phd clinical psychology denmark

Aarhus BSS School of Business and Social Sciences Aarhus University

Psychology and behavioural sciences, the programme:.

The Department of Psychology and Behavioural Sciences includes several academic areas: Social and personality psychology, cognitive psychology, developmental psychology, work and organisational psychology, clinical psychology and educational psychology.

The research at the Department is organised in several research groups or  centres .

Research facilities available:

The Department of Psychology and Behavioural Sciences has ComputerLab facilities at its disposal for behavioural and psychophysiological experiments.

Affiliated centres/departments:

The Centre for Alcohol and Drug Research  is part of the Department of Psychology and Behavioural Sciences. It is possible, however, specifically to apply for a PhD scholarship at the centre through the seventh PhD programme at Aarhus BSS: the  Social Science and Business Programme .

Examples of employment after graduation:

PhD graduates from the Department of Psychology and Behavioural Sciences have found employment not only within universities and research institutions, but also within common psychological professions like clinical psychology and work and organisational psychology. A survey from 2010 showed that all former PhD graduates were employed, about half of them within institutions with research obligations.

Geographic location:

The programme is situated at Campus Aarhus.

National cooperation:

The programme is part of the collaboration between Danish Psychological PhD Programmes that also includes the University of Copenhagen, Aalborg University, Roskilde University, and the University of Southern Denmark. The cooperation primarily consists in the establishment of PhD courses.

Approx. number of PhD students:

Head of programme.

Dorthe Kirkegaard   Thomsen

You are using an outdated browser. Please upgrade your browser to improve your experience.

• itslearning Access to your courses
• mySDU For students at SDU
• SDUmail - Webmail service Outlook Web Mail
• SDU Student Self-Service Course registration, exams and results
• Library See your status, reservations and renew loans
• DigitalExam Login to DigitalExam
• itslearning SDU's e-learn platform
• SDUNet.dk SDU's intranet
• Find person Search for contact information on employees
• Directory Finding your way at the University of Southern Denmark
• Reset default page
• Set as default page
• Find person

Department of Psychology

The vision of the Institute for Psychology is to develop a prominent international profile for education and research that provides new knowledge about psychological relations with a view of understanding and improving people's mental health.

We do this by

• prioritising clinical-, health- and medical psychology as main research areas;
• offering research-based education with an emphasis on applied psychology and competences in research methodology;
• offering research-based professional advice and evaluations to public and private institutions;
• communicating knowledge that contributes to solving psychologically related problems in the health and social sectors, in the educational sector; and in private and public institutions.

Our strengths are

• special emphasis on health sciences related aspects of psychology;
• focus on establishing relevant inter-disciplinary relations to other national and international research environments;
• focus on applied psychology;
• focus on the development and documentation of evidence-based evaluations and interventions.
• Faculty of Health Sciences

Department of Psychology University of Southern Denmark

• Campusvej 55
• Odense M - DK-5230
• Phone: +45 6550 2782
• Send E-mail

Last Updated 22.02.2024

40 phd-psychology positions in Denmark

Filtered by.

• phd-psychology

Refine Your Search

• Research Job 13
• Scholarship 10
• Postdoctoral 11
• Fellowship 2
• Aarhus University 21
• Aalborg University 9
• Technical University of Denmark 5
• ; Maastricht University 1
• ; University of Aarhus 1
• ; University of Southern Denmark 1
• ; Xi'an Jiaotong - Liverpool University 1
• University of Copenhagen 1
• Psychology 11
• Medical Sciences 6
• Social Sciences 5
• Economics 4
• Computer Science 2
• Education 2
• Humanities 2
• Chemistry 1
• Engineering 1
• Linguistics 1
• Philosophy 1

PhD General Call Aarhus BSS Autumn 2024

Aarhus BSS Graduate School invites applications for admission to the PhD programme. Aarhus BSS encompasses a wide range of academic disciplines and outstanding research environments within

Senior researcher position in Autobiographical Memory and Morality, Department of Psychology and Behavioural Sciences

conducted in collaboration with professor Dorthe Berntsen and members of our national and international team. Your qualifications The applicant should have a PhD in psychology and extensive experience with

Permanent position as professor in special needs education within the field of educational psychology , based either in Copenhagen or Aarhus

at university level and should be prepared to teach and supervise at all levels of the degree programme (Master’s and PhD ) in educational psychology and on DPU’s cross-departmental Master’s degree programmes

One PhD Position (100%, 36 months) at The Copenhagen Center for Social Data Science (SODAS) at the University of Copenhagen (Denmark)

Who are we looking for? The Copenhagen Center for Social Data Science (SODAS; https://sodas.ku.dk./ ), Faculty of Social Sciences, University of Copenhagen, invites applications for one PhD position

Assistant Professor in Special Needs Education within the field of Educational Psychology

of educational psychology . The assistant professorship is a full-time, three-year training position which begins on 1 December 2024. The position is based at the Department of Educational Anthropology and

Permanent position as professor in early childhood education and care within the area of educational psychology , based either in Copenhagen or Aarhus

of Educational Anthropology and Educational Psychology , including teaching and supervising students at Master’s, professional Master’s and PhD level and contributing to the further development of the department’s

Assistant Professorship in Educational Psychology Focusing on Developmental Psychology in a Lifelong Perspective

of knowledge. Applicants should document any prior experience within the field of knowledge exchange. Qualifications The selected applicant must have a Master’s and PhD degree or the equivalent in psychology

Assistant professor in special needs education within the field of educational psychology , based either in Copenhagen or Aarhus

Phd fellowship in adolescent health with focus on body and well-being.

We are excited to announce a PhD position within a new research project examining how weight-related understandings and practices shape children’s body images and well-being. The main responsibility

Senior researcher for projects in neuroscience, pain and placebo focusing on migraine and development of clinical trials

. Your qualifications Candidates must hold a PhD relevant to the academic areas of e.g. Psychology , Neuroscience, Medicine, Odontology, Physiotherapy or Pain Science. Applicants must possess research

Searches related to phd psychology

• phd education
• phd learning
• psychology phd
• quantitative research on sexual media effects
• social sciences
• assisstant professor

PhD Psychology programs in Denmark

Deadline information, best universities with psychology in denmark.

Bachelor Psychology programs in Denmark

Master Psychology programs in Denmark

Most Popular Psychology programs in Denmark

PhD Psychology programs in Denmark

We use cookies to give you the best online experience. Their use improves our sites' functionality and enables our partners to advertise to you. By continuing to use our website or clicking on the I agree button you are agreeing to our use of cookies in accordance with our Cookie Policy. Details on how we use cookies can be found in our Cookie Policy

Don’t miss out!

Sign up or Log in now to save your favorites.

Get updates on your chosen subjects and programs

Wishlist your ideal programs

Save time sending enquiries to programs providers

• Internships
• Scholarships
• Collections
• Bachelor programs
• Masters programs
• PhD programs
• MBA programs
• PostDoc programs
• Norway programs
• US programs
• UK programs
• Canada programs
• Germany programs
• Italy programs
• Netherlands programs
• Australia programs
• New Zealand programs
• Applied Sciences
• Natural Sciences
• Social Sciences
• Clients and Partners
• Public relations

Aarhus University logo

Department of Psychology and Behavioural Sciences

The Department of Psychology and Behavioural Sciences is part of Aarhus BSS , one of the five faculties at Aarhus University . The department carries out research and teaching within all of the important fields of psychology and contributes with research and knowledge exchange for society at large. Researchers from the Department of Psychology and Behavioural Sciences are part of close national and international collaborations and have a strong tradition for collaborating with researchers from many different academic areas.

Bachelor’s degree programme

The programme is based on theoretical and empirical approaches to the subject. We work to develop an understanding of people as individuals, groups, organisations and in both normal and pathological states.

Master's degree programme

The programme focuses on how psychological theories and methods are applied in practice. Of course, you will learn practical skills, but the course aims to build your ability to apply psychological theories.

PhD in psychology and behavioural sciences

The PhD programme gives you a deeper understanding of psychological theories, methods and research. The programme consists of a combination of courses and independent work.

Further and continuing education

Find information about the opportunities for further and continuing education within the field of psychology and behavioural sciences. (In Danish)

DKK 18.2 million for research into our perception of drugs, time and quality of life

Margit Anne Petersen, Dorthe Kirkegaard Thomsen and Ali Amidi from the Department of Psychology and Behavioural Sciences at Aarhus BSS, Aarhus…

New basic research to pave the way for better treatment of chronic pain

Professor Lene Vase and Assistant Professor Sigrid Juhl Lunde from the Department of Psychology and Behavioural Sciences at Aarhus BSS, Aarhus…

IRDF grant: Why is the number of young people who choose vocational education and training programmes declining?

Professor Klaus Nielsen from the Department of Psychology and Behavioural Sciences at Aarhus BSS has received an IRFD grant of DKK 3.2 million from…

More events

Research centres and units

Academic areas

See the academic areas of the department and find information about the associated staff.

