say what attracted you to this university in particular and what you hope to achieve as one of its students.

If your PhD is part of a structured Doctoral Programme (as is increasingly likely) you can touch on any training and development opportunities it includes. You may mention these elsewhere in your interview, but make sure to include them when speaking about the university’s appeal to you.

Finally, show an awareness of any relevant research facilities, resources or collections.

Does the university hold a unique archive? Suggest how it might support your investigations. Has the laboratory you’re working in been equipped with any new facilities? Show that you know about them and are interested in using them (as relevant).

Universities spend a lot of money on facilities and resources. They want students – particularly postgraduate researchers – who will make use of them.

• I’ve looked at lots of opportunities in this area. I feel that this project is the best of its kind, combining a unique research angle with a training programme that will meet my professional needs. I was already familiar with the work of my prospective supervisor and their research has greatly informed my own development as a scholar. I’m eager to combine my work with theirs and make use of the facilities the university has put together for this project.
• I did my Masters here and already have a flat in the city.

#12 What can you bring to this research group?

PhD candidates are more than just students. You’ll function, in many ways, as a junior academic working within a wider research environment.

You’ll network with other students and academics. You’ll probably teach undergraduates. You may even publish some of your research (independently, or alongside your supervisor).

This means that your potential contribution to a department or laboratory is, in many ways, just as important as what it can offer you.

If you’re asked a question about this, take the opportunity to sell yourself a little.

Talk about your experience (academic or professional) and outline your ambitions. Make it clear that you will provide a return on the time, money and resources that the university is considering investing in you.

• I’m eager to take advantage of the facilities and expertise this university has to offer. But I also want to contribute with my own expertise and enthusiasm. My previous work has given me the skills to make the most of the material involved in this project and I’m motivated to participate in new training. I’ll be proud to be a part of this department and would actively seek to represent it through my own publications and other research outputs.
• I have a Bachelors and a Masters in this subject so I’m quite clever.

What to ask in a PhD interview

Your PhD entrance interview will probably end with an invitation for you to ask your own questions of the panel. This part of the interview is as important as the answers you'll have already given.

Asking good questions demonstrates your motivation. It also shows that you’ve given some genuine consideration to the project and / or programme you’re applying to.

Don’t just ask questions ‘for effect’ though. This is your chance to find out more about the project you’ll be doing, the people you’ll be working with and the expectations of you as a PhD student.

Remember: you’re a good student, with lots of potential. You’re considering at least three years of hard work with this university. You need to know that you’ll get on with your supervisor, that your work will be appreciated and that there are good prospects for your project.

You’re here to be interviewed for a PhD, but nothing’s stopping you from doing a little interviewing of your own.

Here are a few good questions to considering asking at your PhD interview. They include ways to express enthusiasm for your project, as well as some useful inquiries to make for yourself:

What will the supervision arrangements be for the project?

This shows that you’re thinking practically and looking ahead to the process of actually doing the PhD. It’s also something you’ll probably want to check for yourself.

What kind of training and skills sessions are offered as part of the PhD programme?

This shows that you’re interested in the development opportunities that form part of a modern PhD. It’s also a good way to address any concerns you have about your own skills. Be careful though. Avoid asking simple questions about material that’s already covered in the PhD project description, or in the university’s postgraduate prospectus.

Will I have opportunities to teach / present / publish?

This is something else you’ll want to know for yourself, but it also demonstrates a practical approach to your PhD (and future career). A good PhD programme should offer some opportunity to teach or demonstrate towards the end of your project. Equally, you should be encouraged to communicate your research and supported in doing so.

How many other PhD students has this supervisor seen to completion?

Don’t be afraid to ask about previous students and what they’ve gone on to do. You may also want to know if you’ll be working with or alongside other students and what the arrangements for that will be.

Are there likely to be any changes to the funding arrangements for the project?

A good practical question. If you’re applying for a funded place, make sure you understand the terms of that funding (its duration, whether you can combine it with any other income, etc). If you’re currently self-funding, it won’t hurt to ask if the university anticipates having any support available for you in future.

Is the university or department likely to run any events or other associated projects during the period of my PhD?

This might not seem like an obvious question, but it’s worth asking. The university might be in the early stages of planning a major hosted conference, external partnership or outreach project. Asking about these shows a genuine interest in your university and its research and suggests that you’ll be the right sort of PhD student to help deliver them. Needless to say, these kinds of projects are also excellent opportunities to gain experience and build your CV.

Other questions will probably occur to you according to your specific circumstances and the nature of the project you’re applying to.

Focus on the things that would concern you as a student actually doing the PhD in question, but avoid trivial topics. Your panel will be happy to talk about library resources and lab facilities. They’ll be less keen to advise on the best local pubs or say how often the bus runs between campus and town.

Also try to avoid asking for information that’s readily available elsewhere. This suggests you haven’t done your research – which is never a good sign when applying to do research.

Still looking for that perfect PhD project?

While you're preparing for the interview stage of applications, it's a good idea to keep searching as many PhD projects are advertised throughout the year .

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How To Prepare for a PhD Interview

• Katie Baker
• July 31, 2024

So, you’ve written your personal statement, you’ve sent through your application and now you’ve been invited to a PhD interview, the first step is to congratulate yourself; only 30 – 50% of PhD applicants make it through to the initial interview stage. The invitation is a sure-fire sign the admissions team were impressed by your academic track record, essays, research proposals and personal statement, but you aren’t out of the woods and in the door just yet. 

PhD interviews are conducted by universities to discuss the PhD program or your research proposal with you in more detail. You can also expect to be asked questions about your academic background, skills, and career goals. By asking these questions, university admissions teams will assess whether you are capable enough to carry out doctoral research. With enough preparation, your PhD interview doesn’t need to be daunting. 

To help you prepare for your interview, this page will outline advice on how to prepare for a PhD interview and give you an insight into what typically happens at PhD interviews. However, it is worth bearing in mind that each university interviews its potential PhD candidates differently. 

Along with following the advice outlined here, you will also want to ensure you have a good idea of what to expect from your interview. For example, some university boards will ask you to do a short presentation; others will only ask you questions based on your research proposal and other application materials that spurred them to pick up the phone and invite you to elaborate on your application. 

Know What To Expect From a PhD Interview

Even though PhD interview questions can vary significantly from institution to institution, depending on the circumstances of your PhD application or be formulated specifically around your subject area, every interview serves the same purpose. 

So while it is difficult to give you an idea of a standard PhD interview format, the principle is the same; you will be discussing the finer details of your research proposal or your academic background if you are applying for a program with pre-determined aims and objectives. 

Formal interviews will put you in front of a postgraduate recruitment panel, potentially comprising admission tutors and PhD supervisors; on the other end of the spectrum, you could be asked to meet your potential supervisor for lunch or in a coffee shop on campus to discuss your research interests. Some universities even choose to include orientation activities in the initial interview process; this will give you the chance to explore the research facilities and meet staff members and peers. 

Whichever setting your interview takes place in, and whoever is present, remember that the focus will always be on your achievements, academic interests, and goals.

PhD Interview Presentations

If a PhD interview presentation is required, you will be informed by the university well in advance to allow you to prepare. Your prospective department will also outline their expectations for the presentation, including how long it should be, what needs to be covered, and how it should be delivered. 

Typically, PhD interview presentations should take no longer than 15 minutes to complete, be delivered via PowerPoint and cover your academic achievements and background, research methods and the impact of your research. However, for students interviewing for advertised positions, there may be a requirement to give a short presentation on a specified topic related to your field.

How Long Does a PhD Interview Take?

There is no one-size-fits-all answer for how long a PhD interview takes; the duration depends on the format, how quickly you provide the information that the postgraduate recruitment panel and several other factors.

With some interviews, you should block out an entire day in your calendar as the university may invite you to meet the recruitment panel in the morning, have lunch on campus, explore the department, and have your formal interview afterwards. With others, you can expect to meet your future supervisor and speak with them for an hour over coffee. Whichever interview format you are invited to, remember you’ll be doing the degree be prepared to make the most of it!

PhD Interviews for Advertised Positions

Most STEM PhD programs come with pre-defined aims, usually part of a research program with broader research objectives; your doctoral research will contribute to the body of research. Furthermore, many advertised PhD projects will also have secure funding. With these kinds of positions, all applicants must prove via their interviews that they can carry out the research to a high standard and prove they deserve the secured funding or studentship.

For example, imagine a particular PhD degree involving the analysis of a particular protein. Being a talented and competent life scientist can get you the interview, but exhibiting your knowledge of the specific proteins and familiarity with the techniques and equipment you need to run your analytical research will seal you the position. You don’t need to be an expert; you need to prove your capacity to become an expert – given the chance.

With advertised positions, the interviews are typically more formal, and the main component will comprise a question-and-answer session where you will be in front of a qualified postgraduate recruitment panel involving three or more people, including project supervisors, postgrad admissions staff, lead investigators and funding reps.

The panel will focus on your research goals and interests and how they correlate to your academic background. You may also be expected to expand on sections of your application which need more clarification. 

It isn’t heard of for interviewers to ask you to give a specific presentation in addition to answering questions. However, this presentation shouldn’t be too long or complex. Alternatively, you may be asked to cover your research proposal in more intricate detail or summarise previous research projects. 

At the end of the interview, you will get the opportunity to ask your own questions; prepare some in advance; this will show your interest and enthusiasm, and you will also gain clarification that the program is right for you.

PhD Interviews for Self-Proposed Research Proposals

If you have applied for a position with a self-proposed research proposal, the interview will differ from the interviews for students hoping to complete doctoral research with pre-defined objectives. 

With self-proposed research proposals, you won’t only need to prove your competency, but you will also need to prove the value and originality of your project. Once accepted, you will have freedom over the research you conduct – to a certain extent – however, you will still gain access to similar levels of support, training and resources. 

Even though you have to defend your research proposal, these interviews are typically more flexible and relaxed; you won’t have the pressure of competing for secured funding or affirming why you deserve studentship above other applicants. However, you will face just as much scrutiny as students competing for advertised positions as you will need to confidently convey that the project is viable in terms of time, methodology, and facilities available at the university. 

It is more likely that interviews for students proposing their own research will be more casual; don’t take this as an indication that they are any less important. The postgraduate research panel or your potential supervisor will still need confirmation that you have the right skills and knowledge to go in-depth with research in their field. 

Taking on a new doctoral candidate is a big multi-year commitment for PhD supervisors; you will want to assure them it is worth their time. Typically, this process will include going through points already illustrated in your proposal and expanding on uncovered areas. If funding is on the cards, it will be allocated on a merit basis; with this in mind, elaborate on the value of your project.

How to Prepare for a PhD Interview

Regardless of how your interview is conducted, you will still need to speak about your research proposal and previous work and experience. Spend ample time reviewing your former essays, considering your previous feedback, and going over your proposal with a fine-tooth comb. You should always be prepared to defend any claims you have made with evidence and examples.

During the interview, expect the academic work carried out in your bachelor’s and master’s degrees to be brought up. The merits of them won’t seal your acceptance offer, but discussing your academic background can exhibit your enthusiasm and show how your interest in your research topic developed.

In addition to re-reading your work, take the time to familiarise yourself with the current or recent research carried out by your supervisor. This familiarity will prove that you will relish the opportunity to work with them. If you aren’t sure who your PhD supervisor will be, review the research carried out in the department. 

The lack of originality in research proposals is one of the main reasons for PhD application rejections, which typically happens before the interview stage. However, during your PhD interview, you will also need to verify, if you have self-proposed your own research, that you have investigated the field to ensure your thesis will be completely original.

For PhD projects with pre-set aims, never overlook any of the details of the program. Beyond reviewing the objectives, take an interest in who will be involved, clue yourself in about external funders, and note the available development and training. 

