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Global leaders in health education

We're ranked 25th in the world for medicine (2023 QS World University Rankings by Subject)

We're ranked in the top 20 globally (2024 QS World University Rankings)

The Faculty of Medicine and Health is dedicated to understanding and solving the world's biggest healthcare challenges. We are world leaders in medical and health research. 

Undertaking a research degree in medicine and health at the University of Sydney is an opportunity to make a real difference in the health of individuals and communities around the world.

Our Doctor of Philosophy (PhD) will allow you to pursue innovative research across a number of areas in which the faculty has expertise.

You can complete the degree in up to four years (or four to eight years part-time) during which time, you will undertake research culminating in the submission of a thesis.

Subject areas

Shared pool, entry, fees, funding & how to apply, your entry requirements, english language proficiency.

For academic requirements check the ‘Admission requirements’ section on this page.

How to apply

Applications are open all year round.

Apply well in advance of your start date to allow for a timely response to your application and necessary visa and travel arrangements.

If your application cannot be processed in time, it will be considered for the next possible research period.

Please see our  'How to Apply' website  for detailed information. 

Separate  scholarship application deadlines  apply.

Starting date

Research Period 2: Start date 1 Mar Research Period 3: Start date 1 Jul Research Period 4: Start date 1 Oct Refer to  key research dates  on the `How to Apply' website.

Research areas

Our research is conducted with an emphasis on improving healthcare and health outcomes through innovative and translatable research in medicine and health.

Learn more about our research areas . 

Applying for admission

For detailed steps on how to apply, please visit our  how to apply for postgraduate research degrees website . 

Please note - Except for  RTP  and  UsydIS  scholarships for international students, you must complete a separate  scholarship application . These criteria constitute the minimum requirements for eligibility and do not guarantee admission.    

Admission requirements

To apply for a PhD, you need to demonstrate sufficient prior research experience and capability. In most cases, you will have either:

• a bachelor's degree with first or upper second class honours or
• a master's degree performed at a high academic standard, and which includes a substantial component of research
• an equivalent qualification that demonstrates research experience, excellence and capability.

These are the minimum requirements for eligibility but they do not guarantee admission. That remains at the discretion of the Associate Dean (Research Education) for the faculty.

Please refer to the  University of Sydney (Higher Degree by Research) Rule 2011   for full policy details.

Transfer from University of Sydney Master of Philosophy

Outstanding candidates who successfully complete one year full-time or equivalent part-time of the University of Sydney Master of Philosophy degree may apply for transfer into the Doctor of Philosophy and be granted credit for work already completed pending:

• approval from the supervisor and school 
• meeting all higher degree by research progression requirements
• providing evidence that their research is of a sufficient scope and depth to sustain a doctoral thesis.

Credit for previous study

For more information about the University’s credit policy, please see the  Credit for Previous Studies  page.

Careers & future study

Career pathways & prospects.

University of Sydney academics are leaders in their fields, publishing thousands of articles and books each year and collaborating with some of the brightest minds from around the world.

Our researchers

Our experts are the top of their fields

Graduate opportunities

PhD  - Through the completion of a PhD, students gain deeper understanding of a subject area and develop analytical, problem solving, communication and project management skills. These skills are highly valued by prospective employers. PhD graduates may pursue careers in industry, academia and research organisations.

Student profile: Higher degree research

Meet Michael Inskip

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PhD opportunities

The frontline of tomorrow’s health discoveries.

The University of Western Australia is one of the country’s most prestigious research-intensive universities, ranked in the world’s top 100 institutions and home to Nobel Prize winners Professors Barry Marshall and Robin Warren.

UWA’s Faculty of Health and Medical Sciences offers postgraduate research opportunities in a wide range of scientific and clinical disciplines to significantly benefit the health of Australian and international communities.

As a research-oriented faculty we aim to understand the cause of diseases and to develop new treatments and diagnostic techniques in a holistic approach to help maintain lifelong health.

Through the postgraduate research process, you will extend your understanding of a subject area and develop advanced analytical and project management skills, as well as the ability to work independently. Successful completion of a research degree indicates to a prospective employer that you have excellent project and personal management skills, and that you can think independently and critically, solve problems and communicate effectively.

Benefits of undertaking a postgraduate research degree:

• The challenge of independent research is personally rewarding
• Work with our world-class staff and gain networking opportunities that could lead to career possibilities around the world
• Experience a high rate of success in employment with your transferable skills

Areas of research priority

• Ageing and aged care  
• Antimicrobial resistance
• Arthritis and musculoskeletal conditions
• Cancer control
• Cardiovascular health
• Health security
• Indigenous health
• Injury prevention
• Maternal health in the first 200 days
• Mental health
• Obesity 

Higher Degree by Research opportunities and projects

Students who are interested in research projects should visit the Higher Degree by Research Application Portal  and browse the Project Opportunities section.

All current projects and their supervisors are available in this Portal. This includes PhD and Master by research projects and scholarships. You can search by research areas or a specific school, see available scholarships and contact prospective supervisors. You can also directly contact a potential supervisor using the discipline links (above). 

Explore some of our research projects

Population and global health.

The research strengths of the School of Population and Global Health (PDF 1.6MB) include a strong evidence-based approach to services and health program evaluation, and have a proven record of achievement in preventative, clinical and occupational epidemiology. 

Their research areas are diverse, and can include cardiovascular disease epidemiology, global environment and health, vulnerable groups, and rural health. 

Medical Research 

Medical research is undertaken at the Telethon Kids Institute which is based within the Perth Children’s Hospital. It is one of the largest, and most successful medical research institutes in Australia.

Areas of research include brain and behaviour, chronic and severe diseases, and early environment. 

National Centre of Asbestos Related Diseases (NCARD)

NCARD leads innovation and discovery to improve the lives of people affected by asbestos related disease. We have excellent PhD project opportunities that are supported by outstanding supervisors. In collaboration with the Harry Perkins Institute of Medical Research, we are currently offering an exciting project focusing on  targeting the mesothelioma epigenome (PDF 532KB) to improve immunotherapy outcomes. 

A few of our projects

Mental illness and treatments

Translational research evaluating three interventions that overcome engagement barriers for people with mental illness

Resetting the tipping point Converting immune checkpoint non-responders into responders

This UWA project characterises the events that occur in cancers cured by immunotherapy using gene expression data to discover ways to reinforce those processes and increase cancer cure rates.

Asbestos Removalists Study

Asbestos removalists are at a high risk of asbestos exposure. This UWA project will involve recruiting asbestos removalists to assess their health now and in the future.

Postgraduate research scholarships

Professional courses in medicine, dentistry, pharmacy, podiatric medicine and social work are offered at postgraduate level. In addition to professional courses, we offer postgraduate coursework and research courses and training in a variety of disciplines.

UWA offers more than 150 postgraduate scholarships each year to domestic and international students to undertake a Doctor of Philosophy (PhD) or a Master of Philosophy (MPhil). PhDs and MPhils are programs of independent, supervised research assessed on the basis of a thesis and can be taken in any discipline for which appropriate supervision and resourcing are available.