Researchers hope that life stories can help people with mental disorders

In a new book from Cambridge University Press, researchers from the Department of Psychology and Behavioural Sciences outline the theoretical basis…

Publications

Skip to content. Skip to navigation Go to page content Go to navigation of subsection Go to section "Why Denmark" Go to subsection "Study in Denmark" Go to subsection "Live in Denmark" See "Guides" Go to "News"

• Guides to go!
• The Danish lifestyle
• Denmark - an innovation leader
• Study in English
• High academic standards
• Guarantee for a quality experience
• Money-Saving Tips
• International students’ survival guide to life in Denmark
• Watch more videos from Study in Denmark
• Video testimonials
• Article testimonials
• “Don’t be afraid of challenges”
• Academy Profession (AP) degree programme
• Bachelor's degree programmes
• Master's degree programmes
• PhD programmes
• Exchange programmes
• Summer schools
• Higher Education Institutions
• Language requirements
• Regulations of Admission (Quota 1 and Quota 2)
• Stand-by list
• Tuition Fees
• Scholarships
• Do I need a visa?
• Registration certificates (EU/EEA/Swiss citizens)
• Residence permits (non-EU/EEA citizens)
• How do I register my residence in Denmark?
• How do I get a Danish ID-number? (CPR)
• Emergency (112) and police (114)
• Finding housing
• Housing links
• Learn Danish
• Bank & Budget
• Student jobs
• Travel & Transport
• The practicalities
• Starting up your own business
• Paying taxes
• Work life balance
• “My best decision ever!”
• “In Denmark you always have something to do”
• “I am on the right track.”
• “The safe option is not always the best option”
• “Hard, but I gained a lot of valuable knowledge”
• Study in Denmark
• Studyindenmark Youtube Channel
• See more videos from Study in Denmark

What is a PhD programme?

A PhD is usually a 3-year (180 ECTS) academic research degree. The components of the programme are:

• Independent research under supervision
• Courses for PhD students (approximately 30 ECTS credits)
• Participation in research networks, including placements at other, primarily foreign, research institutions
• Teaching or another form of knowledge dissemination, which is related to the PhD topic when possible.
• The completion of a PhD thesis. The thesis can be a 200-page article or a collection of shorter research articles. The thesis is defended orally.

PhD programmes and courses are offered at Danish universities , which all offer excellent research, library and laboratory facilities for researchers and PhD students in addition to joint partnerships with industry.

PhD students are often encouraged to participate in research networks, including placements at overseas research institutions. A range of funding opportunities are available: Please visit the Researchers Mobility Portal for more information.

Who can apply?

As each institution in Denmark is responsible for its own admissions, requirements will vary. However, you will usually be required to have a recognised Masters degree in a relevant subject in order to be enrolled as a PhD student. Also, the applicants should also have good command of the English language.

For the students, who know that they want to pursue the researcher-path early on, the faculties have the option of starting a research degree directly after a bachelor’s. If this is the path you want to take, you can start a so-called 3+5 programme, which means starting your PhD and master's at the same time. Some faculties have a 4+4 programme where you can start your PhD after a year of master’s studies. The Faculty of Science at the University of Copenhagen offers these two programmes, for example. Each individual university lays down its own rules regarding this type of hybrid PhD. An example of this is Aarhus University’s 4- and 5-year PhD scholarships .

What should I include in my application?

In Denmark you must apply for PhD programmes in writing via advertised projects and scholarships . Usually, you either apply for an opportunity with a pre-defined research topic, or you propose your own research ideas.

You also have to include a transcript of your grades for your bachelor’s and master’s degrees with documentation of your grades, and a CV.

How can I finance my PhD?

For students from the EU/EEA/Switzerland higher education in Denmark is free

You may be eligible for free tuition as an international student, provided you meet one of the following conditions:

• You hold a permanent residence permit
• You hold a temporary residence permit that can be upgraded to a permanent one
• You hold a residence permit as the accompanying child of a non-EU/EEA holding a residence permit based on employment

All other students pay tuition fees. The fee is 50,000 DKK per year, i.e. 150,000 DKK for three years and is not postponed during any absence from the three-year PhD programme such as maternity/paternity leave, other leaves of absence or long-term illness.

The first rate is paid at enrolment, the second rate is paid in the first quarter of the calendar year following enrolment and the third rate is paid in the first quarter of the second calendar year following enrolment.

The grant provider must guarantee for the payment of the tuition fee for all three years when applying for enrolment.

The tuition fee covers

• PhD courses included in the Graduate School’s course catalogue
• PhD courses at other Danish universities and to some extent courses from other providers in Denmark or abroad
• Expenses regarding stays at other research environments in Denmark or abroad
• Activities in the graduate programmes
• Assessments and defence of your PhD thesis

Therefore, you have to be able to finance both your degree and your living costs. You can do this in several different ways:

Industrial PhD

If you aim to conduct a research project with commercial perspectives, you can apply for an industrial PhD. You will be employed by a private sector company and at the same time enrolled as a PhD student at the Graduate School at a university.

As an industrial PhD student you will carry out research where results are applied in an enterprise setting. The cooperation between university and industry gives you access to new knowledge and innovation provided by the private sector company.

Application process for the industrial PhD

• Start by finding a private sector company and a university supervisor for your PhD project.
• The private sector company must send an application to Innovation Fund Denmark to apply for the industrial PhD grant on your behalf.
• If successful, you can apply for enrolment at the Graduate School.

Visit the website of Innovation Fund Denmark to learn about application deadlines, requirements and how to proceed with your application.

How much can you expect to be paid as a PhD student?

If you are funded by a faculty  or a department, your salary is regulated by the Agreement between the Danish Confederation of Professional Associations and the Ministry of Finance (in Danish) (AC agreement). The average monthly salary for a PhD fellow at the University of Copenhagen is 32,567 DKK. After earning their doctorate , researchers go on to a postdoc which, in Denmark , can last up to four years at the same university.

PhD students employed at a hospital:

If you are employed at a hospital your salary follows the collective agreements in place at the Danish regions. In this agreement your employment depends on the degree you hold. Medical doctors are employed according to the collective agreement of the Danish Medical Association while other candidates are employed following the AC agreement. Contact your employer for more information.

Industrial PhD students employed by a private sector company

If you are employed as an industrial PhD student, your salary follows the collective agreement in place at your company. Contact your employer for more information.

Who gets accepted?

The head of the relevant PhD school decides which applicants will be accepted and enrolled into the programme – but of course it is not entirely at his/her own discretion. The applicants are selected based on a recommendation from the academic staff members on the faculty’s PhD committee.

When can I apply?

Job banks at universities are full of postings. You can also search for a PhD course here :

Video: Dario is doing his PhD in Sustainable Energy at The Technical University of Denmark, which is is also offered as a MSc programme. Watch more videos

Find Your Study Programme

Our higher education institutions offer more than 600 English taught study programme. There should be one to fit your academic aspirations.

How to apply

Read about the application process and the steps you need to take to study at a Danish Institution of Higher Education

Tuition fees & Scholarships

Here's the quick guide to all you need to know about tuition fees and scholarships

News from Study in Denmark About Danish research and higher education

Useful websites when preparing to study in Denmark

Before deciding to move to a new country to study, it can provide some reassurance to prepare as best as possible

Application deadline for 2024 is approaching

If you want to be enrolled in a higher education study programme in Denmark, the application deadline is less than a month away.

Time to Mind

Are you planning to study abroad in the future? Then be prepared for a possible "culture shock".

Do you have questions about applying for a study programme in Denmark?

If you want to apply for a higher education study programme in Denmark, then you can participate in a live chat and ask your questions about the application process to a guidance counsellor.

Are you going to apply for an education in Denmark?

If you plan on applying for a higher education in Denmark then you can participate in the live chat.

15 Best universities for Psychology in Denmark

Updated: February 29, 2024

• Art & Design
• Computer Science
• Engineering
• Environmental Science
• Liberal Arts & Social Sciences
• Mathematics

Below is a list of best universities in Denmark ranked based on their research performance in Psychology. A graph of 3.43M citations received by 129K academic papers made by 15 universities in Denmark was used to calculate publications' ratings, which then were adjusted for release dates and added to final scores.

We don't distinguish between undergraduate and graduate programs nor do we adjust for current majors offered. You can find information about granted degrees on a university page but always double-check with the university website.

1. University of Copenhagen

For Psychology

2. Aarhus University

3. University of Southern Denmark

4. Aalborg University

5. Technical University of Denmark

6. Copenhagen Business School

7. Roskilde University

8. IT University of Copenhagen

9. Royal Danish Academy of Fine Arts, School of Visual Arts

10. Lillebaelt Academy

11. University of Greenland

12. Aarhus School of Architecture

13. Danish National Academy of Music

14. Design School Kolding

15. Danish School of Media and Journalism

The best cities to study Psychology in Denmark based on the number of universities and their ranks are Copenhagen , Aarhus , Odense , and Aalborg .

Psychology subfields in Denmark

• Home  > 
• Scholarships  > 

International PhD award in Clinical Psychology, Denmark

•  21-Jun-2021
•   Denmark
• $$  DKK 27,788.69 per month

To enable students to pursue a PhD degree program in Denmark, the University of Copenhagen is currently offering International PhD Positionsin Clinical Psychology for outstanding candidates.

The fellowship’s objective is to support domestic and international students who want to undertake a PhD degree at the Department of Psychology for the academic year 2021/2022.

Københavns Universitet Information

Eligibility Criteria

• Eligible Countries : All nationalities
• Acceptable Course or Subjects : PhD degree program in Clinical Psychology.
• Admissible Criteria : To be eligible, applicants must meet the following criteria:
• Applicants should have studied Psychology or a closely related subject at the undergraduate level. There is a preference for a student with a master’s degree through this is not strictly compulsory. Experience with quantitative methods is a requirement.

Are you looking for Scholarships in 2022-2023? We are happy to help you find best matches! Plus more!

Offered Benefits

The University of Copenhagen will provide a salary range starts at DKK 27,788.69 per month + a 17,1 % contribution to the pension scheme.

Application Process

• How to Apply:  To be considered for the funding opportunity, applicants must fill and submit the  online application form . Before it, applicants are required to become a part of the University of Copenhagen as a PhD student at the Department of Biology.
• Supporting Documents:  Candidates must submit documents in the following manner:
• Cover Letter detailing your motivation and background
• Diploma and transcripts of records (BSc/BA and MSc/MA)
• Other information for consideration, e.g. list of publications, documentation of English language qualifications (if any)
• Admission Requirements:  Applicants must meet all entry requirements of the university.
• Language Requirement:  If English is not your first language, you should provide evidence of English language ability: IELTS, TOEFL, or other acceptable proof.

