phd in medical education maastricht university

The research of the Maastricht UMC + (consisting of the Faculty of Health, Medicine and Life Sciences (FHML) and the Academic Hospital Maastricht (azM)) is clustered in research institutes (also called an institute ). Each Institute focuses on thematic research within the scope of the main research lines.

CAPHRI, Care and Public Health Research Institute

CAPHRI works towards better health for everyone through innovative solutions for healthcare and public health care. CAPHRI builds bridges between science and society by conducting research with an inclusive and participatory approach. The research focuses on prevention and innovation ranging from public - and primary health care, to person-oriented long-term care. Theresearch has a strong multidisciplinary approach with attention to local, regional and global themes embedded in six research lines: Ageing and Long-Term Care, Creating Value-Based Health Care, Functioning, Participation and Rehabilitation, Health Inequities and Societal Participation, Optimising Patient Care; and Promoting Health and Personalised Care. 

CARIM, Cardiovascular Research Institute Maastricht

CARIM employs 250 researchers from 15 disciplines, covering a large variety of expertise: ranging from fundamental research in biochemistry and molecular cell biology to pure clinical research in cardiology and cardiothoracic surgery. 

GROW, Research Institute for Oncology and Reproduction

GROW focuses on research and teaching of (epi)genetic and cellular concepts, as well as (micro)environmental factors underlying normal and abnormal development. As such the basic mechanisms of embryogenesis and fetal growth, as well as those governing the process of carcinogenesis are subject of study within GROW.

With a strong emphasis on translational research scientists and clinicians within GROW aim at implementing this basic knowledge into innovative approaches for individualizing prevention, patient diagnostics and treatment of cancer at the one hand, and hereditary disorders on the other.

M4I, Maastricht MultiModal Molecular Imaging Institute

M4I is a state-of-the art molecular imaging institute that brings together a powerful palette of high-end, innovative imaging technologies. The mission of the institute is to perform fundamental, instrumentation and applied studies in molecular imaging as a part of a translational, synergistic, interdisciplinary research programme in a leading international center relevant for science, education, economy and society. The institute is engaged in a strong valorization programme in collaboration with regional, national and international private partners.

MHeNs, Mental Health and Neuroscience Institute

MHeNS is organised in three divisions, each division managed by a division leader and a deputy. The three divisions Within MHeNS School for Mental Health and Neuroscience are:

• Cognitive Neuropsychiatry and Clinical Neuroscience
• Mental Health
• Neuroscience

These three divisions crosstalk on the translational research approach of certainement research lines within the School, resul ting in a complex interplay between research or basic brain mechanisms, brain / neurocognitive functioning and psychopathology, with emphasis on prevalent psychiatric, neuropsychiatric and neurological conditions. 

MERLN Institute of Technology-Inspired Regenerative Medicine.

MERLN's activities operate at the interface of biology and engineering and aim at maximizing outreach at the level of public involvement, development and commercialization of research. MERLN's vision is based on sharing of knowledge, infrastructure and ambition. Research at MERLN Focuses on developing novel and challenging technologies to advance the field of tissue and organ repair and regeneration. 

NUTRIM, Institute for Nutrition and Translational Research in Metabolism

NUTRIM catalyses translational research into metabolic and chronic inflammatory disorders (i.e. metabolic syndrome/diabetes, IBD/intestinal failure and COPD) that will contribute to innovative personalized lifestyle and medicine approaches with a focus on nutrition, toxicology and metabolism. Through its research master and PhD programme NUTRIM aims to educate investigators of high scientific excellence and ambassadors to support and develop this research field. 16 Biomedical, clinical, and behavioural-science departments are incorporated within NUTRIM.

The School participates in the Graduate School VLAG (Food Technology, Agrobiotechnology, Nutrition and Health Sciences), accredited by the Royal Academy of Arts and Sciences (KNAW) is a partner in TI Food and Nutrition and participates in TI-Pharma and the Centre for Translational Molecular Medicine.