Practice doesn’t only mean perfect; it also means you are committed, capable and confident. Enlist the help of your current academic contacts and peers while practising your interview or presentation material. This is especially important if you don’t have much experience with public speaking or giving presentations.

What To Wear and Bring to a PhD Interview?

Appearance isn’t everything in a PhD interview, but it can go a long way for potential candidates wanting to make the best first impression. Even though academics don’t typically share a similar wardrobe with CEOs during their average workdays, you should present yourself how you would if you were attending a job interview for your dream job. 

The PhD admissions team will inform you if you need to bring anything specific to your interview, such as a presentation. However, if it makes you feel more comfortable and prepared, you can bring hard copies of your previous essays or dissertations, which you can re-read or reference where appropriate. It may also be beneficial to bring a hard copy of your research proposal if you submitted one. 

A notepad and pen will also help you to take notes after you have asked your questions at the end of the interview. Remember, like a job interview, a PhD interview will assess your suitability for the university and the suitability of the university for you. Doctoral research is a big commitment; you will want to ensure that the institution is right for you; your initial interview may be your only chance to explore the campus and meet the staff.

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How to Prepare for a PhD Interview

So, you’ve been invited for a PhD interview. Congratulations! This means that the admission committee considers you appropriately qualified and academically capable of doing a PhD in their program. This next step will allow them to determine if you’re a good fit, and you have the motivation and drive to complete a PhD. The interview is your opportunity to show the committee who you are, what your interests are, why their program is the right place for you to explore them.

There are many different formats for a PhD interview and varying degrees of formality. You may have a one-on-one interview with your potential supervisor over Skype, a formal interview in front of a panel, be asked to give a presentation to the department, or an informal chat with your potential supervisor and their students over lunch. Regardless of the level of formality, you should still do your homework and prepare for the interview. You cannot predict the specifics of the questions that they will ask you, but certain topics are almost inevitable.

Here are some ways to prepare for your interview:

• Review your research proposal or statement of purpose. The interviewer will likely make reference to it during the interview. Go over the experiences that have prepared you for a PhD and be ready to give specific examples during the interview. Be able to explain the reasons why you applied to this program in particular.
• Be prepared to talk about your research interests in detail. You likely gave an overview in your proposal or statement of purpose, but the interview is your chance to show that you have put some thought into what you wrote. Show that you have the required background knowledge, including knowledge of the key people in your research area, methodologies you plan to use, or studies you want to reference.
• Think about your motivation for pursuing a PhD. The interviewers want to know you have put some thought into the decision to pursue a PhD. They also want to gauge your commitment to the project before they invest time and money in you. Think about how a PhD will help you achieve your career goals.
• Read your potential supervisor’s work. This shows you are serious about working with them. Demonstrate why you want to work with them in particular and how their expertise will be essential to your research. If you are interviewing for a small program, familiarize yourself with the work (or at least the fields of expertise) of the other faculty members.
• Familiarize yourself with current scholarship in the field. This is another way to demonstrate your engagement with field and that you can think critically about the current debates. You should know how your proposed research will fit into the current scholarship and what makes it unique.

Remember that this interview goes both ways. You are preparing to spend at least three years (likely more) of your life here. Think about what is important to you and what would make or break your decision to attend this university. Come to the interview prepared with some questions for the interviewer. Potential questions could include:

• What do they do to promote work/life balance?
• What can your potential mentor/supervisor do to advance your career?
• How does your potential supervisor mentor students?
• What is the program’s job placement record?
• What sort of resources does the university have? (Libraries, lab equipment etc.)
• What are their funding sources?
• What is the program’s average time to degree?
• Will I have the opportunity to teach/present/patent/publish?

If your interview is taking place on-campus or you are invited to visit the campus after being accepted, take the opportunity to talk to some of the current grad students. They will offer you a frank take on the program and the inside scoop on what it’s like to work with your potential supervisor. Also, consider the fact that you will be spending a considerable amount of time around these people for the next few years. Will you fit in with them as a friend and colleague? How social is the department? Do they do activities together outside of the university? Do they seem supportive of each other, or are they competitive? This information will help inform your decision.

A Note on the Skype Interview

Skype interviews are becoming increasingly common, especially for international students. There are a few practical tips to keep in mind when setting up for an online interview. Do your interview somewhere where you have a strong internet connection, usually at home or in a quiet office. If you have roommates, make sure they are aware of when your interview is and understand not to disturb you during the interview. Choose your location carefully. You want a well-lit area with a tidy, neutral background. If possible, face a natural light source. Place your computer on top of a pile of books so that the camera is almost at eye level (a more natural angle). Look at the camera when you speak to make “eye contact” with the interviewer.

The interview is your time to shine, and being prepared will allow you to do just that.

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• Common PhD Interview Questions
• Applying to a PhD

In this guide, we’ll share 11 common PhD interview questions and our suggestions on how to answer them.

A PhD interview is an essential step in securing a doctorate position. This is because it enables the prospective supervisor to get to know you better and determine whether you’d be a good fit for the project. Equally, it provides you with the opportunity to learn more about the project and what the university offers. Although being asked to attend an interview by the admissions committee can be daunting, it’s actually a positive sign. It means that based on your application and academic qualification, the academic department believes you have the potential to make a good PhD student for the position.

Whilst most questions you’ll be asked during your PhD interview will focus on your proposed research project, a handful of generic questions will almost certainly be asked. To give yourself the best chance of succeeding in the interview, we highly recommend that you prepare answers to these generic questions beforehand.

Without further delay, here are 11 common PhD interview questions and tips on how you should answer them.

1. Tell Us About Yourself

It comes at no surprise that this common ice-breaker question is at the top of our list. This question will likely be asked to help you calm your initial nerves and settle into your interview. As this is a warm-up question, aim to give the interviewer a general overview about yourself as opposed to a detailed breakdown. To achieve this, structure your answer into three sections:

• Academic History : start with a summary of your academic background – where and what have you studied? What grades did you achieve?
• Research Topic : go onto explain your research interest in your chosen topic – what do you like about it? Do you intend to pursue a career related to it upon obtaining your degree?
• Why a PhD : Finish with why you want to undertake a PhD – do you want to make a contribution to science? Do you want to get a job in academia?

2. Why Do You Want to Do A PhD?

Although you may have touched on this in your answer to the above, your interviews will want to know more of the detail if they ask this question as a direct followup.

Though it may appear obvious, the interviewer is specifically interested in discovering your personal motivations for undertaking a PhD . Too often, students answer this question by listing the benefits of a PhD. Not only will the interviewer already know the benefits of a PhD, but a generic answer also won’t help you stand out among the other applicants.

To answer this question and leave a lasting impact, try to include an academic or personal experience that has strengthened your passion for research. As well as this, outline what your career aspirations are and explain how the proposed PhD will help you achieve them. The key to selling yourself here is to let the interviewer know how passionate you are about the project without having to say it.

3. Why Did You Choose This Project?

This is your chance to show that you have researched the University, supervisor and project.

First, talk about the project. Is there a particular aspect that you’re interested in? If so, mention it. This will show that you’re engaged in the topic and already have a basic understanding of the field. Besides this, a great way to show that you’ve really looked into the research topic would be to discuss a certain part of the methodology the project could adopt.

Next, talk about the University – there may be several universities offering similar projects, but what makes this one stand out? Is it their resources? Is it the prospective supervisor’s research group? Is it their previous involvement in previous influential studies? Again, show that you’ve adequately researched the University and clearly understand what makes it unique.

Finally, you can mention if your decision to apply to their university has been influenced by the expertise of the proposed supervisor. Given that the supervisor will be highly knowledgeable in the research topic you’re applying to, it’s possible they may have contributed to some significant findings in it. If so, it’s acceptable to acknowledge this by mentioning how you would like the opportunity to work under their guidance. However, be careful not to overdo. Although you may be sincere in your answer, it can go against you if your supervisor feels like you’re trying to flatter him. To avoid giving this impression, focus on how his or her expertise will help you develop into a competent researcher.

4. Why Should We Choose You?

A very blunt question, but your PhD supervisor will want to make sure you’re the best candidate for the position. This is especially true given they’ll be responsible for supporting you over the next few years. Therefore, the primary aim of your answer will be to reassure them you have the skills and experience required to undertake a doctoral study. To achieve this, identify the critical knowledge and skills required for the project and discuss how you meet each of these. Follow up each justification with a short, relevant example to help give your answers more impact.

When asked this question, some students tend to just summarise their academic CV and cover letter . This isn’t an effective way to answer the question as you’re telling the supervisor information they already know about you. It’s fine to reiterate a few key points, however, try to delve deeper into what you can offer going forward as opposed to what you’ve achieved in the past. As part of your answer, identify the soft skills which will be imperative to the doctorate and state how you have each of these. These can include skills such as effective communication, great time management, problem-solving, adaptability and high work ethic.

5. How Did You Come up With This Project?

If you’ve developed your own research proposal , then expect to have to defend it as part of your interview. You should have a thorough understanding of what the current gaps in knowledge are surrounding your research topic and how these could limit the findings of your study. Besides this, you’ll want to show that you’re clear on what the key aims and objectives of your project are and appreciate how they could contribute to your field of research. This last point is essential in convincing the interviewers this project is a worthy pursuit. What makes your project groundbreaking and worth dedicating several years to?

The interviewer wants to know if you have thought out all aspects of your project and so will likely scrutinise the finer details of your proposal. Therefore, be ready to outline the literature you’ve read and discuss how you evaluated different methodologies before suggesting your current one.

If you want an edge over other students, you can also produce a high-level plan, similar to the one below (but with more detail), which outlines the different phases of your research project. This can include stages such as the literature review, undertaking experiments, producing your thesis and preparing for your viva voce. Although they won’t expect your plan to be fully accurate, especially given how dynamic research projects can be, it will show your positive attitude towards being imitative and taking responsibility for your project.

6. What Challenges Are You Expecting to Encounter in This Project?

A common PhD interview question students struggle with is “What difficulties do you think you will face?” This purpose of this question is to check how much you’ve thought about the project. Students who provide a poor answer generally do so as they think admitting to any potential difficulties may make them seem incompetent. This couldn’t be any further from the truth.

Identifying potential difficulties shows the interviewers you’ve given serious thought to the project. This reassures the supervisor that should you run into difficulties during the research, you’re not only capable of identifying them but also mature enough to do so. Not highlighting potential difficulties, whether it’s due to a lack of confidence or understanding the project, suggests your project will be vulnerable to problems which could go amiss.

When answering this question, try to follow up on each potential difficulty with how you intend to address it. This can include measures such as making use of internal development opportunities, enrolling onto external training courses or signing up to specific research master classes.

7. What Are Your Strengths and Weaknesses?

This is a standard question for most interviews, and a PhD interview is no different.

Pick strengths that compliment your PhD programme. For example, if applying to a Physics or Engineering PhD, mentioning you have good attention to detail would be highly beneficial given the amount of data analysis involved. Try to support each of your claims with a relevant example. Using the above case as an example, you could discuss how as part of your Bachelor’s or Master’s dissertation project, your high attention to detail allowed you to streamline some of your experiments or identify potential problems with your data.

Likewise, try to discuss a weakness that won’t be detrimental to your research project. An example of something you would want to avoid would be “I have a tendency to put the hard tasks off until the end until I know I should really start working on them to not miss any deadlines“. Although this may seem like a harmless response, it will seriously concern the interview panel. This is because a model student will need to be consistent in their efforts to meet the challenging workload, even in times of difficulty. As before, follow up your weakness with a plan on how you intend to address it. For example, if you state your weakness as public speaking, a suitable follow up would be to discuss how you would like to work on it by presenting your research to undergraduate students and attending seminars.

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8. Can You Describe a Time You Encountered a Problem or Challenge and How You Approached It?

A key trait of all successful researchers is the ability to overcome problems independently. Given that even a minor problem can derail a research project, it’s important for your project supervisor to know whether you can adequately address them.