Subscribe for Scholarship Updates

Get a weekly email that thousands of students use to get the latest scholarships and grants.

** Scholarships.plus will not share your details without your permission.

More Suggestions:

We are building a new Scholarship Assistant This assistant will simplify your search and monitoring of the scholarships relevant to your study and needs.

Scholarship Positions 2024 2025

International PhD Scholarships in Clinical Psychology, Denmark

To enable students to pursue a PhD degree program in Denmark, the University of Copenhagen is currently offering International PhD Scholarships in Clinical Psychology for outstanding candidates.

User Review

Why study at the  University of Copenhagen ? At all levels, the UCPH provides world-class education and is committed to an international viewpoint. This university’s students will have access to excellent living and educational facilities.

Brief Description

Eligibility,  how to apply.

https://www.youtube.com/watch?v=lK7D2vgEJjM

Leave a Reply

• Utility Menu

Department of Psychology

• https://twitter.com/PsychHarvard
• https://www.facebook.com/HarvardPsychology/
• https://www.youtube.com/channel/UCFBv7eBJIQWCrdxPRhYft9Q
• Participate
• Clinical Psychology

The Clinical Psychology Program adheres to a clinical science model of training, and is a member of the Academy of Psychological Clinical Science.  We are committed to training clinical psychologists whose research advances scientific knowledge of psychopathology and its treatment, and who are capable of applying evidence-based methods of assessment and clinical intervention. The main emphasis of the program is research, especially on severe psychopathology. The program includes research, course work, and clinical practica, and usually takes five years to complete. Students typically complete assessment and treatment practica during their second and third years in the program, and they must fulfill all departmental requirements prior to beginning their one-year internship. The curriculum meets the requirements for licensure in Massachusetts, accreditation requirements of the American Psychological Association (APA; Office of Program Consultation and Accreditation, American Psychological Association, 750 First Street, NE, Washington, DC 20002-4242, apaaccred.org , Tel. [202] 336-5979), and accreditation requirements of the Psychological Clinical Science Accreditation System (PCSAS). PCSAS accredited the program on December 15, 2022 for a 10-year term. APA accredited the program on April 28, 2015 for a seven-year term, which was extended due to COVID-related delays.

Requirements

Required courses and training experiences fulfill requirements for clinical psychology licensure in Massachusetts as well as meet APA criteria for the accreditation of clinical psychology programs.  In addition to these courses, further training experiences are required in accordance with the American Psychological Association’s guidelines for the accreditation of clinical psychology programs (e.g., clinical practica [e.g., PSY 3050 Clinical Practicum, PSY 3080 Practicum in Neuropsychological Assessment]; clinical internship).

Students in the clinical psychology program are required to take the following courses:

• PSY 2900 Professional Ethics
• PSY 2445 Psychotherapy Research
• PSY  2070 Psychometric Theory and Method Using R
• PSY 2430 Cultural, Racial, and Ethnic Bases of Behavior
• PSY 3250 Psychological Testing
• PSY 2050 History of Psychology
• PSY 1950 Applied Statistical Data Analysis in Psychology I
• PSY 1952 Applied Statistical Data Analysis in Psychology II
• PSY 2040 Contemporary Topics in Psychopathology
• PSY 2460 Diagnostic Interviewing
• PSY 2420 Cognitive-Behavioral Treatment of Psychological Disorders

Students must take at least one course in each of the following areas. 

Biological Bases of Behavior PSY 1202 Modern Neuroanatomy PSY 1325 The Emotional, Social Brain PSY 1355 The Adolescent Brain PSY 1702 The Emotional Mind Neurobio 315QC Human Neuroanatomy and Neuropathology Cognitive-Affective Bases of Behavior PSY 2400 Cognitive Psychology and Emotional Disorders Social Bases of Behavior PSY 2500 Proseminar in Social Psychology PSY 3515 Graduate Seminar in Social Psychology

In accordance with American Psychological Association guidelines for the accreditation of clinical psychology programs, clinical students also receive consultation and supervision within the context of clinical practica in psychological assessment and treatment beginning in their second semester of their first year and running through their third year. They receive further exposure to additional topics (e.g., human development) in the Developmental Psychopathology seminar and in the twice-monthly clinical psychology “brown bag” speaker series. Finally, students complete a year-long clinical internship. Students are responsible for making sure that they take courses in all the relevant and required areas listed above. Students wishing to substitute one required course for another should seek advice from their advisor and from the director of clinical training prior to registering. During the first year, students are advised to get in as many requirements as possible. Many requirements can be completed before the deadlines stated below. First-year project: Under the guidance of a faculty member who serves as a mentor, students participate in a research project and write a formal report on their research progress. Due by May of first year. Second-year project: Original research project leading to a written report in the style of an APA journal article. A ten-minute oral presentation is also required. Due by May of second year. General exam: A six-hour exam covering the literature of the field. To be taken in September before the start of the third year. Thesis prospectus: A written description of the research proposed must be approved by a prospectus committee appointed by the CHD. Due at the beginning of the fourth year. Thesis and oral defense: Ordinarily this would be completed by the end of the fourth year. Clinical internship: Ordinarily this would occur in the fifth year. Students must have completed their thesis research prior to going on internship.

Credit for Prior Graduate Work

 A PhD student who has completed at least one full term of satisfactory work in the Graduate School of Arts and Sciences may file an application at the Registrar’s Office requesting that work done in a graduate program elsewhere be counted toward the academic residence requirement. Forms are available  online .

No more than the equivalent of eight half-courses may be so counted for the PhD.

An application for academic credit for work done elsewhere must contain a list of the courses, with grades, for which the student is seeking credit, and must be approved by the student’s department. In order for credit to be granted, official transcripts showing the courses for which credit is sought must be submitted to the registrar, unless they are already on file with the Graduate School. No guarantee is given in advance that such an application will be granted. 

Only courses taken in a Harvard AB-AM or AB-SM program, in Harvard Summer School, as a GSAS Special Student or FAS courses taken as an employee under the Tuition Assistance Program (TAP) may be counted toward the minimum academic residence requirements for a Master’s degree.

Academic and financial credit for courses taken as a GSAS Special Student or FAS courses taken as a Harvard employee prior to admission to a degree program may be granted for a maximum of four half-courses toward a one-year Master’s and eight half-courses toward a two-year Master’s or the PhD degree.

Applications for academic and financial credit must be approved by the student’s department and should then be submitted to the Registrar’s Office.

Student Admissions, Outcomes, and other data

• Time to Completion

Students can petition the program faculty to receive credit for prior graduate coursework, but it does not markedly reduce their expected time to complete the program.

2. Program Costs

3. Internships

4. Attrition

5. Licensure

Standard Financial Aid Award, Students Entering 2023

The financial aid package for Ph.D. students entering in 2023 will include tuition and health fees support for years one through four, or five, if needed; stipend support in years one and two; a summer research grant equal to two months stipend at the end of years one through four; teaching fellowship support in years three and four guaranteed by the Psychology Department; and a dissertation completion grant consisting of tuition and stipend support in the appropriate year. Typically students will not be allowed to teach while receiving a stipend in years one and two or during the dissertation completion year.

  Year 1 (2023-24) and Year 2 (2024- 25)

Tuition & Health Fees: Paid in Full Academic Year Stipend: $35,700 (10 months) Summer Research Award: $7,140 (2 months)

Year 3 (2025-26) & Year 4 (2026- 27) Tuition & Health Fees: Paid in Full Living Expenses: $35,700 (Teaching Fellowship plus supplement, if eligible) Summer Research Award: $7,140 (2 months)

Year 5 (2027-28) - if needed; may not be taken after the Dissertation Completion year

Tuition & Health Fees: Paid in Full

Dissertation Completion Year (normally year 5, occasionally year 6)

Tuition & Health Fees: Paid in Full Stipend for Living Expenses: $35,700

The academic year stipend is for the ten-month period September through June. The first stipend payment will be made available at the start of the fall term with subsequent disbursements on the first of each month. The summer research award is intended for use in July and August following the first four academic years.

In the third and fourth years, the guaranteed income of $35,700 includes four sections of teaching and, if necessary, a small supplement from the Graduate School. Your teaching fellowship is guaranteed by the Department provided you have passed the General Examination or equivalent and met any other department criteria. Students are required to take a teacher training course in the first year of teaching.

The dissertation completion year fellowship will be available as soon as you are prepared to finish your dissertation, ordinarily in the fifth year. Applications for the completion fellowship must be submitted in February of the year prior to utilizing the award. Dissertation completion fellowships are not guaranteed after the seventh year. Please note that registration in the Graduate School is always subject to your maintaining satisfactory progress toward the degree.

GSAS students are strongly encouraged to apply for appropriate Harvard and outside fellowships throughout their  enrollment. All students who receive funds from an outside source are expected to accept the award in place of the above Harvard award. In such cases, students may be eligible to receive a GSAS award of up to $4,000 for each academic year of external funding secured or defer up to one year of GSAS stipend support.

For additional information, please refer to the Financial Support section of the GSAS website ( gsas.harvard.edu/financial-support ).

Registration and Financial Aid in the Graduate School are always subject to maintaining satisfactory progress toward the degree.

Psychology students are eligible to apply for generous research and travel grants from the Department.

The figures quoted above are estimates provided by the Graduate School of Arts and Sciences and are subject to change.