Nutrim is partner of the Interreg-PROOF project

The partners collaborating in the PROOF project bundle the expertise of healthcare actors, (food) companies and knowledge institutions in order to develop food that is tailored to patients’ needs.

Personalised food can have a positive impact on the quality of life of people in need of chronic care. In line with our aging population, this target group is growing and with it comes a wider demand for personalised food. To meet this demand, new food solutions are needed. The key to their development lies in bringing together expertise from the care and food sectors.For this reason, PROOF's Flemish and Dutch project partners are planning to set up open research facilities at Vives Hogeschool in Roeselare (VL) and NUTRIM in Maastricht (NL). In this way, the partners will bring the necessary expertise physically together.

Contact:  Brian Desplinter [email protected] PROOF Project coordinator The West Flanders Development Agency (POM West Flanders)

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SHE School of Health Professions Education

SHE focuses on education, training and research in health professions education. SHE offers a wide range of courses in health professions education ranging from short courses to degree programmes such as a master's and a PhD programme. Short courses are held in Maastricht, the degree programmes are mostly distance-based.

The short courses focus on problem-based learning (PBL) and PBL related topics. The degree programmes offer you a scientific training in education theory and its application to the health sciences. The short programmes are relevant to teachers, educators, managers, curriculum developers, decision makers or all other interested in education. The degree programmes are eligible to professionals working in health training programmes or in health care or have the ambition to do so with relevant university degrees or equivalent background.

Maastricht University has a track record in PBL. At the national level training programmes are ranked in the top. Within medical education the group of Maastricht educators are highly regarded. website

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Erc advanced grant awarded to prof. andy baker, 15 april 2024, longer and better lives for patients with atrial fibrillation, phd programme, carim courses.

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Dissertation award 2022.

Division of Medical Education MPhil/PhD

London, Bloomsbury

Medical education research is a rich, cross-disciplinary field of enquiry. On this full or part-time PhD programme, you will have access to high levels of pedagogical expertise for your development as a successful independent researcher. It will prepare you for a diverse range of careers in medical education within the NHS, University and with partner organisations.

UK tuition fees (2024/25)

Overseas tuition fees (2024/25), programme starts, applications accepted.

• Entry requirements

A minimum of an upper second-class Bachelor’s degree in a relevant discipline from a UK university or an overseas qualification of an equivalent standard, plus Master's-level study in either education or medical education. A primary medical qualification is required for a clinically-orientated doctorate.

The English language level for this programme is: Level 1

UCL Pre-Master's and Pre-sessional English courses are for international students who are aiming to study for a postgraduate degree at UCL. The courses will develop your academic English and academic skills required to succeed at postgraduate level.

Further information can be found on our English language requirements page.

Equivalent qualifications

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website .

International applicants can find out the equivalent qualification for their country by selecting from the list below. Please note that the equivalency will correspond to the broad UK degree classification stated on this page (e.g. upper second-class). Where a specific overall percentage is required in the UK qualification, the international equivalency will be higher than that stated below. Please contact Graduate Admissions should you require further advice.

About this degree

Medical education research is fundamental to improving medical and health professional's practice, and spans the medical education lifespan from medical school to postgraduate training and through to continuing professional development.

The Research Department of Medical Education at UCL Medical School has a significant and vigorous educational research profile, which draw on a range of qualitative and quantitative focusing on a range of methodologies.

Our teaching is informed by our research, and our research is informed by our teaching. We are also dedicated to contributing to the wider education community by sharing our research findings and involving key stakeholders in our educational research.

This research degree involves conducting a single piece of research driven by your own interests, resulting in a 100,000-word thesis. You will be supported by academics and research staff from a variety of backgrounds, including education, psychology, health, and social sciences, as well as clinical specialties.

You can complete this programme full-time over three years, or part-time over five years.

Who this course is for

This research programme is particularly suitable for students who have completed a postgraduate course in medical education or an equivalent subject.

We welcome applications from medical, dental, and healthcare professionals who are interested in undertaking either quantitative, qualitative, or mixed method approaches to their work. It is also suitable if you have a background in health and social services, psychology, or education.