The eligibility criteria and application process is the same for both degrees, with the PhD typically taking four years and the MPhil taking two years. The MPhil is a master’s by research degree.

International scholarships provide tuition fees, living allowances and in some cases, the Overseas Student Health Cover, while the domestic scholarships provide living allowances, as the Australian Government Research Training Program (RTP) already provides Fee Offset Scholarships to students successful in obtaining an offer to commence a PhD or an MPhil.

The Graduate Research School has rounds of international and domestic scholarship applications each year. Check the website for opening dates and application procedures, including access to the online application form.

Finding a supervisor

Supervisors advise, guide and provide constructive feedback in choosing a topic, designing a project, conducting the research, interpreting the findings and writing the dissertation.

Most postgraduate research students are supervised by two or more members of staff.

External supervisors are welcome additions. Generally, allocation of supervisors is a matter for individual negotiation between student and supervisor, and students are free to choose.

Make your choice with great care, as the effectiveness of the student/supervisor relationship has a major effect on your experience.

Health & Medicine

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Doctor of Philosophy (PhD)

Research health and medicine at anu.

The Australian National University provides PhD students with a vibrant research community and outstanding program support .  When selecting a research program, an institution's reputation is everything. ANU is one of the world's leading universities, and the smart choice for your research program.

As a PhD student you will work with increased independence, under the direction of a supervisory panel of experts in the field. Your research will make an original and important contribution to human knowledge, research and development.

What you will learn

The major component of a research program is a substantial written work known as a thesis, which investigates a particular subject or issue. As a research student, you will work with increased independence, under the direction of an academic supervisor or a supervisory panel of academic staff.

A PhD will normally take you between 2-4 years to complete.

Research topics

We have a wide range of potential research topics. They range from short-term PhB projects to year-long honours and graduate projects to three-year PhD projects.

What it's like to be a research student

Forensic scientist making a positive difference

"I didn't even know what a PhD was, let alone had the confidence to think that this was something I could undertake."

Read how Jodie became a Superstar of STEM

From the village to the lab

PhD student Thilaga Velusamy takes us on her journey from a small village in India, to research laboratories at the John Curtin School of Medical Research.

Take a journey with Thilaga

The MD with a PhD

Danielle Butler, MD, is now graduating as a different kind of doctor—“As my colleagues at the Research School of Population Health would say, now I’m actually a  real  doctor!” she laughs—with her roles as clinician and researcher proving mutually beneficial.

Read about Danielle's healthcare research

Honorable applicants

Doctor of Philosophy program you will be required to have completed at least a four-year Australian degree with first class honours or equivalent.

English language requirements

All applicants must meet the University’s English Language Admission Requirements for Students.

World class facilities

Students will have access to state-of-the-art facilities and support, including labs, computational services and recreation and relaxation rooms.

Researcher careers

The Doctor of Philosophy is your gateway to an academic or research career in health and medicine. In addition to academia, PhD graduates work in diverse fields within government, education, industry and media.

One grad's bumpy ride to a PhD

Fees & scholarships

Tuition fees: tuition fees, scholarships: scholarships.

ANU offers many scholarships both to overcome disadvantage and to recognise academic merit.

Browse all scholarships

• International

Understand the entry requirements

To be eligible to be considered for admission to a postgraduate research degree at ANU, you must hold:

• An Australian Bachelor degree with at least Second Class Honours - Upper (First Class Honours is often required) or its international equivalent, or
• Another degree with a significant research/thesis component that may be assessed as equivalent to paragraph (1), or
• A combination of qualifications, research publications and/or professional experience related to the field of study that may be assessed as equivalent to paragraph (1).

All applicants must meet the University's English Language Admission Requirements for students.  

Find an academic supervisor

Prospective research students first need to identify a research project and find an academic supervisor.

Review the  fields of research  we offer and contact the academic convenor for advice about potential projects, supervisors, and the pre-application process. The  ANU Researchers  website is also a good place to start looking for a supervisor.

Email your academic supervisor directly to enquire about projects and supervision. Your email should outline the reason(s) why you are attracted to their field of research, the type of research you would like to pursue and a summary of your academic qualifications and research experience. You may also submit a short research proposal, however, this is not mandatory at this point.

The academic supervisor may contact you to discuss your research proposal and possibly other projects, or they may forward your email to other staff in the research school / centre.

Once an academic supervisor has been confirmed to support your application you may proceed to step three.

If you are not sure which area of research or supervisor matches your interest please complete an  expression of interest  and we will get in contact with you. Do not proceed to next step until advised.

Check available scholarships

ANU Colleges and individual research schools, offer a number of  scholarships  which are awarded on a merit basis. You can also talk to your academic supervisor about other sources of funding you might access to assist with living expenses and tuition fees.

Please note, international research scholarships are only awarded to outstanding students and are extremely competitive. Domestic students should be aware that if you are applying for mid-year entry your chances of obtaining scholarship funding may be greatly diminished.

Scholarship applications are included in the program application process, step four.

Submit your application

Applicants should  apply online . Application for admission to a higher degree by research and scholarship is combined in the single application. All applications must include a research proposal, at least 2 referee reports and clear colour copies of your academic transcripts and graduation certificates. 

Ask your referees to complete the  referee report form  and submit directly to ANU.

Applicants should  apply online . Application for admission to a higher degree by research and scholarship is combined in the single application. A one page research proposal and three academic referee reports also need to be included. Ask your referees to complete the  referee report form  and submit directly to ANU.

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Find the right supervisor and project for you.

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Updated:   7 March 2023 / Responsible Officer:   Science Web / Page Contact:   Science Web

Apply for Doctor of Philosophy - Public Health

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Public Health

Doctorate by research.

• Qualification Doctor of Philosophy - Public Health

The Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS) Code indicates a registered program offered to international students studying in Australia on student visas.

The Curtin campuses or teaching locations where units of this course are offered.

As a doctoral research degree candidate, you will uncover new knowledge either by the discovery of new facts, the formulation of theories or the innovative reinterpretation of known data and established ideas. Your research will use an in-depth understanding of theories and concepts to develop practical solutions for real-world problems.

A higher degree by research differs from other postgraduate degrees in that at least two-thirds of the study program must involve research. Although some coursework units may be required, the main part of your work will be in the form of a thesis written under the guidance of a supervisor and associate supervisor(s). Your thesis must, in the opinion of the examiners, be a substantial original contribution to the knowledge or understanding of any field through the discovery of new facts, the formulation of theories or the innovative reinterpretation of known data and established ideas. It must also demonstrate your capacity to conceive, design and complete independent research.

Throughout your studies, our faculties will provide you with access to equipment and resources to support your research, and financial assistance to attend appropriate local and international conferences.

Please refer to the handbook for additional course overview information. 

Why research at Curtin

Curtin is widely recognised for applied research firmly focused on solving real-world problems. Underpinning our research endeavours are strong partnerships with industry, business and government, which result in outcomes that greatly benefit the broader community locally, nationally and globally. Our international reputation for being a strong partner in industry-driven research ensures our graduates enjoy outstanding opportunities to become innovators in their fields.