Office of Program Consultation and Accreditation American Psychological Association 750 First Street, NE Washington, DC 20002 Phone: (202) 336-5979 E-mail:  [email protected]   www.apa.org/ed/accreditation

The Director of Clinical Training is Prof. Richard J. McNally who can be reached by telephone at (617) 495-3853 or via email at:  [email protected] .

Harvard Clinical Psychology Student Handbook

The purpose of the Psychology Clinical Handbook is to outline and describe the philosophy and structure of Harvard University’s Clinical Psychology Program and to provide students with information about the courses, research, and clinical training required to earn a Ph.D. degree in clinical psychology.

Clinical Science Faculty

• Matthew K. Nock
• Mark L. Hatzenbuehler
• Jill M. Hooley
• Richard J. McNally
• Rebecca Shingleton
• John R. Weisz
• Undergraduate Program
• Postdoctoral Program
• Doctoral Alumni

• Continuing Education

To find answers to some of the most urgent issues today, diving into psychology could be the ideal way.

Customised courses

Psychology can answer life’s big questions.

Psychology can help clarifying two big questions. Why do we think the way do – and why do we act the way we do?

Many current issues require a deeper understanding of psychological perspectives.

Several of the world’s challenges are man-made – and, in this aspect, psychology can help us understand people’s thinking, feelings, needs and perceptions.

Having knowledge about these things makes it easier to understand, analyse and find solutions to the issues.

Focus on professional expertise

If you hold a degree in psychology, you may be considering enhancing your professional skills or acquiring new skills within your field.

The University offers continuing education courses within cognitive psychology, neuropsychology, clinical psychology and the study of personality and development in the interaction between the individual, culture and society.

With a customised course, you can organise a course for a group of employees together with lecturers from the Department of Psychology. You will get a course that is aimed at your needs. Focus can be on enhancing your skills based on your strategic goals, updating you on the most recent knowledge and/or new methods or handling new opportunities and requirements generated by societal developments.

Together with you, the department’s researchers will plan a course that will give you the highest return of your investment in continuing education.

Depending on your requests, the course can take place at your workplace or at the Department of Psychology in central Copenhagen.

Contact us for an informal dialogue on how we can accommodate your needs.

Faculty of Social Sciences Continuing and further education Johanne Køpfli Møller Tel.: +45 52 16 77 73 [email protected]  

See courses on psychology in danish

Course search, you may also be interested in, continuing education within culture and language.

Contact Division 35

Florence denmark, phd.

By Tasha Dorsey

Denmark initially planned to study clinical psychology at the graduate level, but later found she was far more interested in social psychology (PSFT, 2011). She married an orthodontist in 1953, and continued her graduate studies at the University of Pennsylvania where she received her master’s degree and PhD in social psychology in 1958 (Denmark, 2008; PSFT, 2011). It was at this time that she and her husband moved to New York and started a family, prompting her to look for part-time work in academia (PSFT, 2011). At Queens College, she found a position as an adjunct professor and later applied for a teaching position at Hunter College (PSFT, 2011). Denmark recalled that despite having a PhD and several publications, she was given the title of instructor (Denmark, 2008). In a later interview, she recalled that at that time, men were more likely to receive the better paying title of assistant professor (Denmark, 2008).

While she was always interested in research on women’s leadership, Denmark credits Virginia Staudt Sexton as being the person who influenced her to become more active in the field (Denmark, 2008). She became a member of the New York State Psychological Association (NYSPA) and the New York Academy of Sciences (Denmark, 2008). In 1969, she was also one of the founding members of the Association for Women in Psychology (AWP), an organization whose objective at that time was to target unjust employment practices within the American Psychological Association (APA) (Denmark, 2008; Tiefer, 1991). Around this same time, students at the City University of New York requested a course on the psychology of women (Denmark, 2008). Although their initial request was rejected, the course was eventually approved and Denmark became the first professor to teach psychology of women at the doctorate level (Denmark, 2008). She also co-wrote several texts that are considered foundational to women’s studies such as Women’s Realities, Women’s Choices (1983) (Denmark, 2008). She went on to become the third president of the Division of the Psychology of Women of the APA (PSFT, 2011). She was also the fifth woman, and the first Jewish woman to be president of the APA (PSFT, 2011; Unger, 2009). When asked about her effective leadership style, Denmark recalled a friend who described her as an “iron fist in the velvet glove” (Denmark, 2008, p. 9). She felt she was able to use her femininity and gentleness as strengths (Denmark, 2008).

While her work in leadership roles and women’s interests are notable, Denmark interests go further (Denmark, 2008). Work with ethnic minorities has also been a lifelong passion for Denmark. While working at Queens College in the 1960’s, she and colleague Marcia Guttentag conducted a study at a local school where they were able to demonstrate positive effects of integration for both African American and White students. She was also the director of the Search for Education, Elevation, and Knowledge program, a program which was designed to support low income students. As of 2008, she was still a member of the Division of Ethnic Minority Psychology. When asked about the current abundance of women and lack of men in psychology, Denmark remarked it will always be important to maintain a balance and therefore bringing more men and minorities into the field should be a focus in the future. Another interest of Denmark’s is international social issues. She is the APA’s representative to the United Nations (Denmark, 2008).

In addition to the APA, she has also been president of the International Council of Psychologists, Eastern Psychological Association, NYSPA, and Psi Chi (Social Psychology Network, 2011). She has four honorary degrees and numerous awards which include the APA’s Distinguished Contributions to Education and Training Award, and the Public Interest and the Advancement of International Psychology Award (Social Psychology Network, 2011).

Denmark, F.L. (2008, April 7). Interview by W. Pricken [Video Recording]. Psychology’s Feminist Voices Oral History and Online Archival Project. New York, NY.

Psychology’s Feminist Voices Team. Profile of Florence Denmark. In A. Rutherford (Ed.). Psychology’s Feminist Voices Multimedia Internet Archive. Retrieved from http://www.feministvoices.com/florence-denmark

Social Psychology Network (2010). Retrieved from http://denmark.socialpsychology.org/#contact

Tiefer, L. (1991). A brief history of the association for women in psychology. Psychology of Women Quarterly, 15, 635-649. Doi: 10.1111/j.1471-6402.1991.tb00436.x

Unger, Rhoda K. (2009). "Florence Levin Denmark." Jewish Women: A Comprehensive Historical Encyclopedia. Jewish Women's Archive. Retrieved from http://jwa.org/encyclopedia/article/denmark-florence-levin

Other Feminist Leaders

Read about other feminist leaders

Skip to Content

Current Students

Interested in more? Search Courses

• Search Input Submit Search

Admission Steps

Clinical psychology (child emphasis) - phd, admission requirements.

Terms and Deadlines

Degree and GPA Requirements

Additional Standards for Non-Native English Speakers

Additional standards for international applicants.

For the 2025-2026 academic year

See 2024-2025 requirements instead

Fall 2025 quarter (beginning in September)

Final submission deadline: December 2, 2024

Final submission deadline: Applicants cannot submit applications after the final submission deadline.

Degrees and GPA Requirements

Bachelors degree: All graduate applicants must hold an earned baccalaureate from a regionally accredited college or university or the recognized equivalent from an international institution.

University GPA requirement: The minimum grade point average for admission consideration for graduate study at the University of Denver must meet one of the following criteria:

A cumulative 2.5 on a 4.0 scale for the baccalaureate degree.

A cumulative 2.5 on a 4.0 scale for the last 60 semester credits or 90 quarter credits (approximately two years of work) for the baccalaureate degree.

An earned master’s degree or higher from a regionally accredited institution or the recognized equivalent from an international institution supersedes the minimum GPA requirement for the baccalaureate.

A cumulative GPA of 3.0 on a 4.0 scale for all graduate coursework completed for applicants who have not earned a master’s degree or higher.

Official scores from the Test of English as a Foreign Language (TOEFL), International English Language Testing System (IELTS), C1 Advanced or Duolingo English Test are required of all graduate applicants, regardless of citizenship status, whose native language is not English or who have been educated in countries where English is not the native language. Your TOEFL/IELTS/C1 Advanced/Duolingo English Test scores are valid for two years from the test date.

The minimum TOEFL/IELTS/C1 Advanced/Duolingo English Test score requirements for this degree program are:

Minimum TOEFL Score (Internet-based test): 80 (including a minimum of 26 on the speaking section)

Minimum IELTS Score: 6.5 (including a minimum of 8 on the speaking section)

Minimum C1 Advanced Score: 176 (including a minimum of 200 on the speaking section)

Minimum Duolingo English Test Score: 115

Additional Information:

Read the English Language Proficiency policy for more details.

Read the Required Tests for GTA Eligibility policy for more details.

Per Student & Exchange Visitor Program (SEVP) regulation, international applicants must meet all standards for admission before an I-20 or DS-2019 is issued, [per U.S. Federal Register: 8 CFR § 214.3(k)] or is academically eligible for admission and is admitted [per 22 C.F.R. §62]. Read the Additional Standards For International Applicants policy for more details.

Application Materials

Transcripts, standardized test scores, letters of recommendation.

Required Essays and Statements

We require a scanned copy of your transcripts from every college or university you have attended. Scanned copies must be clearly legible and sized to print on standard 8½-by-11-inch paper. Transcripts that do not show degrees awarded must also be accompanied by a scanned copy of the diploma or degree certificate. If your academic transcripts were issued in a language other than English, both the original documents and certified English translations are required.

Transcripts and proof of degree documents for postsecondary degrees earned from institutions outside of the United States will be released to a third-party international credential evaluator to assess U.S. education system equivalencies. Beginning July 2023, a non-refundable fee for this service will be required before the application is processed.

Upon admission to the University of Denver, official transcripts will be required from each institution attended.