What this course will give you

This programme offers you the following benefits and opportunities.

• Support from an internationally renowned group of medical education researchers with vast experience in a range of qualitative and quantitative methodologies.
• High-level education and supervision to support your development as a medical education researcher.
• A research skills development programme delivered by the UCL Doctoral School.
• Access to a series of online research methods modules focusing on medical education.
• Supervision meetings in person and/or online.

The foundation of your career

This PhD will prepare you for a substantive career as an educational researcher. Graduates go on to high-level posts either as NHS consultants or academics in university settings, as well as roles in medical education with local/national and international influence.

Employability

Many graduates have continued to practise in healthcare while also playing a significant role in local education. You will be equipped for senior positions in other medical schools and in the postgraduate sector, or to go on to a research career.

The UCL Medical School offers events and activities that will give you the opportunity to network with medical educationalists across the UK and internationally. These will give you the chance to learn from their examples of good practice and their research findings.

You will also be encouraged to attend local, national, and international medical education conferences, such as the annual Association of Medical Education in Europe Conference.

Researchers are often involved in teaching our taught undergraduate and graduate programmes at UCL.

Teaching and learning

Most of your research will be carried out independently. There will also be a series of training requirements that you will need to complete in the early stages of the programme.

The following optional research methods modules are delivered via the University's online learning platform:

• Approaches to educational research
• Research and the theoretical field
• Research methods
• Qualitative data analysis
• Writing and presenting educational research & Information and literature searching
• Quantitative data analysis

Your first milestone will be to upgrade from MPhil to the PhD degree. For this, you will submit and present a report. In your final year, you submit a thesis covering your research and discuss this at a formal interview known as a viva examination.

Most of your time will be spent conducting independent research, alongside regular meetings with your supervisory team and completing your training requirements. We also encourage you to attend relevant research events at UCL and elsewhere.

Research areas and structure

• Assessment in medical education
• Clinical communication
• E-learning in medical education
• Equality and diversity in medical education
• Fitness to practise of doctors
• Interprofessional education
• Peer-assisted learning
• Professional identity
• Selection in medicine
• Medical revalidation
• Transitions in medical careers
• Work-based learning.

Research environment

The Research Department for Medical Education (RDME) is the research arm of UCL Medical School and one of the UK’s top medical education research departments. We draw together experienced doctors, nurses, psychologists, and educationalists to ensure that our work is based on strong pedagogical research foundations.

A key part of our ethos and research strategy is to ensure our research makes a difference. Our work on selection (including widening participation), postgraduate clinical assessments (including medical revalidation and differential attainment), mental health and well-being, and social justice broadly has had significant impact outside of academia. As a unit we uniquely submitted to the research excellence framework in 2014 and in 2021. Each time, our research led to impact case studies which have been rated highly.

Our award-winning public engagement projects ensure our work is informed by, and useful to, patients and the public. In 2021 we were awarded the Association for the study of medical education institution to citizenship, which is testament to our commitment to high quality research and high-quality research environment.

We help medical educators adopt evidence-based best educational practice and use our knowledge and experience to continually develop our undergraduate and postgraduate education programmes. We also work to aid development in other international institutions.

Our academic and research staff are from a variety of backgrounds, including education, sociology, psychology, philosophy, linguistics, and medical ethics, as well as clinical specialties. They all contribute to our interdisciplinary educational research activities. Our research outputs and reputation are of national and international importance.

When you accept your place on the programme, you will initially register for an MPhil in Medical Education.

In your first year, your programme will include the following optional research methods modules as part of the Doctoral Skills Training Programme. These are all delivered via an online learning platform:

• Approaches to Educational Research
• Research and the Theoretical Field
• Research Methods
• Qualitative Data Analysis
• Writing and Presenting Educational Research and Information and Literature Searching
• Quantitative Data Analysis.

You will be eligible to upgrade to PhD status between 9-18 months into your registration. Upgrade decisions are based on an evaluation of an upgrade report, which you produce with support from your supervisors, and a viva examination.