What you'll learn

• demonstrate expert understanding of theoretical knowledge and to reflect critically on that knowledge and their practice
• think critically, evaluate existing knowledge and ideas, undertake systematic investigation and reflect on theory and practice to generate original knowledge
• apply expert creative, technical and professional skills to the field of work or learning
• explain and critique theoretical propositions, methodologies and conclusions
• present a complex investigation of originality or original research for external examination against international standards
• communicate complex research concepts, plans and outcomes to the general community, peers and the national and international research community
• design, implement, analyse, theorise and communicate research that makes a significant and original contribution to knowledge and/or professional practice

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For invitations to events, study tips and info on navigating your way to uni, join the Curtin community.

Professional recognition

Depending on your area of speciality, you may be eligible for membership of various professional organisations upon graduation.

Admission criteria

What you need in order to get into this course. There are different pathway options depending on your level of work and education experience.

Entry requirements for Australian and New Zealand students

Applicants are required to demonstrate a capacity to carry out independent research and have adequate training and ability to pursue the proposed research course. Generally, this may be a master degree or bachelor degree with first or upper second class honours. See the Section 3.2.1 of the  HDR admission policy  for detailed information.

English requirements

Curtin requires all applicants to demonstrate proficiency in English. Specific English requirements for this course are outlined in the IELTS table below.

You may demonstrate English proficiency using the following tests and qualifications .

IELTS Academic (International English Language Testing System)

Overall band score

Use your experience to get credit towards your degree

Finish your course sooner with credit for your previous study or work experience.

Fees and charges

Fee information is not available for this course at this time. Find estimated course fees .

Looking for more detail on the course structure?

For start dates, please view the  academic calendar .

All endeavours are made to ensure location information for courses is up to date but please note they are subject to change.

The University reserves the right to withdraw any unit of study or program which it offers, to impose limitations on enrolment in any unit or program, and/or to vary arrangements for any program.

How to apply

Please review information on how to apply for the campus of your choice

• Curtin Perth

Please note that each campus has different application deadlines. View our application deadlines page for further information.

The offering information on this website applies only to future students. Current students should refer to faculty handbooks for current or past course information.

The information on this page may be subject to change. In particular, Curtin University may change the content, method or location of delivery or tuition fees of courses.

While Curtin uses reasonable efforts to ensure that the information provided on this page is accurate and up to date, errors and omissions sometimes occur. Curtin makes no warranty, representation or undertaking (expressed or implied) nor does it assume any legal liability (direct or indirect) for the accuracy, completeness or usefulness of any information.

View courses information disclaimer .

• Curtin course code:  DR-PUBHL
• CRICOS code:  044001B
• Last updated on:  30 August 2024

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Bachelor of Business Administration (BBA) Specialisations

Business specialisations available in the BBA:

• Accounting for Business Decisions Specialisation
• Business Law and Policy Specialisation
• Business Project Management Specialisation
• Business Strategy Specialisation
• Corporate Governance Specialisation
• Social Media and Digital Marketing Specialisation
• Event Management Specialisation
• Fashion Marketing Specialisation
• Information Systems in Business Specialisation
• International Management Specialisation
• Marketing Foundations Specialisation
• Property Investment Specialisation
• Public Relations Specialisation
• Small Business Start-Up Specialisation
• Social Leadership and Ethics Specialisation
• Taxation Law Specialisation
• The Business of Advertising Specialisation
• Tourism and Hospitality Essentials Specialisation
• User Experience for Business Optimisation Specialisation
• Workforce Management Specialisation

Specialisations available from Humanities and Science:

• Actuarial Financial Mathematics Specialisation
• Advertising Design Specialisation
• Animation and Game Design Specialisation
• Anthropology and Sociology Specialisation
• Asian Studies Specialisation
• Chinese Language Specialisation
• Construction Management Specialisation
• Creative Writing Specialisation
• Design Thinking and Visual Communication Specialisation
• Designing Fashion Specialisation
• Digital Design Specialisation
• Digital and Social Media Specialisation
• English and Cultural Studies Specialisation
• Environmental Planning Specialisation
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• Fine Art Specialisation
• Geography Specialisation
• Graphic Design Specialisation
• Graphics Specialisation
• History Specialisation
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• Interior Architecture – Applied Interior Design Specialisation
• Interior Architecture Specialisation
• International Development Specialisation
• Journalism Specialisation
• Landscape and Natural Resource Management Specialisation
• Photography Specialisation
• Principles of Planning Specialisation
• Professional Writing Specialisation
• Screen Production Specialisation
• Social Inclusion and Equity Specialisation
• Social Justice Specialisation
• Surveying and Spatial Sciences Specialisation
• Theatre Arts Specialisation
• Urban Design and Planning Specialisation
• Web Media Specialisation
• Web Presence Specialisation

Bachelor of Commerce Specialisations

Business specialisations:

• Applied Finance Specialisation
• Banking Specialisation
• Employment Relations Specialisation
• Innovation and Entrepreneurship Specialisation
• Corporate Screen Production Specialisation

Bachelor of Innovation Specialisations

Specialisations available from Humanities, Science and the Centre for Aboriginal Studies:

• Biological Diversity Minor
• Climate Change Science Minor
• Environmental Management Minor
• Food Science Minor
• Forensic Studies Minor
• Geophysics Minor
• Geospatial Technology Minor
• Go Global – Internship Specialisation 1
• Go Practice – Internship Specialisation 1
• Indigenous Australian Cultural Studies Specialisation
• Landscape Restoration Minor
• Mapping and Land Planning Minor
• Metallurgy Minor
• Mining Minor
• Optimisation Minor
• Strategic Studies Specialisation

Domestic students

You are considered a domestic student if you are:

• a citizen of Australia or New Zealand
• a permanent resident of Australia
• an Australian Permanent Humanitarian visa holder

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PhD (Digital Health)

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Apply your advanced research skills to shape the future of digital healthcare. 

You're viewing program information for local students.

RMIT considers you a local student if you are:

• a citizen or permanent resident of Australia, or
• a New Zealand citizen, or
• a person seeking asylum who holds either a: Temporary Protection Visa (TPV), or Safe Haven Enterprise Visa (SHEV) or Bridging Visa E or Humanitarian Stay (Temporary) visa or Temporary Humanitarian Concern Visa.

Asylum seekers who reside in Australia and study onshore are required to pay international onshore tuition fees for higher education courses.

If you are unsure or hold a different visa type, please contact  Study@RMIT for more information.

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You're viewing program information for international students..

RMIT considers you an international student if you are:

• intending to study on a student visa, or
• not a citizen or permanent resident of Australia, or
• not a New Zealand citizen, or
• not a a person seeking asylum who holds either a: Temporary Protection Visa (TPV), or Safe Haven Enterprise Visa (SHEV) or Bridging Visa E or Humanitarian Stay (Temporary) visa or Temporary Humanitarian Concern Visa.

If you are unsure or  hold a different visa type, please contact  Study@RMIT for more information.

Not an international student?

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Research Training Scheme

See admissions

AU$36,480 (2025 annual)

Apply your advanced research skills to shape the future of digital healthcare.