GRE scores are optional for admission to this program. Applications submitted without scores will receive full consideration. Every application undergoes a comprehensive evaluation, including a careful review of all application materials. If you choose to submit test scores, you may upload your Test Taker Score Report PDF, which is considered unofficial. Official scores must be received directly from the appropriate testing agency upon admission to the University of Denver. The ETS institution code to submit GRE scores to the University of Denver is 4842.

University Standardized Test Policy

Three (3) letters of recommendation are required.  Letters should be submitted by recommenders through the online application.

Essays and Statements

Personal statement instructions.

Please prepare approximately 2-3 pages of typewritten, double-spaced autobiographical material which will be considered confidential. Please be aware that the review committees may contain graduate student representatives. Indicate the source of your interest in psychology and the reasons why you wish to pursue graduate studies in your chosen area of specialization. If you have had practical experience (work or volunteer) in psychology, please describe it. If you have been in another area of academic study or employment, discuss your change. When and how was your attention directed to our graduate program? Indicate how the specific features of our training program would facilitate your professional goals.  In your autobiographical statement, please state which faculty member(s) you would like to do your research with. Explain why the faculty’s research interests represent a match with your own training goals and your career plans. Please type the name(s) of your proposed mentor(s) on a separate line at the end of your autobiographical statement so as to facilitate screening. Mentors can be from any program. So, for example, clinical child applicants may list a faculty mentor that is not a member of the clinical child faculty. If there is one person you are primarily interested in, name one; if there are two who you are interested in, name two. There is no advantage to naming just one person or naming two people. What is important is the rationale for your choice.

Diversity Statement Instructions

The University of Denver values diversity, equity, and inclusion, recognizing that its success is dependent on how well it values, engages, and includes the rich diversity of constituents. Diversity is defined broadly. Applicants are required to include an essay (maximum of one-page, double spaced) describing how their educational, professional, clinical, or personal (e.g. cultural, economic or social) experiences prepare them to contribute to diversity, equity, and inclusion during their graduate career at DU. Contributions to diversity, equity, and inclusion may come in the form of research topic, research population, clinical work (if applicable), professional service, personal perspective, and more. To learn more about diversity, equity, and inclusion at the University of Denver, please visit https://www.du.edu/equity .

Résumé Instructions

Please submit a résumé that includes publications, professional presentations, awards and scholarships, professional experience (both research and clinical), and membership in professional organizations.

Start the Application

Online Application

Financial Aid Information

Start your application.

Your submitted materials will be reviewed once all materials and application fees have been received.

Our program can only consider your application for admission if our Office of Graduate Education has received all your online materials and supplemental materials by our application deadline.

Application Fee: $65.00 Application Fee

International Degree Evaluation Fee: $50.00 Evaluation Fee for degrees (bachelor's or higher) earned from institutions outside the United States.

Applicants should complete their Free Application for Federal Student Aid (FAFSA) by February 15. Visit the Office of Financial Aid for additional information.

• Study Protocol
• Open access
• Published: 26 August 2024

Learning effect of online versus onsite education in health and medical scholarship – protocol for a cluster randomized trial

• Rie Raffing 1 ,
• Lars Konge 2 &
• Hanne Tønnesen 1  

BMC Medical Education volume  24 , Article number:  927 ( 2024 ) Cite this article

123 Accesses

Metrics details

The disruption of health and medical education by the COVID-19 pandemic made educators question the effect of online setting on students’ learning, motivation, self-efficacy and preference. In light of the health care staff shortage online scalable education seemed relevant. Reviews on the effect of online medical education called for high quality RCTs, which are increasingly relevant with rapid technological development and widespread adaption of online learning in universities. The objective of this trial is to compare standardized and feasible outcomes of an online and an onsite setting of a research course regarding the efficacy for PhD students within health and medical sciences: Primarily on learning of research methodology and secondly on preference, motivation, self-efficacy on short term and academic achievements on long term. Based on the authors experience with conducting courses during the pandemic, the hypothesis is that student preferred onsite setting is different to online setting.

Cluster randomized trial with two parallel groups. Two PhD research training courses at the University of Copenhagen are randomized to online (Zoom) or onsite (The Parker Institute, Denmark) setting. Enrolled students are invited to participate in the study. Primary outcome is short term learning. Secondary outcomes are short term preference, motivation, self-efficacy, and long-term academic achievements. Standardized, reproducible and feasible outcomes will be measured by tailor made multiple choice questionnaires, evaluation survey, frequently used Intrinsic Motivation Inventory, Single Item Self-Efficacy Question, and Google Scholar publication data. Sample size is calculated to 20 clusters and courses are randomized by a computer random number generator. Statistical analyses will be performed blinded by an external statistical expert.

Primary outcome and secondary significant outcomes will be compared and contrasted with relevant literature. Limitations include geographical setting; bias include lack of blinding and strengths are robust assessment methods in a well-established conceptual framework. Generalizability to PhD education in other disciplines is high. Results of this study will both have implications for students and educators involved in research training courses in health and medical education and for the patients who ultimately benefits from this training.

Trial registration

Retrospectively registered at ClinicalTrials.gov: NCT05736627. SPIRIT guidelines are followed.

Peer Review reports

Medical education was utterly disrupted for two years by the COVID-19 pandemic. In the midst of rearranging courses and adapting to online platforms we, with lecturers and course managers around the globe, wondered what the conversion to online setting did to students’ learning, motivation and self-efficacy [ 1 , 2 , 3 ]. What the long-term consequences would be [ 4 ] and if scalable online medical education should play a greater role in the future [ 5 ] seemed relevant and appealing questions in a time when health care professionals are in demand. Our experience of performing research training during the pandemic was that although PhD students were grateful for courses being available, they found it difficult to concentrate related to the long screen hours. We sensed that most students preferred an onsite setting and perceived online courses a temporary and inferior necessity. The question is if this impacted their learning?

Since the common use of the internet in medical education, systematic reviews have sought to answer if there is a difference in learning effect when taught online compared to onsite. Although authors conclude that online learning may be equivalent to onsite in effect, they agree that studies are heterogeneous and small [ 6 , 7 ], with low quality of the evidence [ 8 , 9 ]. They therefore call for more robust and adequately powered high-quality RCTs to confirm their findings and suggest that students’ preferences in online learning should be investigated [ 7 , 8 , 9 ].

This uncovers two knowledge gaps: I) High-quality RCTs on online versus onsite learning in health and medical education and II) Studies on students’ preferences in online learning.

Recently solid RCTs have been performed on the topic of web-based theoretical learning of research methods among health professionals [ 10 , 11 ]. However, these studies are on asynchronous courses among medical or master students with short term outcomes.

This uncovers three additional knowledge gaps: III) Studies on synchronous online learning IV) among PhD students of health and medical education V) with long term measurement of outcomes.

The rapid technological development including artificial intelligence (AI) and widespread adaption as well as application of online learning forced by the pandemic, has made online learning well-established. It represents high resolution live synchronic settings which is available on a variety of platforms with integrated AI and options for interaction with and among students, chat and break out rooms, and exterior digital tools for teachers [ 12 , 13 , 14 ]. Thus, investigating online learning today may be quite different than before the pandemic. On one hand, it could seem plausible that this technological development would make a difference in favour of online learning which could not be found in previous reviews of the evidence. On the other hand, the personal face-to-face interaction during onsite learning may still be more beneficial for the learning process and combined with our experience of students finding it difficult to concentrate when online during the pandemic we hypothesize that outcomes of the onsite setting are different from the online setting.

To support a robust study, we design it as a cluster randomized trial. Moreover, we use the well-established and widely used Kirkpatrick’s conceptual framework for evaluating learning as a lens to assess our outcomes [ 15 ]. Thus, to fill the above-mentioned knowledge gaps, the objective of this trial is to compare a synchronous online and an in-person onsite setting of a research course regarding the efficacy for PhD students within the health and medical sciences:

Primarily on theoretical learning of research methodology and

Secondly on

◦ Preference, motivation, self-efficacy on short term

◦ Academic achievements on long term

Trial design

This study protocol covers synchronous online and in-person onsite setting of research courses testing the efficacy for PhD students. It is a two parallel arms cluster randomized trial (Fig.  1 ).

Consort flow diagram

The study measures baseline and post intervention. Baseline variables and knowledge scores are obtained at the first day of the course, post intervention measurement is obtained the last day of the course (short term) and monthly for 24 months (long term).

Randomization is stratified giving 1:1 allocation ratio of the courses. As the number of participants within each course might differ, the allocation ratio of participants in the study will not fully be equal and 1:1 balanced.

Study setting

The study site is The Parker Institute at Bispebjerg and Frederiksberg Hospital, University of Copenhagen, Denmark. From here the courses are organized and run online and onsite. The course programs and time schedules, the learning objective, the course management, the lecturers, and the delivery are identical in the two settings. The teachers use the same introductory presentations followed by training in break out groups, feed-back and discussions. For the online group, the setting is organized as meetings in the online collaboration tool Zoom® [ 16 ] using the basic available technicalities such as screen sharing, chat function for comments, and breakout rooms and other basics digital tools if preferred. The online version of the course is synchronous with live education and interaction. For the onsite group, the setting is the physical classroom at the learning facilities at the Parker Institute. Coffee and tea as well as simple sandwiches and bottles of water, which facilitate sociality, are available at the onsite setting. The participants in the online setting must get their food and drink by themselves, but online sociality is made possible by not closing down the online room during the breaks. The research methodology courses included in the study are “Practical Course in Systematic Review Technique in Clinical Research”, (see course programme in appendix 1) and “Getting started: Writing your first manuscript for publication” [ 17 ] (see course programme in appendix 2). The two courses both have 12 seats and last either three or three and a half days resulting in 2.2 and 2.6 ECTS credits, respectively. They are offered by the PhD School of the Faculty of Health and Medical Sciences, University of Copenhagen. Both courses are available and covered by the annual tuition fee for all PhD students enrolled at a Danish university.