Throughout your programme, you will have the opportunity to play a full part in the life of the RDME.

• Research Methods.

You will be eligible to upgrade to PhD student status between 15-24 months into your registration. Upgrade decisions are based on an evaluation of an upgrade report, which you will draft with the support of your primary and subsidiary supervisors, as well as assessment by viva examination.

Accessibility

Details of the accessibility of UCL buildings can be obtained from AccessAble accessable.co.uk . Further information can also be obtained from the UCL Student Support and Wellbeing team .

Fees and funding

Fees for this course.

The tuition fees shown are for the year indicated above. Fees for subsequent years may increase or otherwise vary. Where the programme is offered on a flexible/modular basis, fees are charged pro-rata to the appropriate full-time Master's fee taken in an academic session. Further information on fee status, fee increases and the fee schedule can be viewed on the UCL Students website: ucl.ac.uk/students/fees .

Additional costs

Additional costs may include items such as books (perhaps £100-£200 per year), and expenses whilst attending conferences. Conferences are optional and costs vary significantly, but the average one-day event has registration fees of c. £280, plus travel (cost varies by location) and accommodation where relevant for longer events. Students will pay for their own attendance themselves unless there is a source of external funding.

Your research degree may be subject to an Additional Fee Element (also known as bench fees), which is payable by yourself or your sponsor. This covers the costs related to consumables, such as equipment and materials, which are not included in the tuition fee. As each research project is unique, this fee is calculated on an individual basis and is determined by your academic supervisor. It may also depend on whether you receive external funding to complete your degree.

For more information on additional costs for prospective students please go to our estimated cost of essential expenditure at Accommodation and living costs .

Funding your studies

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website .

Your deadlines and start dates will usually be dictated by funding arrangements so you will need to check with the department or academic unit to see if you need to consider these in your application. In most cases, you should identify and contact your potential supervisors before you apply.

Consider your choices

We recommend that you read these tips for studying medical education at doctoral level and familiarise yourself with our research staff to consider who might supervise your project.

If you decide to apply, you will need to send a CV and a research proposal of approximately 2,000 words to [email protected] .

The proposal should include your research interests and proposed topic and address the following:

• The research problem and your research questions
• Background, including a brief literature review
• Relevant theoretical and methodological perspectives
• Methods, including sample, recruitment, data gathering, data analysis
• Your new contribution to knowledge
• Timetable and bibliography.

If your proposal has potential and we believe we can match you to a supervisor, we will arrange an interview. This can take place online for applicants who are currently overseas.

If you are successful after this, we will invite you to apply using our application platform and to provide references.

Please note that you may submit applications for a maximum of two graduate programmes (or one application for the Law LLM) in any application cycle.

Choose your programme

Please read the Application Guidance before proceeding with your application.

Year of entry: 2024-2025

Got questions get in touch.

UCL Medical School

[email protected]

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Master of Health Professions Education Canada (MHPE-Canada)

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The MHPE-Canada is an international Master of Health Professions Education from the School of Health Professions Education at Maastricht University (the Netherlands). Although the degree is conferred from Maastricht University, the curriculum and research thesis supervision are delivered in part from CHES in Vancouver, British Columbia and the Centre for Education Research & Innovation (CERI) in London, Ontario.

The MHPE is a two-year, part-time research degree program that is primarily distance-based with annual, three-week courses that are delivered on-site at CHES or CERI. Campus Period 1 is typically delivered during the first three weeks of July, and Campus Period 2 in May/June of the following year.

The program focuses on the acquisition of knowledge and skills relevant for a career in the field of education and education research for the health professions, with thesis supervision and mentorship offered by local experts in the field.

As of July 2021, we have implemented an updated MHPE curriculum to ensure that new insights and theories are included into the program, to support future leaders in Health Professions Education to really make a difference. In the words of Maastricht University, “Innovation is part of SHE’s DNA. We have revisited the MHPE curriculum in order to make the programme even stronger, more up-to-date and in keeping with current challenges in the field of HPE” . For a full curriculum overview please see Maastricht University’s website and watch the following video in which MHPE director Danielle Verstegen introduces the new MHPE programme: video .