Digital health research plays an important role in enhancing our knowledge of the application and impact of digital technologies in healthcare and medicine. The School of Health and Biomedical Sciences conducts discovery, translational and clinical research focused on healthy ageing and chronic diseases. 

This is an interdisciplinary course, focused on building the capacity for digitally enabled healthcare. Our digital health research interests encompass electronic health records, mobile health applications, wearable devices, virtual care, health informatics, artificial intelligence (AI) in healthcare and data analytics.

Why study digital health at RMIT?

Interdisciplinary networks.

Take advantage of interdisciplinary focused research with clinical and industry connections.

Practical applications

Gain the opportunity to help build the digital health capacity of the healthcare workforce.

Holistic approach

Enjoy a bench-to-bedside-to-community approach involving clinical, non-clinical, experimental and educational research.

How you will learn

Research at rmit, time spent on research.

Full-time candidates are expected to commit at least four days per week (or at least two days per week for part-time candidates) to their research. The academic year is 48 weeks.

Regular contact with your supervisor

A schedule of meetings with your supervisor/s must be established to assess progress against milestones and timely completion.

Resources, facilities and support

You will have access to the Learning Hub and other online and digital resources through the myRMIT student portal.

You will be part of an active research community and have access to resources and workshops to help you succeed.

School of Graduate Research

The School of Graduate Research works with Schools to further support candidates during their postgraduate research degree.

This course maintains strong local, national and international connections and collaborations with industry, including various health and medical sectors, the biotechnology and pharmaceutical industry, government and public health, hospitals and research institutes.

Many of the projects are conducted in collaboration with industry and industry partners. This broadens your knowledge and skill of the field, and can also unlock valuable interdisciplinary opportunities for the future.

Learning outcomes

The knowledge and skills you will acquire throughout this degree and how they can be applied in your career are described in the  learning outcomes .

Electives and course plan

You will complete this program under academic supervision.

The PhD program is structured to enable you to:

• complete a compulsory research methods course
• receive training in research integrity and ethics
• select studies in qualitative and quantitative research techniques
• complete a thesis/project which demonstrates your original contribution to the field and your ability to communicate complex or original research for peers and the community to an international standard

Research integrity modules

You are required to complete the online modules:

• Research integrity
• Copyright and intellectual property

Research methods for sciences

Research methods courses step you through the literature review and preparing your research proposal for confirmation of candidature. They are taught in large discipline groups.

You may need to complete an ethics module to ensure your research is ethical and responsible.

Research techniques

You may elect to take (where relevant) electives in qualitative or quantitative research techniques once data collection has begun. You can use your own data to explore different research analysis techniques. Your supervisor will help you decide when you should take these electives.

Co-curricular activities

You are encouraged to participate in activities offered with the university, college and school according to your needs and interests.

This PhD may be undertaken in a project, thesis by publication or thesis mode. Prospective candidates should discuss these modes of submission with their potential supervisor/s.

Course structure

Choose a plan below to find out more about the subjects you will study and the course structure.

*The maximum duration of the PhD program is 4 years full-time and 8 years part-time. However, candidates are expected to complete their program within 3-4 years full-time equivalent and 6-8 years part-time equivalent.

*The maximum duration of the PhD program is 4 years full-time. However, candidates are expected to complete their program within 3-4 years full-time equivalent.

Note: International student visa holders can only study full-time.

As a graduate, you will be highly sought after for a research or research-related career (including senior leadership and management positions) in various health and medical sectors, such as the biotechnology and pharmaceutical industry, government and public health, hospitals, universities and research institutes.

Expected career pathways for graduates of this degree include: 

• research and academic positions in universities, hospitals and research institutes
• pharmaceutical or biotechnology industry roles in research and development, data analysis, quality control, regulatory affairs, medical affairs or leadership and management
• government and public health careers, investigating public health issues, epidemiology, health policy and contributing to evidence-based decision-making.

Entry requirements and admissions

Minimum requirements for admission, prerequisites, selection tasks.

The minimum requirements for admission to a PhD program are:

• A bachelor's degree requiring at least four (4) years of full-time study in a relevant discipline awarded with honours. The degree should include a research component comprised of a thesis, other research projects or research methodology subjects that constitute at least 25% of a full-time academic year (or part-time equivalent). The applicant must have achieved at least a distinction average in the final year.  OR
• A master's degree that includes a research component comprised of at least 25% of a full-time academic year (or part-time equivalent) with an overall distinction average; OR 
• A master's degree without a research component with at least a high distinction average;  OR
• Evidence of appropriate academic qualifications and/or experience that satisfies the Associate Deputy Vice-Chancellor, Research Training and Development or nominee that the applicant has developed knowledge of the field of study or cognate field and the potential for research sufficient to undertake the proposed program.

At RMIT a grade of distinction represents academic achievement of 70% or higher and a high distinction is 80% or higher.

If you are a current master by research candidate, you are able to apply for a transfer to a doctor of philosophy program through the process prescribed in the  RMIT Higher Degree by Research policy .

There are no prerequisite subjects required for entry into this qualification.

These entrance requirements are the minimum academic standard you must meet in order to be eligible to apply for the program. You will need to complete a selection task as part of your application.

A selection process will be conducted in conjunction with the School and supervisors you nominate.

For further information on the steps you need to take to apply for a research program see  How to apply – Research programs .

English language requirements

Research proposal and supervisor.

You must attach a substantive research proposal that is 2 to 5 pages in length which articulates the intent, significance and originality of the proposed topic using the following headings:

a) title / topic b) research questions to be investigated in the context of existing research/literature in the area c) significance and impact of the research d) methodology / research tasks required to undertake the research e) particular needs (e.g. resources, facilities, fieldwork or equipment that are necessary for your proposed research program, if applicable).

Your application will not be considered if you have not discussed your research topic with a proposed senior and associate supervisor or joint senior supervisors. You must provide the names of the academic staff in the school you have applied to and with whom you have discussed your proposed research.

To study this course you will need to complete one of the following English proficiency tests:

• IELTS (Academic): minimum overall band of 6.5 (with no individual band below 6.0)
• TOEFL (Internet Based Test - IBT): minimum overall score of 79 (with minimum of 13 in Reading, 12 in Listening, 18 in Speaking and 21 in Writing)
• Pearson Test of English (Academic) (PTE (A)): minimum score of 58 (with no communication band less than 50)
• Cambridge English: Advanced (CAE): minimum of 176 with no less than 169 in any component.

For detailed information on English language requirements and other proficiency tests recognised by RMIT, visit  English language requirements and equivalency information .

Don't meet the English language test scores? Complete an English for Academic Purposes (EAP) Advanced Plus at  RMIT University Pathways (RMIT UP) .

You can gain entry to this program from a range of RMIT four-year  Bachelor and Honours degrees  or  Postgraduate  or Masters by Research programs.

Fee summary

Fee information for masters by research and doctorate (PhD) programs.

If you are an Australian citizen, Australian permanent resident or New Zealand citizen you may be eligible for a Research Training Scheme (RTS) place where your tuition costs are funded by the Commonwealth Government under the RTS and you have full exemption from tuition fees.