Despite what your example may me, try to cover the below three aspects as part of your answer:

• Identification – How did you identify the problem? Was a check you had in place triggered or did you stumble upon it naturally?
• Deconstruction – How did you break the problem down? Did you identify any assumptions or limitations which could have been associated with it? If so, how?
• Overcoming – How did you identify the solution? If you had several solutions, how did you determine the most sensible one? What did you learn from it?

Your example doesn’t need to relate directly to the research programme you’re applying to, however, it should be kept academic if possible. For example, you could discuss a challenge you encountered during your undergraduate dissertation project, such as limited literature on your research topic or inaccurate experiment results.

The key point to remember here is that a supervisor is there to supervise, not to fix all your problems. Not only will they not have the time do to this, but it will directly go against the ethical requirement of ensuring your work is yours and yours alone.

9. What Are Your Career Aspirations?

Your interviewers will want to see that you’ve considered what you will do after completing your PhD. This is to help them determine what your motivations are and to confirm that you want to enrol onto a PhD for the right reasons. It’s clear that anyone who has thought through their decision will have a long-term plan in mind, even if it’s a handful of well-considered options.

Don’t feel like your answer needs to relate to academia. One of the many benefits of a PhD degree is that it can lead to a variety of career paths. By being open with your true intentions, they can better determine what support and training you’ll require from them.

Despite your long-term goals, research into this and know the route you’d like to take post-PhD. A good understanding of your career plans and how to get there will go a long way in conveying your commitment to the project.

10. How Will You Fund This Project?

The interviewing panel will ask about this if your project is self-funded or conditionally funded (e.g. competitive funding schemes where funding is not guaranteed).

You don’t need to provide a complete breakdown of your savings, nor would they expect you to. The primary concern the interviewers want to address is that you’re fully aware of the costs associated with undertaking a PhD . If you intend to apply for external funding or take on a part-time job, mention this. In doing so, make sure you stress that you will base your part-time work around your PhD and not the other way around. The interviewers want to reassure themselves that you will make your research your top priority throughout the course of your degree.

11. Do You Have Any Questions for Us?

This interview is not only for the supervisors to evaluate you but also for you to evaluate them, the PhD project and University.

Although you will have already researched the position at length, ensure you ask questions when offered to do so. Asking questions will show that you’re engaged and are an individual who likes to make informed decisions. Not asking questions, or not asking well thought-out ones, will send the wrong message.

If you’re wondering what makes a great question, a quick internet search for “What questions should I ask at a PhD Interview?” show’s you’re not alone. Some examples of great questions to ask in a PhD interview are:

• Are there any major developments or partnerships planned for the department? – Although this won’t always be the case, the department may be planning to upgrade its research facilities or partner with another leading institution. Asking about this shows you’re genuinely enthusiastic about undertaking influential research.
• What are the supervision arrangements? – This is a great way to find out if your expectations match that of your potential supervisors. This can include aspects such as how often the two of you will meet and what level of support they intend to provide.
• Will there be any opportunities for teaching within the department? – If you intend to pursue an academic career after completing your research, this will be a brilliant way to show them you’re committed to your long-term plans. Even if you plan on following a different career path, asking will let you know whether there is any opportunity to earn whilst you study.
• What opportunities will I have for presenting my research? – This shows you intend to be an active member within your research field. This won’t be great only for your development but will help the university increase its research network and reputation in the wider community.

Other PhD Interview Tips and Advice to Help You Prepare

• Format – The format of the PhD interview varies depending on the University. If you’re unsure of what format your upcoming interview will follow, get in touch with the department you will interview with. They should be able to give you an idea about what to expect and how long it will typically last. This knowledge will prove invaluable when preparing for a PhD interview.
• Video interview – Some interviews will be conducted as either a phone interview or a skype interview. This is especially true if you’re an international student still within your home country. If so, conduct your interview in a place with a reliable internet connection and a clean backdrop.
• Attendance – Usually, your interview will comprise the primary and secondary supervisor. However, sometimes your interview panel can comprise non-technical staff or the Head of Department.
• Presentation – You may be asked to prepare a PhD interview presentation if you’re proposing your own research topic . If you’re requested to do this, keep it brief, use at least 80% of the time they permit and base it around your research proposal.
• Paperwork – Bring two to three copies of your application form, and if applicable, your research proposal. Although in most cases your interviewers would have bought their own copy, it’s better to be on the safe side.
• Etiquette – If you’re unsure of what to wear to a PhD interview, a good general rule of thumb is to wear what you would to a formal job interview. In other words, keep it formal. Additionally, learn how to pronounce the names of the interviewers and any other staff members you may mention beforehand.
• Practice – There’s a lot of truth in the old saying ‘practice makes perfect’. You will want to practise as many PhD interview questions as you can. Don’t just limit yourself to the ones discussed on here. Find as many PhD questions as you can and prepare draft answers for all of them. In fact, you don’t even need to limit yourself to questions specifically for PhD students. There are many out there that, although written for generic academic interviews or the job market, will be applicable to you. If you find yourself short on resources, try searching for ‘tell us a time when you…’ in google as these will provide great scenario-based questions you can practise with.

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PhD Interview Questions and Answers (13 Questions + Answers)

Most PhD applications include an interview. This allows your university (and perhaps even your prospective supervisor) to discuss the PhD with you in more detail.

This article lists some of the most common PhD interview questions along with their answers. The goal is to help you prepare for a PhD interview and pass with flying colors.

1) How did you develop this proposal?

When responding to this question, demonstrate your thought process, research skills, and the evolution of your ideas. Let's choose the subject of "Renewable Energy Integration in Urban Planning" as an example.

Sample answer:

"My proposal on 'Renewable Energy Integration in Urban Planning' originated from my undergraduate thesis on sustainable cities. Intrigued by the potential of renewable energy in urban environments, I conducted a literature review to identify gaps in current research. This review highlighted a lack of comprehensive strategies for integrating renewable technologies at a city-wide level. I then consulted with experts in urban planning and renewable energy, which provided practical insights into the challenges and opportunities in this field. I designed a methodology that combines spatial analysis with energy modeling to explore optimal renewable energy integration in urban landscapes. This proposal represents an amalgamation of academic research, expert consultation, and innovative methodology development."

This answer is effective because it mentions a literature review demonstrates the ability to conduct thorough research and identify gaps in existing knowledge.

2) Why do you wish to pursue a PhD?

For this question, it's important to articulate your passion for the subject, your long-term career goals, and how the PhD program aligns with these aspects.

Let's choose the subject of "Artificial Intelligence in Healthcare" for this example.

"I am passionate about leveraging technology to improve healthcare outcomes, and pursuing a PhD in Artificial Intelligence in Healthcare aligns perfectly with this passion. During my Master's, I was fascinated by the potential of AI to revolutionize diagnostic processes and personalized medicine. I believe a PhD will provide me with the deep technical knowledge and research skills necessary to contribute significantly to this field. My goal is to develop AI systems that enhance medical diagnostics, ultimately improving patient care and treatment efficiency. This PhD program, known for its pioneering research in AI and strong healthcare collaborations, is the ideal environment for me to develop these innovations and achieve my career aspirations in healthcare technology."

This is a great answer because you clearly state that the PhD will provide the necessary skills and knowledge, indicating a clear understanding of the purpose of the program.

3) Why do you think you are the right candidate for this PhD program?

Discuss how your research interests align with the program's strengths and the faculty's expertise. Explain how the program's resources, courses, and research opportunities can help you achieve your academic and career goals.

"I am deeply passionate about environmental science, particularly in the area of sustainable urban development. This passion was ignited during my master's program in Environmental Studies at XYZ University, where I completed a thesis on urban green spaces and their impact on city microclimates. This research not only honed my skills in data analysis and GIS mapping but also highlighted the importance of interdisciplinary approaches to environmental issues. I am drawn to your PhD program at ABC University because of its innovative research on sustainable urban planning and the renowned work of Professor Jane Smith in this field. Her research aligns with my interest in integrating green infrastructure into urban planning to mitigate climate change effects. My perseverance, attention to detail, and ability to synthesize complex data make me an ideal candidate for this challenging program. Pursuing this PhD is integral to my goal of becoming an environmental consultant, where I plan to develop strategies for cities to reduce their environmental footprint."

This response is effective because it mentions particular aspects of your experience and the program, avoiding generic statements. It also outlines how the PhD fits into your career path.

4) What do you plan to do after you have completed your PhD?

Be specific about the type of career you aspire to, whether it's in academia, industry, research, etc. Explain how the PhD will equip you with the skills and knowledge for your chosen career path.

"After completing my PhD in Computational Neuroscience, I plan to pursue a career in academia as a university professor. My doctoral research on neural network modeling will provide a strong foundation for teaching and conducting further research in this area. I aim to develop innovative courses that bridge computer science and neuroscience, addressing the growing demand for interdisciplinary knowledge in these fields. Additionally, I intend to continue my research on applying machine learning techniques to understand brain function, which has potential implications for developing new treatments for neurological disorders. This academic pathway allows me to contribute significantly to both education and research in Computational Neuroscience."

This is a great answer because it connects the PhD research directly to future career plans.

It also articulates how your work can impact both academia and the broader field of Computational Neuroscience.

5) Why have you chosen this specific PhD program?

Mention specific aspects of the program that attracted you, such as the curriculum, research facilities, faculty expertise, or reputation.

Explain how the program aligns with your research interests or academic background.

"I chose the PhD program in Artificial Intelligence at MIT because of its cutting-edge research and interdisciplinary approach, which perfectly aligns with my academic background in computer science and my passion for machine learning. The program's emphasis on both theoretical foundations and practical applications in AI is particularly appealing. Additionally, the opportunity to work under the guidance of Professor [Name], whose work in [specific area, e.g., neural networks or AI ethics] has deeply influenced my own research interests, is a significant draw. This program is an ideal fit for me to further develop my skills and contribute to the field of AI, ultimately aiming for a career in AI research and development in the tech industry."

This answer connects your background and goals to the program's offerings.

Including a specific professor's name shows detailed knowledge about the program and faculty.

6) What impact would you like your PhD project to have?

When answering this question, convey both the academic significance and the potential real-world applications of your research. Let's choose a project focused on developing eco-friendly battery technologies for electric vehicles for this example.

"My PhD project aims to develop new eco-friendly battery technologies for electric vehicles (EVs), addressing both the environmental impact of battery production and the efficiency of energy storage. I hope my research will contribute to the academic field by advancing our understanding of sustainable materials for energy storage, potentially leading to publications and patents. Beyond academia, I envision this project significantly impacting the EV industry by providing a more sustainable and efficient battery alternative. This innovation could play a crucial role in reducing the carbon footprint of transportation and supporting global efforts towards a greener future. Ultimately, I aspire for my work to not only advance scientific knowledge but also drive real-world changes in how we approach energy sustainability in transportation."

This is an excellent answer because it connects the project to larger environmental goals and societal benefits. It also reflects a forward-thinking approach, demonstrating your understanding of the project's potential long-term implications.

7) What difficulties would you expect to encounter during this project?

It's important to demonstrate awareness of potential challenges and convey a proactive mindset toward problem-solving. Let's choose a project focused on the development of a novel AI-driven diagnostic tool for early detection of neurological diseases for this example.

"In developing an AI-driven diagnostic tool for early detection of neurological diseases, I anticipate several challenges. Firstly, the accuracy and reliability of the tool depend heavily on the quality and diversity of the data used for training the AI algorithms. Obtaining a comprehensive dataset that adequately represents the population can be difficult due to privacy concerns and data availability. Secondly, ensuring the AI model's interpretability to be clinically useful while maintaining high performance is another challenge, given the complexity of neurological diseases. To address these, I plan to collaborate with interdisciplinary teams, including data privacy experts and neurologists, to source and utilize data ethically and effectively. I also intend to continuously refine the AI model, focusing on both its predictive accuracy and clinical applicability. These challenges, while significant, present valuable opportunities for innovation and interdisciplinary collaboration."