The MHPE-Canada program is open to students who have acquired a university degree in one of the health professions. Applications for a competitive admission process are accepted in the fall. Due to limited supervisory capacity, priority may be given to applicants who are affiliated with the local site.

MHPE-Canada Eligibility

To be considered for the MHPE-Canada Program, you must fulfill the following requirements:

• Completion of a university degree in a health profession.
• Be either an active health professional or health professional in training.
• Be a Canadian citizen, permanent resident, or WHO refugee. Visa trainees, whether in residency programs or fellowships, are not eligible.

MHPE-Canada Application Process

The following documentation must be submitted as part of the application process:

• Why do you want to pursue a graduate degree in health professions education?
• What previous experience and/or training in health professions (or non-health professions) education or research would you bring to your graduate study?
• How would the MHPE fit into your current and future career plans?
• Description of an educational problem or issue that interests the applicant (max.1 page).
• Departmental Letter of Support (max. 2 pages), outlining protected time over the 2-year term of the program, as well as 100% protected time to participate in both of the 3-week face-to-face course blocks. Note: if you are self-employed, indicate in your Statement of Intent how you plan to protect time for the MHPE.

Equity and diversity are essential to academic, education, and research excellence. An open and diverse community fosters the inclusion of voices that have been underrepresented or discouraged. We encourage applications from members of groups that have been marginalized on any grounds enumerated under the BC Human Rights Code, including sex, sexual orientation, gender identity or expression, racialization, disability, political belief, religion, marital or family status, age, and/or status as a First Nation, Metis, Inuit, or Indigenous person.

Application Deadline

The deadline for 2023 applications is Friday December 13 2024 . Please submit your application to [email protected] , with the subject line: CHES MHPE Application .

On receiving your application, we will email you to confirm it has been received and to inform you of next steps. If you do not hear back from us by January 6, please do get in touch with us, emailing both [email protected] and [email protected] . A selection committee will shortlist and interview eligible candidates, with the final selection to be made in February.

If you have any queries regarding the program, please do not hesitate to get in touch with us: [email protected]

Tuition and Fees

Tuition for the entire two-year program is €16,700 to be paid directly to Maastricht University in two instalments of €8,350.

Students admitted into the program as of 2023 are also required to pay a site fee to the Centre for Health Education Scholarship (CHES) in the amount of $6,000 CAD, to be paid in two instalments of $3,000 CAD.

To pay the UBC MHPE-Canada Site Fee, please click here.

Maastricht Online Certificate Courses

Maastricht University also offers three online certificate courses, which provide students the opportunity to acquire knowledge and skills related to major topics in health professions education; with each one being an equivalent to a specific section of the Master of Health Professions Education (MHPE) program. Taking these courses is excellent preparation for the full MHPE program – and should you enroll in the MHPE at a later date, you may skip the corresponding sections of the program already completed.

Note that the certificate courses are currently being revised to align with the updated MHPE curriculum, and will again be offered in October and December 2022.

For further information on the courses, please visit Maastricht University’s  website   or contact them directly at [email protected] .

To view the Privacy Notice for Students of the Master of Health Professions Education Canada Program , please click here .

Courses & curriculum 2023 - 2024

Want to view the courses of previous years?

Choose one of the academic years below to view the pdf.

• Master's Programme Read more Period More course data lang day ECTS

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PhD Programme on Innovation, Economics and Governance for Development

The United Nations University – Maastricht Economic and Social Research Institute on Innovation and Technology (UNU-MERIT), part of the Maastricht University, offers a PhD Programme on Innovation, Economics and Governance for Development (IEGD); all relevant information about the programme is available at  http://www.merit.unu.edu/training/iegd/

For the September 2021 intake , online applications can be submitted via https://www.merit.unu.edu/phd/application/form.php , the application deadline is 15 February 2021.