Eligibility criteria

Inclusion criteria for participants: All PhD students enrolled on the PhD courses participate after informed consent: “Practical Course in Systematic Review Technique in Clinical Research” and “Getting started: Writing your first manuscript for publication” at the PhD School of the Faculty of Health and Medical Sciences, University of Copenhagen, Denmark.

Exclusion criteria for participants: Declining to participate and withdrawal of informed consent.

Informed consent

The PhD students at the PhD School at the Faculty of Health Sciences, University of Copenhagen participate after informed consent, taken by the daily project leader, allowing evaluation data from the course to be used after pseudo-anonymization in the project. They are informed in a welcome letter approximately three weeks prior to the course and again in the introduction the first course day. They register their consent on the first course day (Appendix 3). Declining to participate in the project does not influence their participation in the course.

Interventions

Online course settings will be compared to onsite course settings. We test if the onsite setting is different to online. Online learning is increasing but onsite learning is still the preferred educational setting in a medical context. In this case onsite learning represents “usual care”. The online course setting is meetings in Zoom using the technicalities available such as chat and breakout rooms. The onsite setting is the learning facilities, at the Parker Institute, Bispebjerg and Frederiksberg Hospital, The Capital Region, University of Copenhagen, Denmark.

The course settings are not expected to harm the participants, but should a request be made to discontinue the course or change setting this will be met, and the participant taken out of the study. Course participants are allowed to take part in relevant concomitant courses or other interventions during the trial.

Strategies to improve adherence to interventions

Course participants are motivated to complete the course irrespectively of the setting because it bears ECTS-points for their PhD education and adds to the mandatory number of ECTS-points. Thus, we expect adherence to be the same in both groups. However, we monitor their presence in the course and allocate time during class for testing the short-term outcomes ( motivation, self-efficacy, preference and learning). We encourage and, if necessary, repeatedly remind them to register with Google Scholar for our testing of the long-term outcome (academic achievement).

Outcomes are related to the Kirkpatrick model for evaluating learning (Fig.  2 ) which divides outcomes into four different levels; Reaction which includes for example motivation, self-efficacy and preferences, Learning which includes knowledge acquisition, Behaviour for practical application of skills when back at the job (not included in our outcomes), and Results for impact for end-users which includes for example academic achievements in the form of scientific articles [ 18 , 19 , 20 ].

The Kirkpatrick model

Primary outcome

The primary outcome is short term learning (Kirkpatrick level 2).

Learning is assessed by a Multiple-Choice Questionnaire (MCQ) developed prior to the RCT specifically for this setting (Appendix 4). First the lecturers of the two courses were contacted and asked to provide five multiple choice questions presented as a stem with three answer options; one correct answer and two distractors. The questions should be related to core elements of their teaching under the heading of research training. The questions were set up to test the cognition of the students at the levels of "Knows" or "Knows how" according to Miller's Pyramid of Competence and not their behaviour [ 21 ]. Six of the course lecturers responded and out of this material all the questions which covered curriculum of both courses were selected. It was tested on 10 PhD students and within the lecturer group, revised after an item analysis and English language revised. The MCQ ended up containing 25 questions. The MCQ is filled in at baseline and repeated at the end of the course. The primary outcomes based on the MCQ is estimated as the score of learning calculated as number of correct answers out of 25 after the course. A decrease of points of the MCQ in the intervention groups denotes a deterioration of learning. In the MCQ the minimum score is 0 and 25 is maximum, where 19 indicates passing the course.

Furthermore, as secondary outcome, this outcome measurement will be categorized as binary outcome to determine passed/failed of the course defined by 75% (19/25) correct answers.

The learning score will be computed on group and individual level and compared regarding continued outcomes by the Mann–Whitney test comparing the learning score of the online and onsite groups. Regarding the binomial outcome of learning (passed/failed) data will be analysed by the Fisher’s exact test on an intention-to-treat basis between the online and onsite. The results will be presented as median and range and as mean and standard deviations, for possible future use in meta-analyses.

Secondary outcomes

Motivation assessment post course: Motivation level is measured by the Intrinsic Motivation Inventory (IMI) Scale [ 22 ] (Appendix 5). The IMI items were randomized by random.org on the 4th of August 2022. It contains 12 items to be assessed by the students on a 7-point Likert scale where 1 is “Not at all true”, 4 is “Somewhat true” and 7 is “Very true”. The motivation score will be computed on group and individual level and will then be tested by the Mann–Whitney of the online and onsite group.

Self-efficacy assessment post course: Self-efficacy level is measured by a single-item measure developed and validated by Williams and Smith [ 23 ] (Appendix 6). It is assessed by the students on a scale from 1–10 where 1 is “Strongly disagree” and 10 is “Strongly agree”. The self-efficacy score will be computed on group and individual level and tested by a Mann–Whitney test to compare the self-efficacy score of the online and onsite group.

Preference assessment post course: Preference is measured as part of the general course satisfaction evaluation with the question “If you had the option to choose, which form would you prefer this course to have?” with the options “onsite form” and “online form”.

Academic achievement assessment is based on 24 monthly measurements post course of number of publications, number of citations, h-index, i10-index. This data is collected through the Google Scholar Profiles [ 24 ] of the students as this database covers most scientific journals. Associations between onsite/online and long-term academic will be examined with Kaplan Meyer and log rank test with a significance level of 0.05.

Participant timeline

Enrolment for the course at the Faculty of Health Sciences, University of Copenhagen, Denmark, becomes available when it is published in the course catalogue. In the course description the course location is “To be announced”. Approximately 3–4 weeks before the course begins, the participant list is finalized, and students receive a welcome letter containing course details, including their allocation to either the online or onsite setting. On the first day of the course, oral information is provided, and participants provide informed consent, baseline variables, and base line knowledge scores.

The last day of scheduled activities the following scores are collected, knowledge, motivation, self-efficacy, setting preference, and academic achievement. To track students' long term academic achievements, follow-ups are conducted monthly for a period of 24 months, with assessments occurring within one week of the last course day (Table  1 ).

Sample size

The power calculation is based on the main outcome, theoretical learning on short term. For the sample size determination, we considered 12 available seats for participants in each course. To achieve statistical power, we aimed for 8 clusters in both online and onsite arms (in total 16 clusters) to detect an increase in learning outcome of 20% (learning outcome increase of 5 points). We considered an intraclass correlation coefficient of 0.02, a standard deviation of 10, a power of 80%, and a two-sided alpha level of 5%. The Allocation Ratio was set at 1, implying an equal number of subjects in both online and onsite group.

Considering a dropout up to 2 students per course, equivalent to 17%, we determined that a total of 112 participants would be needed. This calculation factored in 10 clusters of 12 participants per study arm, which we deemed sufficient to assess any changes in learning outcome.

The sample size was estimated using the function n4means from the R package CRTSize [ 25 ].

Recruitment

Participants are PhD students enrolled in 10 courses of “Practical Course in Systematic Review Technique in Clinical Research” and 10 courses of “Getting started: Writing your first manuscript for publication” at the PhD School of the Faculty of Health Sciences, University of Copenhagen, Denmark.

Assignment of interventions: allocation

Randomization will be performed on course-level. The courses are randomized by a computer random number generator [ 26 ]. To get a balanced randomization per year, 2 sets with 2 unique random integers in each, taken from the 1–4 range is requested.

The setting is not included in the course catalogue of the PhD School and thus allocation to online or onsite is concealed until 3–4 weeks before course commencement when a welcome letter with course information including allocation to online or onsite setting is distributed to the students. The lecturers are also informed of the course setting at this time point. If students withdraw from the course after being informed of the setting, a letter is sent to them enquiring of the reason for withdrawal and reason is recorded (Appendix 7).

The allocation sequence is generated by a computer random number generator (random.org). The participants and the lecturers sign up for the course without knowing the course setting (online or onsite) until 3–4 weeks before the course.

Assignment of interventions: blinding

Due to the nature of the study, it is not possible to blind trial participants or lecturers. The outcomes are reported by the participants directly in an online form, thus being blinded for the outcome assessor, but not for the individual participant. The data collection for the long-term follow-up regarding academic achievements is conducted without blinding. However, the external researcher analysing the data will be blinded.

Data collection and management

Data will be collected by the project leader (Table  1 ). Baseline variables and post course knowledge, motivation, and self-efficacy are self-reported through questionnaires in SurveyXact® [ 27 ]. Academic achievements are collected through Google Scholar profiles of the participants.

Given that we are using participant assessments and evaluations for research purposes, all data collection – except for monthly follow-up of academic achievements after the course – takes place either in the immediate beginning or ending of the course and therefore we expect participant retention to be high.

Data will be downloaded from SurveyXact and stored in a locked and logged drive on a computer belonging to the Capital Region of Denmark. Only the project leader has access to the data.

This project conduct is following the Danish Data Protection Agency guidelines of the European GDPR throughout the trial. Following the end of the trial, data will be stored at the Danish National Data Archive which fulfil Danish and European guidelines for data protection and management.

Statistical methods

Data is anonymized and blinded before the analyses. Analyses are performed by a researcher not otherwise involved in the inclusion or randomization, data collection or handling. All statistical tests will be testing the null hypotheses assuming the two arms of the trial being equal based on corresponding estimates. Analysis of primary outcome on short-term learning will be started once all data has been collected for all individuals in the last included course. Analyses of long-term academic achievement will be started at end of follow-up.

Baseline characteristics including both course- and individual level information will be presented. Table 2 presents the available data on baseline.

We will use multivariate analysis for identification of the most important predictors (motivation, self-efficacy, sex, educational background, and knowledge) for best effect on short and long term. The results will be presented as risk ratio (RR) with 95% confidence interval (CI). The results will be considered significant if CI does not include the value one.

