Little attention has been paid to the scholarship of doctoral education in the biomedical sciences, hindering the formulation of research-informed improvements to this important area of higher education. We present an analysis of interview data from Australian PhD students and suggest
that relationships between students and their ‘non-supervisor’ peers are critical to student learning.
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Document Type: Research Article
School of Women's and Infants’ Health, University of Western Australia, Perth, Australia
The Kinghorn Cancer Centre and Cancer Research Program, Garvan Institute of Medical Research, Sydney, Australia
Graduate School of Education, The University of Western Australia, Perth, Australia
Publication date: August 1, 2013
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