This response is effective because it clearly outlines realistic challenges specific to the AI diagnostic tool project. It also presents a proactive approach to overcoming these challenges, showing problem-solving skills.

8) How will you fund this project?

When answering this question, show that you've thought about the financial aspects of your research and are aware of funding sources that are available and applicable to your project. 

"I have identified multiple funding sources to support my renewable energy research project at Stanford University. Firstly, I plan to apply for the DOE Office of Science Graduate Student Research (SCGSR) Program, which offers substantial support for projects focusing on sustainable energy. My proposal for this grant is already in progress, highlighting how my project aligns with the DOE's priorities in advancing clean energy technologies. Additionally, I'm exploring departmental fellowships at Stanford, particularly those aimed at renewable energy research. I am also keen on establishing industry partnerships, given the project's relevance to current energy challenges and the potential for collaborative funding and technological exchange. Last but not least, I will seek conference grants to present my research findings, which can lead to further academic collaborations and additional funding opportunities."

Notice how this answer mentions funding sources that align with the renewable energy focus of the project and the resources available at Stanford University.

9) Tell us about a time you experienced a setback

Focus on a situation relevant to your academic or research experience. Let's use a real-world example where a research experiment failed due to unexpected variables.

"During my Master’s thesis on the effects of soil composition on plant growth, I faced a major setback. My initial experiments, which involved growing plants in different soil types, failed to produce consistent results due to unanticipated environmental variations in the greenhouse. This was disheartening, especially as the deadline approached. However, I responded by reassessing my experimental setup. I consulted with my supervisor and decided to control more variables, such as humidity and temperature. I also refined my data collection methods to include more frequent soil and plant measurements. These adjustments led to more reliable results, and I successfully completed my thesis. This experience taught me the importance of adaptability in research and reinforced the value of meticulous experimental design."

This is a great answer because it shows how you’ve encountered and overcame a specific problem, demonstrating resilience and adaptability.

10) What are your strengths and weaknesses?

When answering this question, it's important to present a balanced view of yourself, showing self-awareness and a commitment to personal development. Choose strengths that are relevant to a PhD program and weaknesses that you're actively working to improve.

"One of my key strengths is my analytical thinking, which I demonstrated during my Master's project where I developed a novel algorithm for data analysis. This required me to not only understand complex theories but also apply them creatively to solve real-world problems. As for weaknesses, I sometimes struggle with overcommitment, taking on too many projects at once. This occasionally led to stress during my undergraduate studies. However, I am actively working on this by improving my time management skills and learning to prioritize tasks more effectively. I've started using project management tools and setting clear boundaries, which has already shown improvements in my workflow and stress levels."

This answer maintains a good balance between strengths and weaknesses. It also shows self-awareness, demonstrating a proactive approach to personal development.

11) Why have you chosen to study for a PhD at this university?

Mention specific aspects of the PhD program that attracted you. Explain how your research interests align with the work being done at the university.

"I am drawn to the PhD program in Astrophysics at Caltech due to its outstanding reputation in space research and the unparalleled resources available at the Owens Valley Radio Observatory. My research interest lies in the study of exoplanets, and Caltech's active projects in this area, such as the Zwicky Transient Facility, align perfectly with my academic goals. The opportunity to work under the guidance of Professor [Name], known for pioneering work in exoplanetary atmospheres, is particularly exciting. Additionally, Caltech's collaborative environment and emphasis on interdisciplinary research are conducive to my professional growth, providing a platform to engage with experts from various fields in astrophysics."

This response directly connects your research interests with ongoing projects and facilities at Caltech. It also shows you’ve done your research on faculty members and their work.

12) What can you bring to this research group?

Focus on your unique skills, experiences, and perspectives that will contribute to the research group's success. Let's choose the field of Biomedical Engineering at Johns Hopkins University for this example.

"As a prospective member of the Biomedical Engineering research group at Johns Hopkins University, I bring a unique combination of skills and experiences. My expertise in microfluidics, honed during my Master’s research, aligns well with the group’s focus on developing lab-on-a-chip devices for medical diagnostics. I have also co-authored two papers in this field, demonstrating my ability to contribute to high-impact research. Additionally, my experience in a start-up environment, where I worked on developing portable diagnostic tools, has equipped me with a practical understanding of translating research into applications. I thrive in collaborative settings, often bringing interdisciplinary insights that foster innovative problem-solving. I am excited about the prospect of contributing to the group’s ongoing projects and introducing fresh perspectives to advance our understanding and application of biomedical technology."

This response shows your relevant expertise, ability to work in a team, and the unique perspectives you can offer, positioning you as a valuable addition to the research group.

13) Do you have any questions for us?

Asking good questions demonstrates your motivation. It also shows that you’ve given some genuine consideration to the project and/or program you’re applying to.

Some questions you can ask the interviewer include:

• What will the supervision arrangements be for the project?
• What kind of training and skills sessions are offered as part of the PhD program?
• How many other PhD students has this supervisor seen to completion?
• Are there any major developments or partnerships planned for the department?
• Are there likely to be any changes to the funding arrangements for the project?
• What opportunities will I have for presenting my research?

Remember: you’re a good student, with lots of potential. You’re considering at least three years of hard work with this university. You need to know that you’ll get on with your supervisor, that your work will be appreciated and that there are good prospects for your project.

What to wear to a PhD interview

Wear formal attire for a PhD interview. Your best bet is to wear a suit. A navy blue suit is the best and most versatile option. No matter your gender, a suit is always very professional.

For men, wear a suit with a tie, dress shirt, and dress shoes. For women, wear a suit (pantsuit or skirt suit) with a blouse, or conservative dress, and closed-toe shoes.

When in doubt, it’s better to be slightly overdressed than underdressed. The goal is to make a professional impression and feel confident, without your attire distracting from the conversation.

What to expect from a PhD interview

At its core, a PhD interview will consist of questions that allow your potential supervisors to get to know you better and have an understanding of what you’d like to study, why you’ve chosen your field of study, and whether you’d be a good fit for the PhD program.

You should expect general questions to help the interviewer get a sense of your likes and dislikes, and your overall personality.

Next, expect questions about your personal motivations for studying a PhD. Your interviewer will also be interested in any relevant experience you have to qualify you to study this PhD.

In the next section, expect questions about your PhD project. You should be prepared to discuss your project idea in detail and demonstrate to the interviewer that you are the ideal candidate.

Last but not least, the interviewer will discuss your future ambitions and give you an opportunity to ask questions. Remember that this interview goes both ways.

It’s important to ask the interviewer relevant questions to show your engagement and the serious consideration you are giving their program.

You are preparing to spend several years of your life at this school. Think about what is important to you and what would make or break your decision to attend this university.

Prepare a list of questions ahead of the interview.

Understanding the interviewer’s point of view

During a PhD interview, interviewers are typically looking for a range of traits that indicate whether you are well-suited for the rigors of a doctoral program and a research career.

These traits include:

Intellectual Curiosity and Passion: A strong enthusiasm for the subject area and a desire to contribute to and expand knowledge in the field.

Research Skills and Experience: Demonstrable skills in conducting research, including designing experiments, collecting and analyzing data, and interpreting results. Prior research experience relevant to the PhD topic is often a plus.

Resilience and Perseverance: The capacity to handle setbacks and challenges, which are common in research, and to persist in the face of difficulties.

Collaboration and Teamwork: Although PhD research can be quite independent, the ability to work well with others, including advisors, faculty, and other students, is crucial.

Self-Motivation and Independence: The drive to work independently, manage one's own project, and stay motivated over the long term.

Fit with the Program: Alignment of the candidate’s research interests and goals with the strengths and focus of the PhD program and faculty.

These traits not only indicate your readiness for a PhD program but also your potential to contribute meaningfully to their field of study and succeed in a research-oriented career.

Related posts:

• University Interview Questions (16 Questions + Answers)
• Project Manager Interview Questions (14 Specific Questions + Answers)
• Strength-Based Interview Questions (21 Questions + Answers)
• Engineering Interview Questions (15 Questions + Answers)
• Business Analyst Interview Questions (17 Questions + Answers)

Reference this article:

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Introduce yourself in a PhD interview (4 simple steps + examples)

The opening of an application interview for a PhD position usually starts with short introductions of everyone participating in the conversation. Many applicants wonder how to best introduce themselves in a PhD interview. Four simple steps (including examples) help you to develop a powerful self-introduction .

Introductions in a PhD interview

On the other hand, you may feel much more vulnerable during an interview than when sending a carefully crafted application letter.

A self-introduction summarises who you are and why you want the PhD position. A powerful self-introduction can set the tone for the whole interview.

If you are unprepared, there is a risk of going in all directions when it is your turn to introduce yourself. It may throw you off and make you extra nervous for the remainder of the interview.

What to do in a PhD interview introduction

What not to do in a phd interview introduction.

Several things are best to be avoided when you introduce yourself in a PhD interview:

Step 1: State your full name

Step 2: Give a brief overview of your educational (and professional) background

Therefore, it is useful to provide a brief summary of your educational background. Those who have work experience also benefit from including it.

Step 3: Explain why you are interested in the PhD position

Step 4: thank everyone for the opportunity to be interviewed.

The final step is to thank everyone for the opportunity to be interviewed. Be gracious and polite, and express your enthusiasm for the interview. This will create a comfortable atmosphere in which questions can be freely asked and answered.

Master Academia

Get new content delivered directly to your inbox, 10 key skills of successful master's students, clever strategies to keep up with the latest academic research, related articles, 17 strong academic phrases to write your literature review (+ real examples), how to organize and structure academic panel discussions, reject decisions: sample peer review comments and examples, how to revise a manuscript by responding to reviewer comments.

• Open access
• Published: 11 September 2024

Curriculum, competency development, and assessment methods of MSc and PhD pharmacy programs: a scoping review

• Dana ElKhalifa 1 ,
• Ola Hussein 2 ,
• Abeer Hamid 3 ,
• Nour Al-Ziftawi 4 ,
• Israa Al-Hashimi 5 &
• Mohamed Izham Mohamed Ibrahim 2  

BMC Medical Education volume  24 , Article number:  989 ( 2024 ) Cite this article

Metrics details

Background/objectives

We aim to systematically review and evaluate the current landscape of postgraduate pharmacy education to a) identify current evidence, best practices, challenges, recommendations, and solutions; and b) develop a framework to optimize postgraduate pharmacy programs.

A scoping review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). Electronic databases, including PubMed, Scopus, EMBASE, ProQuest, Web of Science, and Google Scholar were utilized. The search covered studies published from January 2011 to September 2023. Following the principles of Arksey and O'Malley's framework, data charting and extraction were performed using a pre-designed data collection tool, followed by the synthesis and grouping of studies based on common themes.

Of the 5542 articles found, the review included 36 eligible ones focusing on pharmacy postgraduate education (PhD and MSc), grouped into three themes: 1) courses and curriculum; 2) training and skills development; 3) assessment and mentorship methods. Utilized methodologies included descriptive analyses, questionnaires, surveys, trials, and focus groups/interviews. The studies underscored the need for competency-based curricula with regular evaluations, career planning, and diverse course offerings. Identified key skills and competencies in the studies included soft skills, communication, research, desperate skills (e.g., leadership and management), and critical thinking. The studies also emphasized the value of comprehensive evaluation and peer review methods. Challenges included balancing academic and real-world requirements, training, limited resources, time constraints, and faculty workload.

Evidence-based suggestions to improve postgraduate pharmacy education include the implementation of practice-oriented courses, value of tailored/or comprehensive assessments, focus on real-world skills, effectiveness of advanced teaching methods, and mentorship role. The proposed framework can guide program enhancement and highlight the need to improve programs holistically, entailing the three themes.