All data processing and analyses were conducted using R statistical software version 4.1.0, 2021–05-18 (R Foundation for Statistical Computing, Vienna, Austria).

If possible, all analysis will be performed for “Practical Course in Systematic Review Technique in Clinical Research” and for “Getting started: Writing your first manuscript for publication” separately.

Primary analyses will be handled with the intention-to-treat approach. The analyses will include all individuals with valid data regardless of they did attend the complete course. Missing data will be handled with multiple imputation [ 28 ] .

Upon reasonable request, public assess will be granted to protocol, datasets analysed during the current study, and statistical code Table 3 .

Oversight, monitoring, and adverse events

This project is coordinated in collaboration between the WHO CC (DEN-62) at the Parker Institute, CAMES, and the PhD School at the Faculty of Health and Medical Sciences, University of Copenhagen. The project leader runs the day-to-day support of the trial. The steering committee of the trial includes principal investigators from WHO CC (DEN-62) and CAMES and the project leader and meets approximately three times a year.

Data monitoring is done on a daily basis by the project leader and controlled by an external independent researcher.

An adverse event is “a harmful and negative outcome that happens when a patient has been provided with medical care” [ 29 ]. Since this trial does not involve patients in medical care, we do not expect adverse events. If participants decline taking part in the course after receiving the information of the course setting, information on reason for declining is sought obtained. If the reason is the setting this can be considered an unintended effect. Information of unintended effects of the online setting (the intervention) will be recorded. Participants are encouraged to contact the project leader with any response to the course in general both during and after the course.

The trial description has been sent to the Scientific Ethical Committee of the Capital Region of Denmark (VEK) (21041907), which assessed it as not necessary to notify and that it could proceed without permission from VEK according to the Danish law and regulation of scientific research. The trial is registered with the Danish Data Protection Agency (Privacy) (P-2022–158). Important protocol modification will be communicated to relevant parties as well as VEK, the Joint Regional Information Security and Clinicaltrials.gov within an as short timeframe as possible.

Dissemination plans

The results (positive, negative, or inconclusive) will be disseminated in educational, scientific, and clinical fora, in international scientific peer-reviewed journals, and clinicaltrials.gov will be updated upon completion of the trial. After scientific publication, the results will be disseminated to the public by the press, social media including the website of the hospital and other organizations – as well as internationally via WHO CC (DEN-62) at the Parker Institute and WHO Europe.

All authors will fulfil the ICMJE recommendations for authorship, and RR will be first author of the articles as a part of her PhD dissertation. Contributors who do not fulfil these recommendations will be offered acknowledgement in the article.

This cluster randomized trial investigates if an onsite setting of a research course for PhD students within the health and medical sciences is different from an online setting. The outcomes measured are learning of research methodology (primary), preference, motivation, and self-efficacy (secondary) on short term and academic achievements (secondary) on long term.

The results of this study will be discussed as follows:

Discussion of primary outcome

Primary outcome will be compared and contrasted with similar studies including recent RCTs and mixed-method studies on online and onsite research methodology courses within health and medical education [ 10 , 11 , 30 ] and for inspiration outside the field [ 31 , 32 ]: Tokalic finds similar outcomes for online and onsite, Martinic finds that the web-based educational intervention improves knowledge, Cheung concludes that the evidence is insufficient to say that the two modes have different learning outcomes, Kofoed finds online setting to have negative impact on learning and Rahimi-Ardabili presents positive self-reported student knowledge. These conflicting results will be discussed in the context of the result on the learning outcome of this study. The literature may change if more relevant studies are published.

Discussion of secondary outcomes

Secondary significant outcomes are compared and contrasted with similar studies.

Limitations, generalizability, bias and strengths

It is a limitation to this study, that an onsite curriculum for a full day is delivered identically online, as this may favour the onsite course due to screen fatigue [ 33 ]. At the same time, it is also a strength that the time schedules are similar in both settings. The offer of coffee, tea, water, and a plain sandwich in the onsite course may better facilitate the possibility for socializing. Another limitation is that the study is performed in Denmark within a specific educational culture, with institutional policies and resources which might affect the outcome and limit generalization to other geographical settings. However, international students are welcome in the class.

In educational interventions it is generally difficult to blind participants and this inherent limitation also applies to this trial [ 11 ]. Thus, the participants are not blinded to their assigned intervention, and neither are the lecturers in the courses. However, the external statistical expert will be blinded when doing the analyses.

We chose to compare in-person onsite setting with a synchronous online setting. Therefore, the online setting cannot be expected to generalize to asynchronous online setting. Asynchronous delivery has in some cases showed positive results and it might be because students could go back and forth through the modules in the interface without time limit [ 11 ].

We will report on all the outcomes defined prior to conducting the study to avoid selective reporting bias.

It is a strength of the study that it seeks to report outcomes within the 1, 2 and 4 levels of the Kirkpatrick conceptual framework, and not solely on level 1. It is also a strength that the study is cluster randomized which will reduce “infections” between the two settings and has an adequate power calculated sample size and looks for a relevant educational difference of 20% between the online and onsite setting.

Perspectives with implications for practice

The results of this study may have implications for the students for which educational setting they choose. Learning and preference results has implications for lecturers, course managers and curriculum developers which setting they should plan for the health and medical education. It may also be of inspiration for teaching and training in other disciplines. From a societal perspective it also has implications because we will know the effect and preferences of online learning in case of a future lock down.

Future research could investigate academic achievements in online and onsite research training on the long run (Kirkpatrick 4); the effect of blended learning versus online or onsite (Kirkpatrick 2); lecturers’ preferences for online and onsite setting within health and medical education (Kirkpatrick 1) and resource use in synchronous and asynchronous online learning (Kirkpatrick 5).

Trial status

This trial collected pilot data from August to September 2021 and opened for inclusion in January 2022. Completion of recruitment is expected in April 2024 and long-term follow-up in April 2026. Protocol version number 1 03.06.2022 with amendments 30.11.2023.

Availability of data and materials

The project leader will have access to the final trial dataset which will be available upon reasonable request. Exception to this is the qualitative raw data that might contain information leading to personal identification.

Abbreviations

Artificial Intelligence

Copenhagen academy for medical education and simulation

Confidence interval

Coronavirus disease

European credit transfer and accumulation system

International committee of medical journal editors

Intrinsic motivation inventory

Multiple choice questionnaire

Doctor of medicine

Masters of sciences

Randomized controlled trial

Scientific ethical committee of the Capital Region of Denmark

WHO Collaborating centre for evidence-based clinical health promotion

Samara M, Algdah A, Nassar Y, Zahra SA, Halim M, Barsom RMM. How did online learning impact the academic. J Technol Sci Educ. 2023;13(3):869–85.

Article   Google Scholar  

Nejadghaderi SA, Khoshgoftar Z, Fazlollahi A, Nasiri MJ. Medical education during the coronavirus disease 2019 pandemic: an umbrella review. Front Med (Lausanne). 2024;11:1358084. https://doi.org/10.3389/fmed.2024.1358084 .

Madi M, Hamzeh H, Abujaber S, Nawasreh ZH. Have we failed them? Online learning self-efficacy of physiotherapy students during COVID-19 pandemic. Physiother Res Int. 2023;5:e1992. https://doi.org/10.1002/pri.1992 .

Torda A. How COVID-19 has pushed us into a medical education revolution. Intern Med J. 2020;50(9):1150–3.

Alhat S. Virtual Classroom: A Future of Education Post-COVID-19. Shanlax Int J Educ. 2020;8(4):101–4.

Cook DA, Levinson AJ, Garside S, Dupras DM, Erwin PJ, Montori VM. Internet-based learning in the health professions: A meta-analysis. JAMA. 2008;300(10):1181–96. https://doi.org/10.1001/jama.300.10.1181 .

Pei L, Wu H. Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis. Med Educ Online. 2019;24(1):1666538. https://doi.org/10.1080/10872981.2019.1666538 .

Richmond H, Copsey B, Hall AM, Davies D, Lamb SE. A systematic review and meta-analysis of online versus alternative methods for training licensed health care professionals to deliver clinical interventions. BMC Med Educ. 2017;17(1):227. https://doi.org/10.1186/s12909-017-1047-4 .

George PP, Zhabenko O, Kyaw BM, Antoniou P, Posadzki P, Saxena N, Semwal M, Tudor Car L, Zary N, Lockwood C, Car J. Online Digital Education for Postregistration Training of Medical Doctors: Systematic Review by the Digital Health Education Collaboration. J Med Internet Res. 2019;21(2):e13269. https://doi.org/10.2196/13269 .

Tokalić R, Poklepović Peričić T, Marušić A. Similar Outcomes of Web-Based and Face-to-Face Training of the GRADE Approach for the Certainty of Evidence: Randomized Controlled Trial. J Med Internet Res. 2023;25:e43928. https://doi.org/10.2196/43928 .

Krnic Martinic M, Čivljak M, Marušić A, Sapunar D, Poklepović Peričić T, Buljan I, et al. Web-Based Educational Intervention to Improve Knowledge of Systematic Reviews Among Health Science Professionals: Randomized Controlled Trial. J Med Internet Res. 2022;24(8): e37000.

https://www.mentimeter.com/ . Accessed 4 Dec 2023.

https://www.sendsteps.com/en/ . Accessed 4 Dec 2023.

https://da.padlet.com/ . Accessed 4 Dec 2023.

Zackoff MW, Real FJ, Abramson EL, Li STT, Klein MD, Gusic ME. Enhancing Educational Scholarship Through Conceptual Frameworks: A Challenge and Roadmap for Medical Educators. Acad Pediatr. 2019;19(2):135–41. https://doi.org/10.1016/j.acap.2018.08.003 .

https://zoom.us/ . Accessed 20 Aug 2024.