Acceptance in an RTS place is very competitive and places are granted on the condition that you meet annual progress requirements and complete within the allotted time for your program and your status as a part-time or full-time candidate.

This means a maximum of 2 years for a full-time Masters by Research or 4 years for a PhD (or the equivalent part-time).

Contact the School of Graduate Research for more information.

The  student services and amenities fee (SSAF)  is used to maintain and enhance services and amenities that improve your experience as an RMIT student.

In addition to the SSAF there may be  other expenses  associated with your program.

Income tax deductions

Candidates may be eligible to apply for income tax deductions for education expenses linked to their employment. See the  Australian Taxation Office (ATO) website  for more information.

RMIT awards more than 2000 scholarships every year to recognise academic achievement and assist students from a variety of backgrounds.

International applicants

• Fees information  for international candidates looking to study at RMIT's Melbourne campuses.
• PhD  and  masters by research  fees for international candidates studying offshore. 

Other costs

Important fee information.

Find out more details about  how fees are calculated  and the expected annual increase.

Applying for refunds

Find information on how to apply for a  refund  as a continuing international student.

Frequently Asked Questions (FAQs)

Looking for answers or more general information.

Use our Frequently Asked Questions to learn about the application process and its equity access schemes, find out how to accept or defer your offer or request a leave of absence, discover information about your fees, refunds and scholarships, and explore the various student support and advocacy services, as well as how to find out more about your preferred program, and more.

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RMIT University acknowledges the people of the Woi wurrung and Boon wurrung language groups of the eastern Kulin Nation on whose unceded lands we conduct the business of the University. RMIT University respectfully acknowledges their Ancestors and Elders, past and present. RMIT also acknowledges the Traditional Custodians and their Ancestors of the lands and waters across Australia where we conduct our business - Artwork 'Luwaytini' by Mark Cleaver, Palawa.

RMIT University acknowledges the people of the Woi wurrung and Boon wurrung language groups of the eastern Kulin Nation on whose unceded lands we conduct the business of the University. RMIT University respectfully acknowledges their Ancestors and Elders, past and present. RMIT also acknowledges the Traditional Custodians and their Ancestors of the lands and waters across Australia where we conduct our business.

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Students can undertake a Doctor of Philosophy (PhD) or a Masters of Philosophy (MPhil) through RSPH in research areas of anthropology, biostatistics, demography, epidemiology, sociology, or any combination of these.

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Melbourne School of Psychological Sciences

Mental Health PhD Program

A multidisciplinary PhD Program in Mental Health

This Program brings together graduate researchers addressing mental health from diverse disciplinary perspectives - psychiatry, psychology, epidemiology and community mental health, history and philosophy of psychiatry, general practice, paediatrics, psychiatric nursing and social work, among others. Launched in March 2018, the Program is a joint initiative of the University of Melbourne's School of Psychological Sciences, Centre for Mental Health and the Department of Psychiatry. These were joined in 2020 by the Centre for Youth Mental Health and the Florey Institute of Neuroscience & Mental Health.

Our goal is to provide all University of Melbourne PhD students researching mental health with a platform to connect, share and discover new disciplines so that they can become fully-rounded researchers who can approach the field of mental health from a multi-disciplinary perspective.

Host departments

The  Melbourne School of Psychological Sciences is one of the most highly regarded schools of psychology in Australia. The School attracts some of the best students nationally and internationally to its broad range of APAC-accredited undergraduate, graduate, professional and research programs. The School's teaching is underpinned by excellence in research across a range of fields, including cognitive and behavioural neuroscience, quantitative psychology, social psychology, developmental psychology and clinical science.

The  Centre for Mental Health is part of the Melbourne School of Population and Global Health and aims to improve mental health and mitigate the impact of mental illness at a population level. It does this through high-quality, collaborative, interdisciplinary research, academic teaching, professional and community education, and mental health system development. The Centre contributes to evidence-informed mental health policy and practice in Australia and internationally through the work of its three units:

• Global and Cultural Mental Health
• Mental Health Policy and Practice
• Population Mental Health.

The Centre's three units are involved in active and productive collaborations within the University and beyond. These relationships range from not-for-profit agencies like Mind Australia through to international NGOs such as the World Health Organization, and enables the translation of their research into policy and practice.

The   Department of Psychiatry is committed to the prevention of mental illness and improved quality of life for individuals affected by mental illness, both nationally and internationally. The Department has unique strengths around biological and translational psychiatry research which are internationally recognised. Together with clinical collaborations and involvement in mental health policy and practice, this provides a stimulating environment for learning and research training programs. Their research is driven by pure and applied questions that require cross-disciplinary approaches and partnerships with diverse community organisations - especially those effected with mental illness. The research informs our teaching and clinical training and engagement with the wider community.

The Centre for Youth Mental Health brings together the experience and expertise of world leaders in the field of youth mental health and has become an internationally renowned research centre in this field. The Centre focuses on understanding the biological, psychological and social factors that influence onset, remission and relapse of mental illnesses in young people. Its research findings are actively translated into improved policy, practice and training that inform the development of better interventions, treatments and service systems for young people at different stages of mental ill-health. The multidisciplinary nature of its research provides a diverse and stimulating environment for students. The local and international collaborations with other universities and research institutes link it with a broader research community, with unique global perspectives and the opportunity for an exciting exchange of ideas.

The Florey Institute of Neuroscience & Mental Health (The Florey) is the largest brain research group in the southern hemisphere and one of the world’s top brain research centres. It is an independent medical research institute with strong connections to other research groups, globally. Our scientists are found at three research facilities, one on the grounds of the University of Melbourne in Parkville, one in the adjacent Royal Melbourne Hospital and the other at Austin Health in Heidelberg.

Program activities

Mental health is a multidisciplinary, complex and rapidly growing research domain. Your years as a graduate researcher at the University of Melbourne are the perfect time for you to broaden your skill set, build your network and expand your understanding of this dynamic field. At the moment we have over 70 graduate researchers in our community who come from over a dozen different Centres and Schools within the University and we would love for you to join us!

Our online platform

In order for you to get to know others and learn from the MHPP community's wide variety of disciplines and expertise, we have an online platform with different channels offering a host of opportunities:

• PhD Progress and Professional Development Channel: Ask any questions  you might have about all aspects of your PhD, get peer support and develop your research skills by making the most of professional development opportunities such as online workshops and skills training.
• MHPP Events Channel: Find information here about the events organised by the Program , including social get-togethers, webinars and workshops.
• Members and Alumni Channel: Connect with your fellow PhD students across the many different institutes and schools represented in the Program, learn from alumni and build your research network.
• Items of Interest Channel: Be kept up to date about University of Melbourne events related to mental health and get invited to attend colloquium talks  by local and visiting experts across the different academic host units, offering unparalleled access to cutting-edge research in mental health.

And more…

In addition, you can also use the MHPP as a unique opportunity to expand your CV by working on your transferable skills and help run an event or become a Mental Health PhD Program Event Coordinator ( not mandatory ).

Program structure

Mhpp co-directors team.