Peer Review reports

Pharmacy is a dynamic discipline of science, rapidly expanding with a rising number of students pursuing postgraduate studies in the field [ 1 ]. Postgraduate education is pivotal in shaping and advancing pharmacy practice across diverse settings, effectively addressing significant challenges and bridging crucial gaps. Such a specialized knowledge would ultimately contribute to improved patient care and population health outcomes. Further, postgraduate education programs must ensure the provision of teaching across diverse specialized domains. These include, but are not limited to, professional education, drug discovery, medicinal chemistry, pharmaceutics, biotechnology, biochemistry, pharmacogenetics, pharmacokinetics, pharmacognosy, pharmacology, pharmacotherapy, pharmacoepidemiology, pharmacoeconomics, and pharmacoinformatics. Additionally, these programs should aim to contribute to advancing and improving healthcare systems, pharmacy laws and ethics, and proficiency in working with advanced machines and analytical techniques [ 2 , 3 ], all of which have positive impacts for the quality and safety of patient care and the overall health of populations.

Postgraduate pharmacy education faces a range of challenges. These include the surplus of postgraduates in traditional disciplines as compared to available emerging jobs in the market, curricula that fail to align with the demands of pharmaceutical practice settings, maintaining traditional teaching methods despite the dynamic change in the pharmaceutical industry, and advanced global practice and technology [ 4 , 5 , 6 ]. Notably, pharmacy postgraduate education in low- and middle-income nations confronts numerous challenges and gaps related to education, systems, and practice. Further, teaching methods at different universities are diverse [ 7 , 8 , 9 , 10 ]. As a result, it is unclear whether these universities are effectively optimizing and tailoring their educational strategies to meet the current needs of postgraduate students and align with the demands of pharmaceutical industries and healthcare systems [ 3 ]. Nevertheless, institutions offering postgraduate education have a fundamental responsibility to provide high-quality education, necessitating the continuous evaluation and enhancement of their curricula to align with the developing needs of future graduates and prospective employers. This holds particular significance as postgraduate students carry the expectation that their universities have designed high-quality educational programs to fulfill their diverse needs [ 4 ].

There is a noticeable absence of a definitive guide on how universities can effectively address the expanding challenges within pharmacy postgraduate education. This is primarily because accreditation bodies focus predominantly on evaluating and reviewing undergraduate curricula, neglecting the unique challenges of postgraduate education in pharmacy. Furthermore, international experiences and needs in pharmacy education vary significantly between countries. This raises the following research question: what insights, perspectives, challenges, and recommendations can inform the optimization of postgraduate (PhD and MSc) pharmacy programs at universities worldwide? To answer this question, it is essential to conduct this scoping review to systematically chart the available evidence and understand the current body of knowledge about pharmacy postgraduate education. Through this endeavor, our objectives are a) to identify current insights, perspectives, challenges, and recommendations that can assist various postgraduate pharmacy programs in addressing potential gaps within their systems and possibly refining their existing educational structures (e.g., curricula) and approaches (e.g., educational methods) to enhance the overall learning process for their students; and b) to develop a framework to optimize postgraduate pharmacy programs.

Study design

We conducted a scoping review to synthesize and map the available evidence and identify a framework for improving educational programs for postgraduate degrees in pharmacy. Scoping reviews tackle broad subjects and usually aim to recognize research gaps in the existing literature [ 11 ]. While conducting this review, we followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) checklist, which contains 22 reporting items [ 12 ]. Our filled PRISMA-ScR checklist for this scoping review is included in Supplementary Material 1.

The study protocol was drafted and reviewed using the Preferred Reporting Items for Systematic Reviews and Meta-analysis Protocols (PRISMA-P) checklist [ 13 ]. While it was not previously published, it is available as supplementary material (Supplementary Material 2).

Eligibility criteria

Eligibility criteria for studies included in this scoping review: i) Studies published in peer-reviewed journals; ii) The primary focus of the studies should be on curriculum and education development within MSc and PhD Pharmacy programs; iii) Studies needed to discuss related aspects such as competencies, assessment methods, and courses; iv) They need to be published in English between the period of January 2011- September 2023; v) To encompass various aspects of graduate pharmacy education, studies were included if they employed qualitative, quantitative, or mixed-method study designs.

Conversely, studies were excluded if they: i) Focused on public health, PharmD, diploma, or clinical practice-based master programs that do not include research/thesis, as these programs often have distinct educational objectives compared to research-based postgraduate programs; ii) Addressed initiatives to improve research unrelated to postgraduate programs, because the focus of this review is solely on postgraduate education; iii) Were centered on dual pharmacy (PharmD)/master of public health (MPH), as these programs are mainly interdisciplinary in nature and do not specifically reflect the unique challenges of research-oriented programs; iv) Focused on genetic counseling, because this field has a distinct aim and is not directly related to postgraduate research-based pharmacy education; v) Were associated with other non-pharmacy-related programs, as our focus is on Pharmacy; vi) Focused solely on university facilities, because our target is the educational content; vii) Were categorized as commentaries or review articles, to avoid bias in reporting and prioritize original research content.

Information sources/literature search

The search for relevant studies was conducted on PubMed, EMBASE, Scopus, ProQuest, Web of Science, and Google Scholar to identify relevant studies published between January 2011 and September 2023. The search strategy utilized related keywords: postgraduate, higher education, graduate, PhD, MSc, masters, education, curriculum, courses, syllabus, skills, competencies, assessment, evaluation, pharmacy, and pharmaceutical sciences. Search limits were applied to the title/abstract and English language. Three investigators independently performed the initial screening of the titles and abstracts to identify eligible articles. Discrepancies were resolved through discussion and agreement. Specialized journals were also specifically reached to identify relevant articles, specifically the American Journal of Pharmaceutical Education, Journal of Medical Education and Curricular Development, Currents in Pharmacy Teaching and Learning, Pharmacy Education, European Journal of Education, Journal of Pharmacy Practice and Research, and Health Education Journal. The final search strategy for each database is presented in Table S1 (Supplementary Material 3). Finally, the removal of duplicates, title/abstract screening, and full-text screening were conducted using the Rayyan application [ 14 ].

Studies selection and data charting

Three reviewers independently screened all included citations and full-text articles and agreed on their eligibility. A standardized data extraction tool was created using Microsoft Excel and utilized to chart data from all eligible articles. In addition, the following information was collected independently by three reviewers: authors, year of publication, focus of the study, title, relevant/irrelevant, objectives, country, challenges, recommendations, and conclusion. Discrepancies were resolved through discussion and agreement between the authors.

We followed the framework proposed by Arksey and 'O'Malley for data synthesis and charting [ 11 ]. Eligible studies were grouped based on common themes. Our grouping focused on the following three themes in Table  1 : i) Courses, curriculum, and syllabus; ii) Training, competencies, and skills development; and iii) Assessment, evaluation, and mentorship methods.

Development of the conceptual model

To develop a comprehensive conceptual model guiding the creation of collective, high-quality pharmacy postgraduate (MSc/PhD) programs, we conducted a rigorous literature review focusing on the challenges, recommendations, factors, and successful interventions. To synthesize this information, we employed the Arksey and 'O'Malley framework for data synthesis and charting. The model development process involved the following steps:

Identification of key themes: Based on the literature review, three primary themes emerged as critical for postgraduate pharmacy program development:

Courses, curriculum, and syllabus

Training, competencies, and skill development

Assessment, evaluation, and mentorship methods

Model construction: A conceptual model was constructed around these themes, incorporating essential components, including:

Curriculum design and development, including necessary and optional elements

Competency-based curriculum development

Training and skills development aligned with student, program, and job market needs

Diverse assessment and evaluation methods to measure program effectiveness, student learning, and job market impact

Successful interventions and international experiences

Model enrichment: To ensure comprehensiveness, the model was expanded to include additional factors and emerging trends deemed important to the study team. For instance, under the "courses and curriculum" theme, we incorporated elements like needs assessment, regular evaluation, and program refinement to promote the concept of program sustainability. Additionally, we explored the potential of using advanced tools like artificial intelligence for assessment, evaluation, and mentorship, based on what has been reported within the included studies.

Overall, this systematic approach, grounded in both literature and practical examples, resulted in a robust conceptual model to inform the development and evaluation of collective, high-quality pharmacy postgraduate programs.

Literature search

After removing duplicates, 5542 articles were identified from the different searched databases (Fig.  1 ). After titles and abstracts screening, 5461 citations were excluded because they matched our exclusion criteria, leaving 81 full-text articles to be further assessed for eligibility. Among them, 45 were excluded and summarized with their exclusion reasons in Table S3 in Supplementary Material 3. The remaining articles ( n  = 36) matched our inclusion criteria and were included in this scoping review.

PRISMA flow diagram of the studies selection process

Study characteristics

Based on their primary focus, the included studies were classified into three commonly identified themes, as defined in Table  1 . Study characteristics are summarized in Table  2 , including the study authors, publication year, focus, objectives, place of origin, design, and main findings. Among them, 14 addressed courses, curriculum, and syllabus issues; 9 discussed training, competencies, and skills development; and 13 targeted topics pertaining to assessment, evaluation, and mentorship methods (Fig.  2 ). The studies implemented various designs, including quantitative, qualitative, and mixed-method (Fig.  2 ).

Distribution of the research methods employed in the included studies per identified theme

The included publications on various pharmacy postgraduate educational programs (MSc, PhD, or both) were segregated based on their focus on the three themes (Fig.  3 ). Notably, most research articles concentrated on master’s programs compared to PhD programs, validating that more research is conducted on this program type (Fig.  3 ). In addition, the distribution of research on Master programs across the three themes revealed a larger number of publications focusing on courses, curriculum, and syllabus (Fig.  3 ). In contrast, research on PhD programs disclosed that training, competencies, and skills development garnered the most attention, implying a distinct focus on research efforts and underlining the necessity of competencies/skills development for PhD graduates (Fig.  3 ). Details on the distribution of the articles by country are outlined in Fig.  4 a.

A radar chart comparing the three identified themes based on the postgraduate program type

Distribution of research articles: ( a ) Overall 36 articles by country; ( b ) Articles based on country and identified theme

Courses, curriculum and syllabus

As outlined in Fig.  2 , 14 publications were dedicated to enhancing courses and curricula for various specialized MSc and PhD programs. These originated from nine countries, and as outlined in Fig.  4 b, most of these studies were conducted in the USA ( n  = 5, 35.71%), followed by Australia ( n  = 2, 14.29%). Additional contributing countries encompassed Jordan, Iran, Portugal, Malaysia, the Netherlands, Switzerland, and China (Table  2 ). Five of the identified studies emphasized the importance of specialized courses for improving postgraduate education (Table  2 ), such as research ethics, preparation for future faculty roles, pharmacoinformatics, and laboratory experience [ 15 , 16 , 17 , 18 , 19 ]. In the context of curriculum development, nine studies specifically addressed the design, format, review, and restructuring of postgraduate pharmacy programs to meet students' present and future needs [ 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 ]. Methodologies utilized in these studies included descriptive analyses, cross-sectional questionnaires, and surveys, as well as the incorporation of focus groups and interviews (Table  2 ).

Training, competencies and skills development

Nine published studies evaluated specific skills necessary for inclusion in postgraduate curricula (Fig.  2 ). Most of these studies originated from the USA ( n  = 7, 77.7%), with the remaining two published in India and Poland (Fig.  4 a). Most studies ( n  = 8, 88.9%) primarily focused on PhD students, while only two included MSc students (Fig.  3 ). The studies shed light on the need for developing competencies and skills in research, curriculum development, communication, health administration and leadership, industrial training, and critical thinking and problem-solving (Table  2 ). Study designs were varied and encompassed mixed-methods, cross-sectional surveys, retrospective studies, interviews, and descriptive studies (Table  2 ).