Raffing R, Larsen S, Konge L, Tønnesen H. From Targeted Needs Assessment to Course Ready for Implementation-A Model for Curriculum Development and the Course Results. Int J Environ Res Public Health. 2023;20(3):2529. https://doi.org/10.3390/ijerph20032529 .

https://www.kirkpatrickpartners.com/the-kirkpatrick-model/ . Accessed 12 Dec 2023.

Smidt A, Balandin S, Sigafoos J, Reed VA. The Kirkpatrick model: A useful tool for evaluating training outcomes. J Intellect Dev Disabil. 2009;34(3):266–74.

Campbell K, Taylor V, Douglas S. Effectiveness of online cancer education for nurses and allied health professionals; a systematic review using kirkpatrick evaluation framework. J Cancer Educ. 2019;34(2):339–56.

Miller GE. The assessment of clinical skills/competence/performance. Acad Med. 1990;65(9 Suppl):S63–7.

Ryan RM, Deci EL. Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. Am Psychol. 2000;55(1):68–78. https://doi.org/10.1037//0003-066X.55.1.68 .

Williams GM, Smith AP. Using single-item measures to examine the relationships between work, personality, and well-being in the workplace. Psychology. 2016;07(06):753–67.

https://scholar.google.com/intl/en/scholar/citations.html . Accessed 4 Dec 2023.

Rotondi MA. CRTSize: sample size estimation functions for cluster randomized trials. R package version 1.0. 2015. Available from: https://cran.r-project.org/package=CRTSize .

Random.org. Available from: https://www.random.org/

https://rambollxact.dk/surveyxact . Accessed 4 Dec 2023.

Sterne JAC, White IR, Carlin JB, Spratt M, Royston P, Kenward MG, et al. Multiple imputation for missing data in epidemiological and clinical research: Potential and pitfalls. BMJ (Online). 2009;339:157–60.

Google Scholar  

Skelly C, Cassagnol M, Munakomi S. Adverse Events. StatPearls Treasure Island: StatPearls Publishing. 2023. Available from: https://www.ncbi.nlm.nih.gov/books/NBK558963/ .

Rahimi-Ardabili H, Spooner C, Harris MF, Magin P, Tam CWM, Liaw ST, et al. Online training in evidence-based medicine and research methods for GP registrars: a mixed-methods evaluation of engagement and impact. BMC Med Educ. 2021;21(1):1–14. Available from:  https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8439372/pdf/12909_2021_Article_2916.pdf .

Cheung YYH, Lam KF, Zhang H, Kwan CW, Wat KP, Zhang Z, et al. A randomized controlled experiment for comparing face-to-face and online teaching during COVID-19 pandemic. Front Educ. 2023;8. https://doi.org/10.3389/feduc.2023.1160430 .

Kofoed M, Gebhart L, Gilmore D, Moschitto R. Zooming to Class?: Experimental Evidence on College Students' Online Learning During Covid-19. SSRN Electron J. 2021;IZA Discussion Paper No. 14356.

Mutlu Aİ, Yüksel M. Listening effort, fatigue, and streamed voice quality during online university courses. Logop Phoniatr Vocol :1–8. Available from: https://doi.org/10.1080/14015439.2024.2317789

Download references

Acknowledgements

We thank the students who make their evaluations available for this trial and MSc (Public Health) Mie Sylow Liljendahl for statistical support.

Open access funding provided by Copenhagen University The Parker Institute, which hosts the WHO CC (DEN-62), receives a core grant from the Oak Foundation (OCAY-18–774-OFIL). The Oak Foundation had no role in the design of the study or in the collection, analysis, and interpretation of the data or in writing the manuscript.

Author information

Authors and affiliations.

WHO Collaborating Centre (DEN-62), Clinical Health Promotion Centre, The Parker Institute, Bispebjerg & Frederiksberg Hospital, University of Copenhagen, Copenhagen, 2400, Denmark

Rie Raffing & Hanne Tønnesen

Copenhagen Academy for Medical Education and Simulation (CAMES), Centre for HR and Education, The Capital Region of Denmark, Copenhagen, 2100, Denmark

You can also search for this author in PubMed   Google Scholar

Contributions

RR, LK and HT have made substantial contributions to the conception and design of the work; RR to the acquisition of data, and RR, LK and HT to the interpretation of data; RR has drafted the work and RR, LK, and HT have substantively revised it AND approved the submitted version AND agreed to be personally accountable for their own contributions as well as ensuring that any questions which relates to the accuracy or integrity of the work are adequately investigated, resolved and documented.

Corresponding author

Correspondence to Rie Raffing .

Ethics declarations

Ethics approval and consent to participate.

The Danish National Committee on Health Research Ethics has assessed the study Journal-nr.:21041907 (Date: 21–09-2021) without objections or comments. The study has been approved by The Danish Data Protection Agency Journal-nr.: P-2022–158 (Date: 04.05.2022).

All PhD students participate after informed consent. They can withdraw from the study at any time without explanations or consequences for their education. They will be offered information of the results at study completion. There are no risks for the course participants as the measurements in the course follow routine procedure and they are not affected by the follow up in Google Scholar. However, the 15 min of filling in the forms may be considered inconvenient.

The project will follow the GDPR and the Joint Regional Information Security Policy. Names and ID numbers are stored on a secure and logged server at the Capital Region Denmark to avoid risk of data leak. All outcomes are part of the routine evaluation at the courses, except the follow up for academic achievement by publications and related indexes. However, the publications are publicly available per se.

Competing interests

The authors declare no competing interests

Additional information

Publisher’s note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Supplementary Information

Supplementary material 1., supplementary material 2., supplementary material 3., supplementary material 4., supplementary material 5., supplementary material 6., supplementary material 7., rights and permissions.

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ . The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/ ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

Reprints and permissions

About this article

Cite this article.

Raffing, R., Konge, L. & Tønnesen, H. Learning effect of online versus onsite education in health and medical scholarship – protocol for a cluster randomized trial. BMC Med Educ 24 , 927 (2024). https://doi.org/10.1186/s12909-024-05915-z

Download citation

Received : 25 March 2024

Accepted : 14 August 2024

Published : 26 August 2024

DOI : https://doi.org/10.1186/s12909-024-05915-z

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Self-efficacy
• Achievements
• Health and Medical education

BMC Medical Education

ISSN: 1472-6920

• General enquiries: [email protected]

• Department of Psychology
• The PhD programme

PhD courses

Generic courses at the graduate school of social sciences, database for phd courses in denmark, payment for participation in courses.

Participation in subject-specific PhD courses offered by the Department of Psychology is free of charge for PhD students in Denmark, if they are enrolled at an institution that is part of the Open Market Agreement for PhD Courses. This only applies to full degree PhD students enrolled at the Department.

External PhD students and Master's students must pay DKK 750 (100 Euros) for each course day. Visiting students and students from Departments outside of Denmark (incl. Greenland) must pay the same amount in order to attend a PhD course.

Other academic staff at the University of Copenhagen can participate in our PhD courses free of charge. However, please note that PhD students have first priority. External academic staff who wish to participate in the courses, must pay DKK 1,500 for each course day.

List of the Institutions that are part of the Open Market Agreement for PhD Courses (in Danish)

• Arkitektskolen i Aarhus
• Danmarks Biblioteksskole
• Danmarks Farmaceutiske Universitet
• Danmarks Pædagogiske Universitet
• Danmarks Tekniske Universitet
• Den Kgl. Veterinær- og Landbohøjskole
• Handelshøjskolen i Aarhus
• IT-Universitetet
• Kunstakademiets Arkitektskole
• Københavns Universitet, Det Humanistiske Fakultet
• Københavns Universitet, Det Juridiske Fakultet
• Københavns Universitet, Det Naturvidenskabelige Fakultet
• Københavns Universitet, Det Samfundsvidenskabelige Fakultet
• Københavns Universitet, Det Sundhedsvidenskabelige Fakultet
• Købehavns Universitet, Det Teologiske Fakultet
• Roskilde Universitets Center
• Syddansk Universitet, Det Humanistiske Fakultet
• Syddansk Universitet, Det Naturvidenskabelige og Tekniske Fakultet
• Syddansk Universitet, Det Samfundsvidenskabelige Fakultet
• Syddansk Universitet, Det Sundhedsvidenskabelige Fakultet
• Aalborg Universitet, Det Humanistiske Fakultet
• Aalborg Universitet, Det Samfundsvidenskabelige Fakultet
• Aalborg Universitet, Det Teknisk-Naturvidenskabelige Fakultet
• Aarhus Universitet, Det Humanistiske Fakultet
• Aarhus Universitet, Det Samfundsvidenskabelige Fakultet
• Aarhus Universitet, Det Sundhedsvidenskabelige Fakultet
• Aarhus Universitet, Det Teknisk-Naturvidenskabelige Fakultet
• Aarhus Universitet, Det Teologiske Fakultet

Third-year clinical student Amelia Ibarra Mevans awarded prestigious CONACyT Graduate Fellowship from Mexico

Third-year clinical Psychology student Amelia Ibarra Mevans was awarded a prestigious CONACyT Graduate Fellowship from Mexico . Similar to the United States National Science Foundation, CONACyT is "charged with promoting scientific activities, setting government policies, and granting postgraduate scholarships." Since 1995, the University of Arizona has partnered with CONACyt to encourage top scholars from Mexico to participate in graduate studies at the U of A. The CONACyT fellowship award covers tuition, fees, living expenses, and medical insurance.

C ongratulations to Amelia for this fantastic recognition!

Reference articles: UA Agreement Attracts Top Scholars from Mexico | Arizona International