“This PhD Program provides currently enrolled University of Melbourne PhD students working within the domain of mental health with the opportunity to become accomplished graduate researchers who are not only prepared to engage with their own discipline, but are equipped with the capacity to place their work in a broader multidisciplinary context within mental health.”

Centre for Mental Health, Melbourne School of Population and Global Health

“A PhD position is a big commitment and this program creates a platform to support a true cohort experience and provide a network of support, aimed to help PhD candidates working within the mental health domain through their doctorate and beyond.”

Department of Psychiatry, Melbourne Medical School

“Undertaking a PhD can be one of the most rewarding experiences in your life, yet sometimes, as one buries deeper into their topic, there is risk of feeling quite isolated and disconnected. The Mental Health PhD Program provides a wonderful opportunity to share the journey, connect with others with similar interests, and gain exposure to the broader mental health research landscape.”

Centre for Youth Mental Health

“The Mental Health PhD Program is a vibrant community of post-graduate students who share a common passion and interest in creating new knowledge in the field of mental health, but who come at this through different disciplines, lenses and research methodologies. This program provides a wonderful and unique opportunity for exposure to different ways of thinking about similar problems in a supportive, collaborative and engaging way.”

Florey Institute of Neuroscience & Mental Health

“To transform our understandings into mental health and metal ill-health, we really need multifaceted complimentary approaches that span preclinical tools to clinical approaches and services. This PhD Program provides a unique opportunity for students to be exposed to this breadth of multidisciplinary research that is available within Parkville and the University of Melbourne, and to share their PhD journey with a diverse cohort that will get them thinking about all the levels at which we need to tackle research in the mental health field.”

MHPP Operations Manager

The Mental Health PhD Program now has a wonderful Operations Manager: Brendan Pearl (Department of Psychiatry). Brendan is involved in the organisation, coordination and promotion of many of our great events.

MHPP Event Coordinators

The Mental Health PhD Program has a new online platform with a team of Event Coordinators. This is a team of current MHPP PhD students who help organise events and provide a true cohort experience.  The invaluable contributions of these wonderful MHPP members is what makes the Program truly great!

It is also a great way for members to work on their transferable skills, expand their CVs and create a vast multidisciplinary network with the University of Melbourne. If you would like to join the MHPP and are perhaps interested in taking on the role of Event Coordinator for some time during your PhD journey then please visit the application tab here . We would love to hear from you!

Florey Institute for Neuroscience and Mental Health

Centre for Mental Health

Department of General Practice

Melbourne Neuropsychiatry Centre, Department of Psychiatry

Department of Psychiatry

Please find below testimonials from some of our current graduate researchers about their experience of the Mental Health PhD Program.

If you are a mental health graduate researcher, this program is a fundamental building block to understanding how dynamic, complex, inspirational, positive and exciting the field of mental health can be.

Tam Dennis - Graduate Researcher at the Melbourne School of Psychological Sciences

I am very fortunate to be a part of this amazing community and highly recommend it for any PhD student in the area of mental health!

Kavisha Fernando - Graduate Researcher at the Department of Psychiatry

The Mental Health PhD Program (MHPP) is a wonderful program which promotes learning and professional development during your PhD journey.

Carra Simpson - Graduate Researcher at the Melbourne School of Psychological Sciences

What I like about the MHPP is that it provides a platform which is graduate-researcher driven and truly multidisciplinary; it provides opportunities for developing skills which we identify as useful and are above and beyond the scope of our individual departments.

Brendan Pearl - Graduate Researcher at the Department of Psychiatry

I recommend all students with a project related to mental health join the program, get involved and reap the benefits!

Hannah Savage -Graduate Researcher at the Department of Psychiatry

I highly recommend this program to any PhD students in the field of mental health research.

Phoebe Thomson - Graduate Researcher at the Department of Paediatrics

The Mental Health PhD Program creates an inspiring and supportive community of researchers who are united by a common passion for improving mental health and well-being.

Annai Charlton - Graduate Researcher at The Florey Institute of Neuroscience and Mental Health

The Mental Health PhD Program provides me with lots of different opportunities; networking, career development and the opportunity to ask experts from interdisciplinary fields for advice.

"The MHPP has helped me develop skills that I otherwise wouldn’t have developed, such as being able to communicate about research to people who work in related fields but use very different research techniques (animal work or qualitative research). It’s also a very social program, and I’ve met a lot of other very friendly PhD students. Being an off-campus PhD student, I sometimes felt a bit disconnected from the university, but this program has helped alleviate this feeling. The new online Teams platform is great, I get to check it whenever I want and there are optional events to join. I’ve found lots of them very useful and I ended spending about 1.5 hours a fortnight engaged with the program (5 minutes a day reading updates and chatting to other students and 1 hour attending an event such as an expert discussion, watching an interview or a coffee moment). I’m hoping to meet you soon and feel free to contact me if you have any questions!"

Yara Toenders - Graduate Researcher at the Centre for Youth Mental Health

Being a part of the MHPP community has been one of the best parts of my PhD.

Anna Ross, Graduate Researcher at the Centre for Mental Health, Melbourne School of Population and Global Health

How to apply?

The Mental Health PhD Program is offered by the University's School of Psychological Sciences, the Centre for Mental Health, the Department of Psychiatry, the Centre for Youth Mental Health and the Florey Institute of Neuroscience & Mental Health.

Graduate researchers at any stage of their PhD candidature and in any Department, Centre or School at the University of Melbourne are eligible to participate.

The Mental Health PhD Program is intended to be a supplement to the training graduate researchers receive in their home department. Program participants will remain enrolled in their current faculties and departments.

Eligibility

To be eligible, graduate researchers must be currently enrolled in a PhD, have their primary supervisor based at the University of Melbourne and be undertaking doctoral research on a topic related to mental health.

Prospective graduate researchers

If you are not currently enrolled, you will need to apply separately for entry to a PhD in a relevant field. This will generally involve finding an appropriate supervisor in a suitable academic Department, School or Faculty. Once you have commenced your mental health-related PhD course, you can then register to join the Mental Health PhD Program.

Check that you meet the University's eligibility and entry requirements to undertake a PhD, and find instructions on how to apply on MDHS' Graduate Research pages . You can also read more general information about the MDHS PhD course .

Applications

The application procedure is currently closed. Due to unforeseen technical issues, the opening for 2021 applications has unfortunately been delayed until February 8, 2020. Our apologies for any inconvenience.

Applications to join the Program can be submitted throughout the year and graduate researchers can join the Program at any time during their candidature.

If you meet the eligibility criteria and you are interested in meeting your peers from throughout the University of Melbourne and creating a more multidisciplinary understanding of mental health research then please apply below. We look forward to welcoming you to our community!

Apply for the Program

If you have any questions, please don’t hesitate to contact us .

Frequently Asked Questions

What will i get out of the program.

It has never been more important for PhD students to be strategic about career moves, build broad networks and master the right skills to get into their career of choice. The Mental Health PhD Program offers you a platform to:

• Increase your understanding of the multidisciplinary field of mental health
• Save you time finding support and learning about events and resources at the University of Melbourne
• Engage in professional development opportunities specific to the domain of mental health
• Expand your CV
• Present your work, to practice your conference talks or poster presentations
• Get access to extra professional development opportunities workshops, lectures and events that are organised within the University of Melbourne PhD Program Network and only advertised to PhD students who are enrolled in one of the University of Melbourne PhD Programs
• Socialise, share, reflect and learn with and from your peers.