Assessment, evaluation and mentorship methods

The third group of studies ( n  = 13) embraced approaches and criteria for assessing students' performance, methods for delivering certain lectures, and mentorship (Table  2 ). Consistent with the previous themes, the majority of the studies ( n  = 5, 38.46%) were based in the USA, while two articles originated from Jordan ( n  = 2, 15.38%) (Fig.  4 ). The remaining studies originated in the United Kingdom, India, Denmark, China, Australia, and Ukraine. Six studies within this group focused on assessment methods, emphasizing the importance of comprehensive evaluation and peer review (Table  2 ) [ 38 , 39 , 40 , 41 , 42 , 43 ]. Two studies specifically emphasized the significance of evaluating students' performance without merely focusing on testing theoretical understanding [ 41 , 42 ] (Table  2 ). Additionally, four studies advocated the added value of artificial intelligence and computer-based tools in delivering lectures and elucidating certain life sciences concepts [ 44 , 45 , 46 , 47 ] (Table  2 ). Three studies evaluated postgraduate mentorship models, highlighting the positive impact of dual mentors [ 48 , 49 , 50 ] (Table  2 ).

The conceptual model content

To visualize the relationships among the identified themes and relevant key components, we developed a conceptual model (Fig.  5 ). Figure 5  presents the final summary derived from our comprehensive literature review of the core elements proposed for a collective high-quality pharmacy postgraduate (MSc/PhD) educational program. To our knowledge, this is the first model to be developed and published on the specific topic of pharmacy postgraduate educational programs. All the identified insights, perspectives, challenges, and recommendations that can inform the optimization of postgraduate pharmacy programs at universities worldwide have been grouped together to allow for the development of this coherent model outlining the following themes:

A conceptual framework for developing a collective high-quality Pharmacy postgraduate (MSc/PhD) educational program. This illustration was developed based on the recommendations discussed in the literature from the relevant identified themes

This theme encompasses curriculum design and development. Studies investigating the key concept of curriculum design and development, particularly emphasizing the importance of aligning the curriculum to concepts of competency-based learning, job market demands, career planning, collaboration, research, specialization areas, and others. It was noted that a number of concepts are needed to develop a comprehensive postgraduate program that is essential for graduates’ success and meets the needs of the job market.

Training, competencies and skill development

This theme included the main components a program could target to implement effective change in students’ knowledge, skills, attitudes, and competencies required in real-world practice. It was noted that skills relevant to other disciplines, e.g., leadership and management, data science, as well as various non-science communication skills, are highly essential for the modern job market. Additionally, the necessity of providing students with training on additional non-academic career skills was deemed crucial and had a positive influence on students’ skills and competencies, as well as the effectiveness of programs to produce graduates who can meet the demands of employers in the modern job market.

This theme features the role of effective assessment and mentorship in program development and student success. Various assessment strategies, such as mentorship, advanced assessment tools, merged assessment, and peer assessment, were all positive experiences reported in the literature with the potential benefit of conducting successful assessments of students learning and intervention effectiveness, both of which are related to successful program implementation and development.

Principal findings

This scoping review aimed to map the existing literature on postgraduate education in pharmacy systematically. We identified 36 primary studies addressing the curriculum, skills development, and/or assessment approaches of postgraduate (MSc and PhD) pharmacy programs on an international scale. The studies were categorized and will be discussed based on their primary focus into three distinct themes: i) courses, curriculum, and syllabus issues; ii) training, competencies, and skills development; and iii) assessment, evaluation, and mentorship methods.

A group of studies explored the importance of different universal and specific courses within diverse pharmacy postgraduate curricula.

One of the crucial topics explored in the literature for its critical value in pharmacy postgraduate education is research ethics (RE). RE education is an integral component that equips students with the necessary skills to adhere to ethical standards when designing and conducting clinical and biomedical research [ 51 , 52 ]. Unfortunately, the findings indicate that ethics training in postgraduate programs related to pharmacy and medical sciences remains insufficient, particularly in developing countries such as Jordan and Iran [ 17 , 19 , 42 ]. Ahmed et al. also reported that, on a global scale, only 10% of research-based master programs offered standalone research ethics courses, and 40% offered some discussions within their curriculum [ 19 ]. Consequently, it is recommended that postgraduate schools consider integrating comprehensive research ethics training into their curricula, especially in developing countries. Furthermore, there is a need for additional studies in developed countries to explore this aspect further.

While many students pursue higher education to enter academia, postgraduate schools often prioritize research skills over teaching skills [ 53 ]. Teaching assistantships can offer students interested in academia practical teaching experiences [ 54 ]. However, not all students can access such opportunities, necessitating a compromise. For instance, integrating embedded lectures and courses into the curriculum can provide a viable solution. Preparing Future Faculty (PFF) was a valuable course to prepare graduate students and postdoctoral fellows for academic teaching [ 15 ]. The course syllabus included practical teaching experience and lecture delivery under dual supervision [ 15 ]. By the end of the course, many PFF graduates could secure faculty positions, and the course was distinguished as sustainable and valuable for students planning to work in academia [ 15 ]. The same course was taught to doctoral public health students and it showed excellent outcomes [ 55 ]. Similar courses can be adopted in postgraduate programs, especially PhD, as optional electives for students interested in academia.

A study by Fox et al. highlighted the urgent need to include pharmacoinformatics courses in pharmacy master's programs [ 18 ]. In particular, careers in pharmacoinformatics require students to have advanced conceptual knowledge and hands-on experiential education [ 56 ]. Recommended lecture topics encompass drug formulary management, advanced pharmacy and medical informatics, supply chain management, evidence-based medicine, and health policy [ 18 ]. Notably, the study revealed higher expectations for pharmacoinformatics knowledge for MSc graduates compared to their BSc counterparts, emphasizing the necessity for developing a comprehensive postgraduate pharmacoinformatics curriculum [ 18 ].

Another important curricular element is laboratory experience, particularly in basic sciences postgraduate programs. For example, the Non-Stop Lab Week (NSLW) was formed as part of the master's program at the University of Aveiro, Portugal, to equip students with real-life lab experience [ 16 ]. Over 1 week, students independently conducted molecular assay projects in an environment mirroring a real laboratory setting [ 16 ]. Most students found the NSLW's intensity very suitable and beneficial for their careers [ 16 ]. After graduation, they found this exposure to be similar to their experience in their current workplaces [ 16 ]. Often, postgraduate students focus solely on specific skills aligned with their thesis supervisor's area of expertise, potentially missing out on essential skills for future roles in the pharmaceutical industry. Therefore, experiences like the NSLW help expose students to the actual work environment. Likewise, programs may add curricular modules for students to get hands-on exposure to different research projects during their first semester, offering insights into potential future careers and a great scientific breadth while connecting with potential thesis supervisors.

Concentrating on a few specific courses is insufficient, and crafting a comprehensive curriculum poses a complex challenge [ 57 ]. There is a notable shift towards Competency-Based Education (CBE) in contemporary postgraduate and undergraduate pharmacy and medical education systems due to its demonstrated effectiveness [ 58 , 59 , 60 ]. CBE occurs when a curriculum incorporates comprehensive tasks, such as systems of instruction, didactic and experiential courses, and assessments to demonstrate proficiency in taught skills and concepts [ 60 ]. Various studies advocated incorporating CBE when developing postgraduate pharmacy curricula [ 21 , 25 , 26 , 27 ]. Keller et al. suggested some curricular components and building blocks to be included in postgraduate pharmacy education, encompassing the decision on core competencies, foundational concepts, lectures, syllabus, thematic training, research seminars, research integrity, supervision, student feedback, evaluation, assessment, stipends and financial support, and alumni networking [ 25 ]. They also proposed a set of competencies to be taught in PhD health sciences programs, categorized into three domains [ 25 ]:

Scientific knowledge: information literacy, research methods, scientific writing, ethics and integrity, and professional conduct.

Management and Organization: self-management, project management, and teaching.

Leadership and personal: leadership and communication.

Pharmacy education continues to adapt to the evolving needs of diverse pharmacy career paths. Initiatives for developing curriculum recommendations have been undertaken, focusing on equipping graduates with knowledge and skills for future career paths. A key initiative is the American Association of Colleges of Pharmacy (AACP) Research and Graduate Affairs Committee report [ 20 ]. The AACP report was developed based on data from different universities within the USA [ 21 ]. It addressed universal skills applicable to all pharmacy disciplines to be incorporated into different curricula [ 21 ]. These identified skills were grouped into five domains [ 21 ]:

Foundational knowledge.

Scientific communications.

Leadership and management.

Personal and professional development.

The three key proposals endorsed by the report were the need to concentrate on career guidance, external peer review, and preparing students for roles in academia [ 21 ]. In another study by Koster et al., three distinct pharmacy-related master's programs tailored for community or hospital pharmacists were described [ 27 ]. These programs were adapted to pharmacy education based on the CanMEDS framework, which originally describes the required skills for physicians to effectively address the needs of the individuals they serve [ 27 ]. In addition, the authors highlighted the importance of experiential (workplace) education over traditional on-campus education and the need to expose the students to a mixture of both [ 27 ].

A very important curriculum component is career planning and professional skills development. This is particularly important because many postgraduates move into postdoctoral training, even if they do not plan to take a research career path [ 61 ]. Regrettably, career discussions usually happen close to graduation [ 20 ]. Indeed, early career guidance and mentoring, ideally at the program's commencement, would empower students to make more informed decisions about their future career paths. Traditionally, pursuing a PhD was synonymous with academic positions. Still, this perception has evolved in the last decade, necessitating an educational shift to prepare students for broader career options [ 20 ]. The current job market reveals a growing "supply–demand" gap, with limited academic sector vacancies and an increasing number of postgraduate students graduating annually. Therefore, there must be a shift to diversify curriculum content, gearing it towards paths beyond traditional academic careers. For example, in a study by Fuhrmann et al., biomedical PhD students indicated that they were considering various career paths (research and non-research), which underlines the necessity for a comprehensive doctoral curriculum [ 20 ]. To aid students in achieving their career goals, the development of their plans, including career planning and professional skills training, can be encouraged through discussions with program mentors. Moreover, programs may allow flexible mandatory electives where students can select their preferred courses based on their constructed career plans.

It is crucial to have regular curriculum revisions to ensure that the educational content remains current and aligns with the expanding industry requirements and needs. An example of these revisions was published by Allen et al., in which a pharmaceutical medicine curriculum was reviewed at an Australian university based on cross-sectional survey findings to identify required updates to the program [ 24 ]. They developed a two-year, part-time, fully online program with interactive assessments to support students' career goals [ 24 ]. In another study, Barrett et al. presented a qualitative description of an established Master’s program in drug discovery and development [ 22 ]. The program was initially a course that was refined and expanded based on student and market demands, covering various stages of drug development [ 22 ]. The curriculum encompasses topics delivered as courses by different colleges, including epidemiology, nanotechnology, pharmacogenomics, and project management [ 22 ]. The authors reported that most program graduates secured jobs in the pharmaceutical industry upon graduation, emphasizing the significance of regular program evaluations and refinement [ 22 ]. Similarly, Lypson et al. outlined the newly adopted program evaluation process at the University of Michigan Health System, involving dedicated faculty and formal resident members [ 23 ]. This process also benefits from standardization of meetings, content experts, a transition from paper to electronic committee materials, and a focus on continuous improvement efforts for the program [ 23 ].

To uphold the quality of pharmacy postgraduate programs, supervisors must ensure students meet program requirements and graduate efficiently. Incorporating blended learning, which combines online and on-campus classroom experiences, has been suggested as a valuable learning tool [ 62 , 63 ]. Furthermore, introducing dual postgraduate degrees alongside undergraduate education in pharmacy programs can enable students to attain advanced degrees in a shorter duration efficiently. Implementing a hybrid teaching format can also be helpful, particularly for working professionals.