Our PhD programme is a multidisciplinary course offered by UNU-MERIT. The programme focuses on research skills and methods, training fellows to become both scholars and practitioners in the fields of governance and the economics of technology.

The programme provides advanced training in the knowledge and skills most relevant to the economics of technology and innovation, and to governance, social protection and migration. Built around a core of courses on innovation and development, the programme also features modules on the economics of technological change, complex social systems, governance and policy evaluation, social protection and migration.

During their first year, fellows complete an intensive programme of required and elective courses,taught by leading scholars of the UNU-MERIT and our partner universities. These courses are taught in English, in Maastricht, and spread across two semesters, starting in September each year. The course work is followed by three years of dissertation research and writing, ending with a completed PhD thesis. At the end of the programme, the doctoral degree is awarded by Maastricht University upon successful defence of the thesis. Our students pursue a wide variety of dissertation topics, fitting into any of the institute’s eight research themes:

1. Economics of Knowledge and Innovation 2. Structural Change and Economic Development 3. Economic Complexity and Innovation 4. Governance and institutions 5. Innovation and Entrepreneurship for Sustainability Transitions 6. Migration and Development 7. Social Protection 8. Population, Development and Labour Economics

The Host Institute

The United Nations University – Maastricht Economic and Social Research Institute on Innovation and Technology (UNU-MERIT) is a research and training institute of United Nations University based in Maastricht in the south of the Netherlands. The institute, which collaborates closely with Maastricht University , carries out research and training on a range of social, political and economic factors that drive economic development in a global perspective. Special emphasis is on the process of technological change and innovation, including the governance of science and technology and on factors limiting the access to knowledge; on (public) policy analysis and evaluation; on the social aspects of growth and development, in particular the policy challenges posed by low levels of development including the limitations and possibilities for social security and other social policies; and on the relationship between global development and migration.

For more information, please have a look at the brochure.

Deadline for application: 15 February 2021.

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Psychopharmacology Maastricht

The psychopharmacology department at Maastricht University focuses on the cognitive, behavioral, and biological effects of various substances, ranging from pharmaceutical to recreational drugs.

NEW paper out by Eline Haijen on trait mindfulness and personality characteristics in a microdosing ADHD

Read about our new microdosing for ADHD study!

Congratulations to Eline Haijen on her newly published study on mindfulness and personality characteristics in a microdosing ADHD sample

Participate in our studies!

We're always conducting research in our department and we're frequently looking for participants to be a part of science! If you're interested, look at the studies that we are currently conductings.

Meet our Department!

The scientists in our lab come from many countries and backgrounds, all with highly unique research abilities. Come meet the people that make up the Psychopharmacology Department.

Our Scientists

Dr. Eef Theunissen

Synthetic Cannabinoids , Drugs and Driving , Cognition

I began my Ph.D. journey in 2001 at the Faculty of Psychology at the University of Maastricht. My research focused on investigating the sedating and stimulating effects of antihistamines, with a particular emphasis on their...

Hongyu Zhao, MSc

sleep deprivation , Memory

My name is Hongyu, and I am a researcher from China. After completing my undergraduate degree in anesthesiology and obtaining a master's degree in psychiatry from a prestigious medical university in China.

Dr. Kim Kuypers

Microdosing , Cognition , Nutrition

My research focuses on the neurobiology of flexible cognition, empathy, and well-being.

Zeus Tipado, MSc

Perception , DMT , XR/VR

My neuroscience research is focused on perceptual experiences of psychedelics, specifically visual experiences while under DMT.

Dr. Lilian Kloft

Drugs , False Memory , Cognition

I am a postdoctoral researcher in the fields of psychopharmacology and forensic psychology with an international education from various high-class universities.

Pablo Mallaroni, MSc

Psychedelics , fMRI/MRS , Idiosyncracy

I am PhD candidate with the Psychopharmacology Unit of Maastricht University with a background in translational neuroscience.