What will the time investment be?

We understand that as a PhD student you have a busy schedule and often competing demands, so we have created an online platform that you can access when and where you like. As a member of the MHPP, we kindly ask you to meet the following time commitment of around three hours per month:

• A weekly active contribution to the online platform. This can be done by posting a question, sharing a tip with your peers, replying to a question posted by another member, liking a post, etc (5-10 minutes per week).
• Join our bi-weekly online events. We really encourage you to attend these live online events so you can ask any questions or join the discussion and share your expertise. That way we really can learn with and from each other. However, we understand you might not always be able to make it so we record most of our events so you can access them at a later point (one hour fortnightly).
• Read any emails you get from the MHPP carefully and reply promptly when needed.

Do I need formal approval from my supervisor to be part of the Mental Health PhD Program?

As of 2020, the Mental Health PhD Program has a new model and formal proof of approval from your Primary Supervisor is no longer required. However, we strongly encourage you to discuss your enrolment into this specific program, as well as your professional development in general, with your supervisor before signing up.

Does the Mental Health PhD Program offer PhD positions?

This multidisciplinary PhD Program is an academic and professional development initiative for currently-enrolled PhD students who are researching a topic within Mental Health. Therefore, this program does not directly enrol students.

Eligible students will need to apply separately for entry to a PhD in a relevant field. This will typically involve finding an appropriate supervisor in a suitable academic Department, School or Faculty. Once students have commenced their mental health-related PhD course, they can register to join the Mental Health PhD Program, which is intended to be a supplement to the training that students receive in their home department.

How can I unsubscribe?

If you need to terminate your enrolment you can do so by unsubscribing from the Mental Health PhD Program Newsletter.

Where can I go for further information?

Please email Anna Schroeder at [email protected] with any questions or feedback. I’d love to hear from you.

This interdisciplinary PhD Program provides participants with the opportunity to become accomplished graduate researchers who are not only prepared to engage with their own discipline, but are also equipped with the capacity to place their work in a broader multidisciplinary context within mental health, maximising their graduate career outcomes.

If you have any questions about the Program or our events, please contact the Program Coordinator Anna Schroeder at [email protected] .

Program Co-Directors

Professor Nick Haslam Melbourne School of Psychological Sciences

Professor Jane Pirkis Centre for Mental Health

Professor Chris Davey Department of Psychiatry

Associate Professor Kelly Allot Centre for Youth Mental Health

Professor Andrew Lawrence Florey Institute of Neuroscience & Mental Health

Operations Manager

Brendan Pearl Department of Psychiatry

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Doctor of Philosophy

Make a significant contribution to health promotion, public health, and health services by undertaking substantial and original research.

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Current Deakin Students

To access your official course details for the year you started your degree, please visit the  handbook

Course overview

Make a significant contribution to health promotion, public health, and health services by undertaking PhD research.

There are opportunities to commence PhD research in areas such as health promotion; health economics and program evaluation, health impact assessment; public health policy; rural health; health and the environment; social determinants of health; disability; social work; occupational therapy and community health.

You can also commence research in: health promotion; health education and advancement; public health policy; household ecology encompassing sustainability, decision making and community involvement; and social determinants of health with a focus on gender, ethnicity and inequality.

Deakin currently has around 1600 higher degree by research candidates – intelligent people making the most of our excellent facilities, partnerships, strategic research centres and excellent reputation.

Course information

2025 course information

The award conferred upon completion is recognised in the Australian Qualifications Framework at Level 10

Course structure

A Doctor of Philosophy is awarded for a substantial, original contribution to knowledge achieved in three years of full-time study (or six years of part-time study).

Students are required to meet the University's academic progress and conduct requirements .

Intakes by location

The availability of a course varies across locations and intakes. This means that a course offered in Trimester 1 may not be offered in the same location for Trimester 2 or 3. Check each intake for up-to-date information on when and where you can commence your studies.

HDR applications now open Applications for research degrees without scholarship may be made at any time. Commencement of research degrees is not confined to Deakin's trimesters.

Additional course information

Course duration

Course duration may be affected by delays in completing course requirements, such as accessing or completing work placements.

A full-time student is expected to commit 36 hours a week to their PhD program. A student is entitled to 20 working days annual leave from candidature on approval by their Principal Supervisor. Part-time is half the commitment.

Work experience

Career Pathway Placements (internships) with industry partners, are offered as an elective, to all domestic and international HDR students. The timing of a proposed placement should be discussed with the supervisory team, and approved by the School HDR Coordinator.

Entry requirements

Selection is based on a holistic consideration of your academic merit, work experience, likelihood of success, availability of places, participation requirements, regulatory requirements, and individual circumstances. You will need to meet the minimum academic and English language proficiency requirements to be considered for selection, but this does not guarantee admission.

Academic requirements

To be considered for selection into a Higher Degrees by Research (HDR) degree, you are required to have completed either:

• a research project in a related area including a thesis which is equivalent to at least 25% of a year's full-time study at Level 8 or 9 of the Australian Qualifications Framework with achievement of a grade for the project equivalent to a Deakin grade of 70% or equivalent
• a masters degree (research) in a related area

English language proficiency requirements

To meet the English language proficiency requirements of this course, you will need to demonstrate at least one of the following:

• bachelor degree from a recognised English-speaking country
• IELTS overall score of 7.0 (with no band score less than 6.5) in each component of test
• other evidence of English language proficiency ( learn more about other ways to satisfy the requirements )

Admissions information

Learn more about Deakin courses and how we compare to other universities when it comes to the quality of our teaching and learning.

Scholarship options

A Deakin scholarship could help you pay for your course fees, living costs and study materials. If you've got something special to offer Deakin - or maybe you just need a bit of extra support - we've got a scholarship opportunity for you. Search or browse through our scholarships

Get all the information you need to successfully apply for a Deakin research degree or PhD, including key dates, entry requirements, supporting documents and finding a research supervisor. We’re here to support you through the process.

Research Information

The Faculty of Health provides a range of higher degree by research programs at masters and doctorate level, including professional doctorates in the discipline of psychology.

The Faculty has affiliation with six of the University Strategic Research Centres, which work with national and international partners in health communities, business, industry and government to bring about evidence-based practical, equitable health outcomes globally, nationally and in local communities. The Centres are engaged in research programs related to patient care, patient safety, health services, mental health, psychiatric disorders, molecular medicine, immunology, neurosciences, public health research and evaluation, population health, human nutrition, physical activity and health, and social determinants of health and wellbeing.

Review details of research we are undertaking and the  Strategic Research Centre.

Contact information

Our friendly advisers are available to speak to you one-on-one about your study options, support services and how we can help you further your career.