Training, skills and competencies development

Student preparation should extend beyond curricular coursework to encompass practical training and skill development, including cultivating critical thinking skills. Postgraduate pharmacy students must acquire skills and competencies to excel in their future roles. While some skills may be specific to student specialization, others are universally applicable and should be integrated into most specialized medical and pharmaceutical programs. Furthermore, the current job market demands more than traditional scientific research skills. Students may also need to demonstrate disparate skills in business, policy management, and advanced technologies. Therefore, the curriculum should incorporate relevant course content to address these multifaceted requirements. Competencies are frequently defined as meaningful job-related skills, knowledge, attitudes, and abilities essential for competent performance in distinct professions [ 60 ]. Key skills and competencies highlighted in the literature regarding pharmacy postgraduate education encompass research competencies, curriculum development training, communication skills, health administration and leadership training, industrial training, and critical thinking and problem-solving.

In a study published by Poloyac et al., core research competencies for a PhD program were developed in a clinical pharmaceutical sciences curriculum [ 29 ]. Eight major competencies were identified for students to integrate preclinical and clinical evidence into their research successfully [ 29 ]. These competencies included: i) literature review and evaluation; ii) hypothesis generation; iii) research methods and study design; iv) statistical methods and data evaluation; v) grantsmanship; vi) presentation and delivery of oral and written scientific information; vii) ethical conduct of research; viii) leadership, management, and multidisciplinary teamwork [ 29 ]. Each category features subcategories of competencies, and evaluation rubrics were created to assess students' performance [ 29 ]. These competencies provide a valuable framework that can be adapted for other research-based postgraduate programs.

As previously discussed, some students pursue higher education to enter academia, emphasizing the need to acquire essential competencies to excel in their potential roles. Given that curriculum development and revision are ongoing and dynamic processes, training postgraduate pharmacy students on curriculum development becomes invaluable for those aspiring to pursue an academic career in pharmacy. Newton et al. demonstrated the effectiveness of incorporating a faculty simulation of curriculum development seminar for MSc and PhD pharmacy students, offering a practical and successful tool to prepare them for the responsibilities associated with academic roles [ 30 ].

Research, being a multifaceted interdisciplinary field, demands excellent communication skills. Thus, students must undergo training in presentation, negotiation, and conflict management skills. Additionally, employers' appreciation of diverse soft skills highlights the importance of cultivating a broad skill set in graduates [ 64 ]. Studies have highlighted substantial benefits for doctoral pharmacy students who received training to enhance their communication skills, improve confidence in discussing findings, and enhance public speaking abilities [ 31 , 32 ]. Therefore, integrating courses and lectures focused on communication into the curriculum emerges as an invaluable component, aiding students in cultivating and strengthening their personal and interpersonal communication capabilities.

Specialized programs often require students to develop unique skills and competencies relevant to their areas of study. For instance, a master’s degree in health-system pharmacy administration and leadership training (HSPAL) was a novel program developed within the Eshelman School of Pharmacy at the University of North Carolina at Chapel Hill [ 33 ]. That program combined Master’s education with practical HSPAL residency [ 33 ]. The program was designed to provide a balanced curriculum encompassing leadership, management, clinical, administrative, and didactic courses to prepare students for pharmacy administrative positions and leadership careers [ 33 ]. The program indicated attainment of the main core competencies and outcomes by enrolled students and graduates [ 33 ]. Furthermore, supervisors noted a greater likelihood of hiring graduates for administrative positions [ 33 ].

Many pharmacy programs often encompass laboratory components involving traditional basic sciences practice labs. However, there is a recognized need to integrate elements that provide students with the necessary knowledge for pharmaceutical industry practice, particularly those aspiring to work in drug discovery and development. A study revealed that most graduate programs inadequately address industry-related skills, emphasizing the importance of incorporating experiences that better prepare graduates for non-academic careers [ 35 ]. In another study by McLaughlin et al., a qualitative analysis of employers’ expectations for pharmaceutical sciences PhD graduates was conducted to understand the skills sought by employers [ 34 ]. The authors identified themes such as depth and breadth of knowledge, collaboration, communication, adaptability, experiential training, research productivity, and motivation [ 34 ]. Thus, integrating a holistic lab experience throughout the study duration, rather than limiting exposure to technical skills, can add significant value. This could be implemented by placing students in local and international pharmaceutical industries for mandatory practical experiences.

Critical thinking and problem-solving are among the highly desired skills in pharmacy postgraduates and are key to successful research conduct and evaluation of published evidence. However, various barriers may hinder their acquisition, including students' perceptions, limited metacognitive skills, biases, and the need for effortful thinking [ 65 ]. Though challenging, developing and nurturing these skills is not impossible in a thoughtful and encouraging educational environment. Research from India and Poland explored these skills in pharmacy postgraduate education [ 36 , 37 ]. Research from India investigated the performance and perception of students and their instructors regarding utilizing critical appraisal tools [ 37 ]. Both students and instructors reported that journal club (JC) criticism activities were vital in pharmacy postgraduate education, contributing to an enhancement in critical appraisal skills among participating students [ 37 ]. Research from Poland reported that graduates had insufficient knowledge of and attitudes toward evidence-based pharmacy, especially in their critical appraisal of scientific articles and problem-solving skills [ 36 ]. The study suggested that blended learning, combining classroom and online multi-module courses, could enhance the learning experience [ 36 ]. Further research evaluating critical-thinking and problem-solving training in pharmacy postgraduate education across diverse countries is essential to draw wide-ranging conclusions and recommend improvements in relevant curricula.

Assessment, evaluation and mentorship

Competency-based education proves beneficial when students' competence is continually assessed throughout the program [ 66 , 67 ]. A well-defined course syllabus should outline the timeline, assessment approaches, deadlines, and submissions and emphasize feedback and constructive criticism [ 66 , 67 ]. Course instructors should decide on the course objectives and identify potentially relevant embedded assessment tools to achieve these goals [ 40 ]. For instance, a program-level assessment process was developed for an MSc in Pharmaceutical Sciences program using an iterative data collection process, peer evaluation, and discussions [ 40 ]. The main assessment domains were cognitive (knowledge-based), affective (emotion-based), and psychomotor (action-based) [ 68 ]. The assessment was developed utilizing Bloom's taxonomy, which includes cognitive (knowledge-based), affective (emotion-based), and psychomotor (action-based) domains, and can guide the setting of course goals based on complexity and specificity [ 40 , 68 ]. Program success can be evaluated through student evaluations and feedback on course content, format, assessment methods, and suggestions [ 40 , 68 ].

A set of publications explored the performance assessment of pharmacy postgraduate students. In a descriptive study by Robinson et al., a comprehensive competency review assessing postgraduates' competencies was discussed [ 38 ]. Students were required to provide written evidence for each competency, and the instructor would either accept it if found satisfactory or reject it while requesting a rewritten version to ensure the development of the required competencies [ 38 ]. Based on students' performance, the faculty member may suggest elective courses during the program's second half [ 38 ]. Similarly, in a National Institutes of Health (NIH) Grant Application Writing Assessment for pharmacology postgraduate students, grades improved considerably upon resubmission, with survey responses indicating increased student confidence in grant writing capability [ 39 ]. The study emphasized improving writing skills through writing, revision, submission, constructive feedback, rewriting, and resubmitting [ 39 ]. Together, these findings underline the importance of midpoint evaluations for various competencies. While this process may be time-consuming for students and faculty, it is considered a worthwhile investment in time, cost, and effort.

Assessing students' understanding of theoretical concepts alone may not be sufficient; they should also be evaluated based on their actions and practical applications. For instance, a study conducted in Jordan reported a high theoretical understanding of plagiarism among pharmacy postgraduate students. However, when given practical assignments, overall performance was unsatisfactory, revealing a high prevalence of plagiarism [ 41 ]. Therefore, educational institutions should ensure students learn various paraphrasing methods and are educated on useful references for plagiarism checking. In another study conducted in the same country, the adherence rate of postgraduate students to ethical standards related to data confidentiality and informed consent when dealing with human subjects was also inadequate [ 42 ]. Hence, assessing students’ performance in applying theoretical concepts is also recommended to ensure they are highly competent in real-world settings.

The careful selection of tools and methods for delivering lectures is crucial, especially in the context of advancing technologies and artificial intelligence. In postgraduate education, 3D virtual computer simulation methods were deemed advantageous [ 44 , 46 ]. In a randomized controlled study, using 3D technology to demonstrate drug-receptor interactions significantly enhanced students’ understanding and performance compared to traditional 2D graphics [ 44 ]. Similarly, a computer-simulated method in experimental animal modeling in postgraduate pharmacology improved the experimental outcomes and confidence when conducted before an isolated live tissue-based bioassay [ 46 ]. Moreover, a pilot study assessing the value of technology (Lecture Tools) as an active learning method in teaching pharmacokinetics and pharmacodynamics demonstrated a positive experience [ 45 ]. Lecture Tools is a cloud-based system that permits various question designs, student participation, and in-class evaluations [ 45 ]. Students can use any smart device, like laptops, tablets, or mobile phones, and take notes within the same slide of the teaching presentation [ 45 ]. Despite the provision of real-time interactions, there are limitations, including weak faculty preparedness for using this tool, the time required for preparing the lecture slides, and limited lecture time [ 45 ]. Other tools have also proven valuable for undergraduate and postgraduate pharmacy education, offering interactive and easily accessible sessions, such as Coursera and EdX platforms, Socrative, Yammer, and the Lecture Capture System [ 69 , 70 , 71 ].

Postgraduate supervision is crucial to students' success, emphasizing the need for high-quality and sufficient mentorship. Swedish PhD students indicated that poor supervision prolonged their studies and delayed the completion of their thesis projects [ 49 ]. Every student has the right to guarantee that their mentorship is provided by qualified supervisors capable of effectively mentoring postgraduate students. When interviewed, supervisors expressed a need for training regarding the required instructions, guidance, and clarification of their roles as mentors [ 49 ]. In a study by Yue et al., which investigated Master’s mentor competence, it was reported that a mentor’s development can be encouraged via supportive policy, time, and appropriate programs [ 50 ]. Secondly, the mentor’s competencies should be assessed through mentor training and evaluation [ 50 ]. Lastly, mentors should endorse all competencies voluntarily [ 50 ]. The dual-mentorship model is a promising key initiative to improve mentorship in postgraduate education. Soucy et al. advocated for the dual-mentored PhD model, where each student is supervised by two expert mentors from different organizations, leading to superior outcomes [ 48 ]. Graduates of this program demonstrated great success, graduating two years earlier than traditional Ph.D. program students without compromising the outcomes [ 48 ].

After discussing each theme in detail, we employed a visual presentation to summarize the major identified challenges (Fig.  6 ), offering educators and readers an overview of the current potential challenges. Understanding these barriers can ensure that postgraduate pharmacy programs are effective and subject to continuous improvement. Table S4 (Supplementary Material 3) provides a detailed explanation of the identified challenges.

A summary of the major recognized challenges from each of the three identified themes

Study recommendations

Based on the insights driven from this scoping review, we have synthesized and developed a conceptual framework outlining an optimal structure for Pharmacy postgraduate programs (Fig.  5 ). This framework elucidates evidence-based recommendations for universities to improve the educational experience for students and for refining pharmacy postgraduate programs. While implementing this framework, it is noteworthy that research and improvement efforts should be tailored to each program context and capacity.

This model can be utilized by various stakeholders. The use of such a model should be tailored to the specific target audience and the overall context. Several stakeholders could benefit from the model; for example, investigators could focus their research on a theme or a subcategory to develop and examine the effectiveness of an intervention. Likewise, postgraduate students could use this model to identify the key knowledge areas, skills, and competencies they need to master in order for them to stay ahead of the continuously changing demands of the job market. Additionally, educators, management teams, and administrators at postgraduate programs could use the model for the continuous development and refinement of their postgraduate programs.