Aedan O’Shea, MSc

Exosomes , miRNA , RDoC

I have a long standing interest in unravelling the therapeutic mechanisms of Psychedelics, and in this project I will investigate the effect of Psychedelic drug exposure in humans on miRNA’s transported in neuron-derived Extracellular Vesicles...

Henry Whitfeld, MSc

Psilocybin , Psychotherapy , Ideography

After being a psychological therapist with 20years experience in trauma work and mindfulness-informed approaches, I am now a researcher investigating how psychedelic experiences and psychotherapeutic protocols interact.

Giordano Rossi, MSc

Ayahuasca , Esketamine , Depression

We are also evaluating subjective effects, safety, tolerability, and possible changes in personality, social cognition and well-being.

Psychedelic Research

A First-in-Man Study with 4-Fluoroamphetamine Demonstrates it Produces a Mild Psychedelic State

psychoactive , MDMA

Assessment of the acute effects of 2C-B vs psilocybin on subjective experience, mood and cognition

Shared functional connectome fingerprints following ritualistic ayahuasca intake

Improving cognitive functioning in major depressive disorder with psychedelics: A dimensional approach

Cognition , Depression

Microdosing with psychedelics to self-medicate for ADHD symptoms in adults: A prospective naturalistic study

ADHD , LSD , Microdosing

Mood and cognition after administration of low LSD doses in healthy volunteers: A placebo controlled dose-effect finding study

Placebo , Mood , Low Dose , LSD

Ritualistic use of ayahuasca enhances a shared functional connectome identity with others

Functional Connectivity , Ayahuasca , Ritual

A single inhalation of vapor from dried toad secretion containing 5-methoxy-N,N-dimethyltryptamine (5-MeO-DMT) in a naturalistic setting is related to sustained enhancement of satisfaction with life

5-MeO-DMT , naturalistic , psychopathological

Microdosing psychedelics: More questions than answers? An overview and suggestions for future research

Microdosing

Psilocybin induces acute and persisting alterations in immune status and the stress response in healthy volunteers

Psilocybin , Stress , immune

Trait mindfulness and personality characteristics in a microdosing ADHD sample: a naturalistic prospective survey study

survey , ADHD , mindfulness

A low dose of lysergic acid diethylamide decreases pain perception in healthy volunteers

Low Dose , LSD , Pain

Psychedelics for depression: from neurobiology to treatment

Psychedelics , Depression

Sub-acute and long-term effects of ayahuasca on affect and cognitive thinking style and their association with ego dissolution

ego dissolution , cognitive , Ayahuasca

The use patterns of novel psychedelics: experiential fingerprints of substituted phenethylamines, tryptamines and lysergamides

Me, myself, bye: regional alterations in glutamate and the experience of ego dissolution with psilocybin

Glutamate , Psilocybin

Cannabis Research

Intoxication by a synthetic cannabinoid (JWH-018) causes cognitive and psychomotor impairment in recreational cannabis users

Cognition , Psychomotor , Cannabis

Cannabis induced increase in striatal glutamate associated with loss of functional corticostriatal connectivity

Glutamate , Functional Connectivity , Cannabis

Neurocognitive performance during acute THC intoxication in heavy and occasional cannabis users

Cannabis increases susceptibility to false memory

Memory , Cannabis

High-Potency Marijuana Impairs Executive Function and Inhibitory Motor Control

Neurophysiological functioning of occasional and heavy cannabis users during THC intoxication

Medicinal Δ9-tetrahydrocannabinol (dronabinol) impairs on-the-road driving performance of occasional and heavy cannabis users but is not detected in Standard Field Sobriety Tests

Cannabis , dronabinol , driving

Rivastigmine but not vardenafil reverses cannabis-induced impairment of verbal memory in healthy humans

Cognition and motor control as a function of
9-THC concentration in serum and oral fluid: Limits of impairment

Cannabis , driving

Cannabis , XR

The why behind the high: determinants of neurocognition during acute cannabis exposure

Cannabis , review

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These are the best graduate school programs in Wisconsin, according to U.S. News & World

Top graduate schools in Wisconsin landed on the latest U.S. News & World Report list ranking more than 2,000 programs across the country. U.S. News & World Report published its 2024-'25 report in April, ranking graduate programs in business, education, law and nursing, among other fields.