This scoping review highlights various recommendations to be explored in future research efforts. First, all included studies were observational and descriptive, with only one randomized controlled trial (RCT) and a limited number of mixed-method studies. Thus, we suggest the need for well-designed RCTs and mixed-method research studies evaluating postgraduate programs focusing on the three presented themes. RCTs would provide valuable high-level evidence to support future research and practice applications. At the same time, mixed-method studies can facilitate the collection and evaluation of unique quantitative and qualitative data in individual program contexts. Second, future research should investigate educational programs from the need assessment and/or program objective development stage to the final evaluation of programs and their improvements. Exploring the utilization of well-established frameworks from the literature will allow the development of research and/or program evaluation following a systematic and comprehensive approach. Third, there are few publications on the assessment and evaluation methods. Accordingly, investigating this theme can provide valuable information on the effectiveness of the implemented programs and guide the process of program improvement and development. Fourth, our findings suggest that research involving MSc programs focuses more on courses, curriculum, and syllabus topics and less on training, competencies, and skills development. Given the growing need for competent professionals, investigating training and competencies within MSc programs will assist in preparing competent graduates. On the other hand, there were limited studies exploring courses and curriculum topics in PhD programs. Therefore, studies investigating the development or evaluation of PhD-tailored curricula and courses, particularly those focusing on competency-based education, should be considered in future research efforts. Finally, we have identified a need for additional international research efforts, from both developing and developed countries, to advance postgraduate pharmacy education on a global scale.

Study strengths and limitations

Strengths and limitations inherent to the scoping review.

It is noteworthy that this review is, to our knowledge, the first to systematically synthesize and chart available evidence on pharmacy postgraduate (MSc and PhD) education. Such a systematic approach offered many strengths relevant to conceptual and theoretical aspects and other strengths relevant to the standard methodology utilized in this scoping review. Studies discussed educational program implementation in detail, which provided a comprehensive overview and opportunity to learn from programs at various stages of implementation (i.e., both programs at advanced stages with successful implementation practices and nascent programs with identified improvement opportunities). The details provided in this review and in individual studies could be utilized to inform the implementation and improvement of other programs at the international level. Moreover, the included studies utilized diverse research methodologies and offered valuable insights into the current literature landscape on MSc and PhD pharmacy programs. The review also resulted in the development of an evidence-based conceptual framework for enhancing pharmacy postgraduate education. Further, included herein are outcomes of the examination of the postgraduate pharmacy educational curriculum, competency development, and assessment methods. Another strength of this study is the use of these defined themes to guide the framework constriction, analysis and presentation of findings. Additionally, methodological strengths included a) utilization of standard methodology (i.e., PRISMA-ScR) to conduct this review; b) employment of the framework proposed by Arksey and 'O'Malley for data synthesis and charting; c) utilization of a comprehensive search strategy documented in the supplementary material to increase the transparency and replicability of the search strategy; and d) utilization of major databases and journals relevant to the field of pharmacy education research to ensure comprehensiveness. Despite these strengths, this review has some limitations. Firstly, due to its scoping nature, the outcomes of the studies were not assessed using formal quality assessment tools; thus, interpretation of findings and efforts to implement any intervention or recommendation would require further investigation. However, to ensure the inclusion of high-quality data and to mitigate this limitation, we included articles from peer-reviewed journals only. Secondly, the included studies were descriptive and observational, with only one RCT. Thus, well-designed RCT studies evaluating pharmacy postgraduate programs are recommended for future research efforts. Lastly, the inclusion criteria were limited to studies published in English between 2011 and 2023; this might affect the inclusion of articles published in non-English or before 2011.

Limitations of the conceptual model

Although this model can provide a valuable foundation for developing collective, high-quality pharmacy postgraduate programs, there are some limitations to take into consideration before utilizing or interpreting the information provided, which include:

First, concerning methodological rigor, there is a need for a more robust and structured methodology for developing this model, such as the Delphi method, which would ultimately enhance its robustness. Nevertheless, the development of the model relied on a comprehensive literature review and synthesis. The model utilized a rich dataset originating from primary studies and implementing various research methodologies, e.g., survey research, qualitative interviews, and mixed-methods research. The various methodologies used in the primary studies, the various types of data originated and data qualities, as well as the unique experiences of various postgraduate programs, enriched this model and improved its quality.

Second is the issue of contextual applicability. Developing countries can find it difficult and costly to implement or adapt this model into their educational programs, mainly due to the cost and availability of necessary resources. For instance, certain components of the model could require expensive resources that are not readily affordable in low-income countries. Therefore, these educational programs should customize this model in a cost-effective approach, taking into consideration their available resources.

Finally, the consideration of stakeholders’ perspectives is crucial. Various stakeholders are required to provide their perspectives and input effectively to evaluate this model before its utilization. To elaborate, educators, program administrators, and employers representing the job market may find the model or some aspects of the model not applicable to their scope of interest or resources or may identify additional factors or priorities that are not explicitly addressed in the model.

Conclusions

Postgraduate pharmacy education represents a vital transition from undergraduate learning to unique, practice-oriented knowledge, preparing graduates for exceptional service across diverse pharmacy areas, topics, pursuits, and settings. Therefore, tailored pharmacy programs at higher education institutions must constantly evaluate various aspects of their educational systems with ongoing updates to remain relevant. This scoping review offered a wide breadth of evidence-based suggestions, recommendations, gaps, improvement opportunities, and conclusions pertaining to key areas of a) practice-oriented courses, curricula, and modules; b) performance-based assessments; c) real-world competencies, applied skills, and training; d) diverse tools and methods for teaching and learning; e) programs emphasizing the crucial role of mentorship and support in diverse pharmacy postgraduate topics. This review resulted in developing a conceptual framework, which can serve as a reverence for improving and developing Pharmacy postgraduate educational programs. Various opportunities for further research were also recognized to address various challenges and identified gaps in pharmacy postgraduate education.

Availability of data and materials

All data generated or analyzed during this study are included in this published article [and its supplementary information files].

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ElKhalifa, D., Hussein, O., Hamid, A. et al. Curriculum, competency development, and assessment methods of MSc and PhD pharmacy programs: a scoping review. BMC Med Educ 24 , 989 (2024). https://doi.org/10.1186/s12909-024-05820-5

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PhD interview - short (!) presentation

I got invited for a PhD interview to the University of Edinburgh. I was asked in the email to prepare a 10 mins presentation on a recent research I was involved in. I did a sandwich placement year and it just so happened that this week I just gave a presentation about my placement project. I was given 30mins, which was still barely enough to cover everything. Now with 10mins, I might struggle to convey everything. What's more, what should I focus on in such presentation? I believe it's not to manage to show everything possible within the given (I don't want to try to squeeze too much data and speak ridiculously fast), but is it perhaps to show that I can present in scientific way? That's what my university tutor has told me. What exactly does it mean? Should I show that I fully understand what I present (which I believe I do), explain well my graphs etc? Any tips? What are they looking for in this short presentation?

I struggle a lot with presenting/public speaking, which is why I might worry too much over it but then again, I need to prepare twice as much as a person who is good at presenting.

Many, many thanks for help!

Edit: I realise that I'm still a bit stuck in the format of presentations I have given at the university and I wanted to ask what I should change to make this 10mins presentation as good as possible.

The format that I usually follow is:

introduction to the topic --> should I make it as short and simple as possible?

aims/objectives

methods/materials --> I wonder if I should skip it or make it very short?

results --> I believe I need to select most relevant ones

discussion --> this part usually takes some time in presentations, maybe I could combine it with conclusion to prevent repetitions maybe?

further experiments

acknowledgement

• presentation

• 3 Why do you think you are supposed to cover everything? I wouldn't be able to cover everything even if I had an hour. –  Bitwise Commented Jan 30, 2016 at 0:46
• Yes, you are right. I guess I'm still stuck in the format of presentations I have given at the university where I got plenty of time to cover well, pretty much everything. I do realise that for this presentation, it's way different. –  HoldenDK Commented Feb 1, 2016 at 21:19

3 Answers 3

Definitely don't try to cover everything. This is certainly not expected, and as you noted, is just not possible in a limited amount of time. What they likely would want to see is if you can explain the main points of your research in a succint way. Trying to cover too much will force you to rush trhough the material, making it difficult to follow. You can still show that you master a subject without getting into all the technical details. Indeed, it takes a good understanding of a research problem/project to be able to place it into perspective, to explain the main motivations and the most important results.

So what should be in the presentation? Different people will give different advice, but I think the following guidelines are sensible. First of all, you should identify the one or two main results of your research. Make sure that you have enough time to cover them, for example by addressing the main points in the beginning of your talk. You can go into the details (such as the methods you used) later on. Another important item is the motivation behind the research. Why did you research this particular problem, and why should people care about it? This might also be a good point to briefly mention the state of the art of the field, and explain how your work extends this. Towards the end of your talk you could go more into the technical details, but take into account that most of your audience may not be an expert on your topic.

And finally, make sure you practice your talk a few times. Ask a few more experienced people whom you trust (and can give good feedback) to attend a practice talk to give suggestions on how your presentation can be improved. Don't worry if it seems like you would have to redo the entire thing: this will only make it better.

• Even an audience of rubber ducks or teddy bears will do for the first (or three) rounds. –  vonbrand Commented Jan 30, 2016 at 0:14
• Thank you. Yes, definitely, I will practise my presentation few times and I asked my university tutor to attend my practise talk. –  HoldenDK Commented Feb 1, 2016 at 21:20

First, you should choose the most significant research project you worked on. This is probably frustrating as you are likely to have done some other stuff you'd like to present, but put it aside. Focus on the selected project, and present it. Do not try to present every detail of it! Aim about one slide per minute, and one idea per slide. Adapt your presentation to whom you'll present (if they are not specialised, don't go too deep into the details and try to make something interesting). You can say that you managed to show that [blahblah] even if you don't have time to explain how. Keep in mind that often, judges might be sleepy, will not have read preliminary reports, etc. So be very clear. You can of course use graphs, but use them well.

From my experience, the most important tip is to question, for each slide, what do I want to say/show with this slide? and check that everything on this slide serves the objective (title, graphs, text, etc.). And do not write all what you are going to say, this is very boring! Only write the main ideas.

Edit Regarding your last paragraph: a lot of people give very bad presentations; questionning about how to present shows you are trying to improve, and that's very positive. You are probably a beginner; making and giving good presentations is a difficult task, and that's the right time to get on the right track. Moreover, making some efforts proves some respect to the listeners and avoid them loosing their time. So don't focus on the fact that others are more gifted at presenting, what matters is what you do and how you can improve your skills. I've seen people making quite poor presentations tremondously improving within one month.

• Thanks a lot. I'm aware that I struggle a lot with presentations/oral speeches but I will keep practising. I already do better than I did last year but I aim to get even better. –  HoldenDK Commented Feb 1, 2016 at 21:21

As a PhD candidate in my group I was sometimes asked to join a committee that was interviewing a candidate for an open position. For the preparation of the presentation you already got some good tips in the other answers.

You are also asking about the intention of this presentation. It is not only about your presentation skills. That is a skill that you need to develop during your PhD as well. Much more important is the discussion afterwards. Especially if it is for a small committee, they will take plenty of time to discuss details of your research. That is the moment that they can evaluate you as a researcher. You should be able to defend choices you made, or suggest routes for future research. I think that the discussion is more important than the presentation (which you obviously still should prepare well).

The discussion is a lot more difficult to prepare. It is wise to read the thesis again, and think of the details that lead to specific conclusions. Especially if the research was executed a bit longer ago, some of the details may have faded.

• Thank you. For my industrial placement project, it was often referred to the previous project and in presentation I had to explain quite a lot how it was linked to what was previously done. And I wonder if I skip that part, it might be confusing why we have conducted this research and why this pathway specifically. –  HoldenDK Commented Feb 1, 2016 at 21:29

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