University of Wisconsin-Madison's the School of Education tied for first overall with Teacher's College, Columbia University, according the report. That's up from third overall and second among public universities last year.

Several of Marquette University's graduate programs moved up on the list, including the master's program in the College of Nursing, which moved up from 66 to 58.

Schools were evaluated based on expert opinion and statistical data measuring the quality of the school's faculty, research and post-graduate outcomes. You can find the full list on the U.S. News website for graduate rankings on their website www.usnews.com/best-graduate-schools .

Top business graduate programs in Wisconsin:

• University of Wisconsin-Madison: #43

Top law graduate programs in Wisconsin:

• University of Wisconsin-Madison: #36 (tie)
• Marquette University: #68 (tie)

Top nursing graduate programs in Wisconsin:

• Marquette University: #58 (tie)
• University of Wisconsin-Milwaukee: #82 (tie)
• University of Wisconsin-Eau Claire: #107 (tie)
• University of Wisconsin- Oshkosh: #118
• Alverno College: #119 (tie)
• Milwaukee School of Engineering: #153-169

Top medical graduate programs in Wisconsin:

• University of Wisconsin-Madison: #35 (tie)

Top education graduate programs in Wisconsin:

• University of Wisconsin-Madison: #1 (tie)
• University of Wisconsin-Milwaukee: #169 (tie)
• Marquette University: #192

Top Engineering graduate programs in Wisconsin:

• University of Wisconsin-Madison: #27 (tie)
• Marquette University: #142 (tie)
• University of Wisconsin-Milwaukee: #177 (tie)

RELATED: Here's how Wisconsin universities ranked in the 2024 Best Colleges list

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Michael Ryan, MD, and Colleagues Receive Ilene B. Harris Legacy Research Fund Award

April 16, 2024 by [email protected]

Michael Ryan, MD, MEHP

Michael Ryan, MD, MEHP, director of the School of Medicine Center for Excellence in Education, associate dean for assessment, evaluation and scholarship, and professor of pediatrics, received the Ilene B. Harris Legacy Research Fund award for medical education scholarship.

Dr. Ryan will serve as co-principal investigator for a multi-institutional, one-year study, starting July 1, 2024, that will use focused ethnography to explore competency decisions in medical school. Dr. Ryan’s research project was the only research project funded out of 35 grant proposals submitted.

The goal of Dr. Ryan’s project is to produce an ethnographic description of the approaches used by six innovative medical schools to render consensus-based competency judgements on medical students. This work will help support Dr. Ryan’s PhD dissertation related to competency-based decisions in the medical student population and will aim to inform future study and innovation to further advance competency-based medical education across the continuum of training.

Dr. Ryan and Alexandra Vinson, PhD, from the University of Michigan, will serve as co-PIs for the study. Additional team members include:

• Elizabeth Bradley, PhD, and Andrew Parsons, MD, University of Virginia
• Sally Santen, MD, PhD; Matthew Kelleher, MD, MEd; and Dan Schumacher, MD, MEd, PhD, University of Cincinnati
• Rachel Stork Poeppleman, MD, MHPE, University of Minnesota
• Anita Shelgikar, MD, MHPE, University of Michigan
• Christina Vitto, MD, Virginia Commonwealth University
• Logan Jones, MD, Oregon Health & Science University
• Plilar Ortega, MD, MGM, Accreditation Council for Graduate Medical Education
• Pim Teunissen, MD, PhD, Maastricht University (Netherlands)

The goal of the Ilene B. Harris Legacy Research Fund, administered by the University of Illinois Chicago, is to further the mission of medical education by supporting health professions education research projects that address important problems or questions in health professions in ways that advance innovation and/or methodological approaches.

Congratulations to Dr. Ryan and his colleagues for their outstanding work in medical education.

Filed Under: Education , Honors & Awards

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