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Professional recognition

Not applicable

Course learning outcomes

Deakin's graduate learning outcomes describe the knowledge and capabilities graduates can demonstrate at the completion of their course. These outcomes mean that regardless of the Deakin course you undertake, you can rest assured your degree will teach you the skills and professional attributes that employers value. They'll set you up to learn and work effectively in the future.

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• a resident or citizen of any other country, intending to study on a student visa.

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Doctor of Philosophy (PhD) in Health Emergencies and Health Security

Undertake a phd in health emergencies and health security.

Help society to prepare, respond and recover from natural and manmade hazards and disruptive events that produce new challenges for our health sector. 

Worldwide, health emergencies, including disaster events, novel disease outbreaks and deliberate attacks on communities, are challenging the capacity and capability of our health systems. Health security is an increasingly important focus for those charged with protecting our communities from the impact of these natural and man-made threats to health.

A PhD provides the opportunity to deepen specialised/advanced theoretical and practical knowledge and skills in disaster health management and/or health security, to apply these in a range of situations, and to contribute to the current and future development responses to health emergencies globally.

Research supervisors 

How to apply 

Enquire 

Doctor of Philosophy (Health Sciences)

Duration: 4  years

Delivery mode: In Person

Location: Bedford Park

CRICOS code:  106269A

Annual fees: 2025: $42,700

Further information on fees listed

Master of Science (Health Science)

Duration: 2  years

CRICOS code:  106280F

Doctor of Philosophy (Health Sciences) / Master of Business Administration (Future Business)

Duration: 5  years

CRICOS code: 113539C

Annual fees: 2025 MBA (Future Business): $42,700 2025 PhD (Health Sciences): $42,700

Why undertake a PhD in Health Emergencies and Health Security at Flinders

•  Join our highly collaborative research culture at the Torrens Resilience Initiative, working alongside and with highly qualified researchers and supervisors who are nationally and internationally recognised in the field of disaster management and health security.
• Influence and improve the nature and quality of prevention, management and response for health emergencies, using best available research evidence combined with professional practice knowledge and exposure to global expert networks.
• Integrate and apply the multidisciplinary skills and knowledge that are required to progress health policy, management and practice.
• Make an original, impactful and sustained contribution to knowledge in health policy, management and practice.
• Develop an advanced understanding of the socio-political and ethical challenges of health emergencies and health security policy, research and management.
• Benefit from access to global experts in a variety of sectors including public health.

PhD opportunities

There are a range of exciting PhD opportunities aligned to the Torrens Resilience Initiative (TRI), one of Australia’s longest-standing research institutes dedicated to disaster preparedness and management with research advancing the concept of resilience at a global level, helping organisations, communities and nations balance emergency preparedness and prevention, relief and recovery. The TRI is a World Health Organisation (WHO) Collaborating Centre for Mass Gatherings and Global Health Security.

Potential areas of research focus could be:

• World Health Emergencies
• Disaster health practice
• Health systems research; resilience and complex systems thinking
• Analysis of future risks and vulnerabilities;  improving national health security including mitigation, preparation and response capacities
• Chemical, biological and radio nuclear (CBRNe) emergencies preparedness and response
• Health at Mass Gatherings and in Crowded Places
• Prevention and response to Deliberate Events including terrorism
• Biosecurity and pandemic response
• Emergency and disaster management
• Environmental health and emergencies
• Health emergencies, Leadership , management and decision-making
• Humanitarian relief

Your career

Your research will have the potential to influence policy and practice in your field to deliver more successful outcomes and to perform advanced emergency management and response roles that apply to Australia’s disaster response in national and international settings.

Potential occupations include:

• Policy advisor (within government or international organisations)
• Research academic
• Emergency services leader
• Tertiary, community and public health
• Project manager

Potential employers include:

• Not-for-profit organisations
• Commercial industry
• Universities or research Institutes
• Health systems

Torrens Resilience Initiative

The Torrens Resilience Initiative (TRI) is one of Australia’s longest-standing research institutes dedicated to disaster preparedness and management. Our research is advancing the concept of resilience and helping organisations, communities and nations balance disaster preparedness and prevention, response and recovery.

Find out more

Potential research supervisors

Dr harriet whiley.

Learn what to prepare before approaching a potential research supervisor.

Ready to find the perfect supervisor for your research journey? Explore Research @ Flinders.

Find a supervisor

Get Inspired

Listen to our hdr supervisors talk about their research interests and opportunities for phd students.

Flinders University nutrition and dietetics alumnus and PhD candidate, Chad Han, shares his journey.

How to apply

Review the course rule

Check your eligibility

Find a research supervisor

Find out about scholarships and fees

Prepare your application

Enquire now

Review answers to regularly asked questions about applying for a higher degree by research (FAQs).

After reviewing the Study HDR web pages and FAQs above, if you still have questions that have not been answered, complete the form. You must provide details about the Reason for your enquiry in the text box 'Ask a question here’.  

For queries relating specifically to a project, direct your enquiry to the  College where you plan to study.

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PhD studies at Aarhus University

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PhD Course Management

Rules – resources – reflections - introductory phd-course for new phd students at school of culture and society.

ECTS: 1 Graduate school: Faculty of Arts Start date: 04/09/2024 Course leader: Jakob Bek-Thomsen Status: Course is open for application

Short description

Gsns onboarding programme – workshop: research integrity.

ECTS: 0.5 Graduate school: Faculty of Natural Sciences Start date: 18/09/2024 Course leader: Sututhi Perrananthasivam Status: Course is open for application

The aim of this workshop is to provide PhD students with an opportunity to reflect upon research integrity, responsible conduct of research, and freedom of research in relation to their own research. The course will enable them to understand and incorporate issues concerning research planning, data management, publication and communication, authorship and contributorship, collaboration, and conflicts of interests into their own research practices.

Research year: introduction course

ECTS: 0 Graduate school: Faculty of Health Start date: 24/09/2024 Course leader: Jasper Nijkamp Status: Course is open for application

The course is aimed to kickstart your research year, create a sense of community, and manage expectations. The course is coordinated by associate professor Jasper Nijkamp (IKM), in collaboration with the Selskab for Medicinsk Studenterforskning (SMS). There is no preparation or homework for students. You get no ECTS points for this course.

Monotheism in Antiquity: Masterclass with Guy Stroumsa

ECTS: 1 Graduate school: Faculty of Arts Start date: 24/09/2024 Course leader: Lars Albinus Status: Course is open for application

PhD course in Biomedical Innovation

ECTS: 7 Graduate school: Faculty of Health Start date: 25/09/2024 Course leader: Jane Palsgaard Pedersen Status: Course is open for application

6 full day presence with a mix of lectures and case studies based on real-life examples. The participants will be trained in various concepts on how to drive innovative research projects. This includes preparing and presenting an investor pitch as well as submitting a high-level business plan.  Part of the course will be home assignments – both as part of a group and individually.

Advanced Course in Written English - Online

ECTS: 2.5 Graduate school: Faculty of Health Start date: 01/10/2024 Course leader: Morten Pilegaard Status: Course is open for application

The aim of this course is to train the students’ general and disciplinary writing ability to enhance successful disciplinary writing in conformity with contextual/situational, discoursal and genre- and text-type conventions and requirements of written academic English in health sciences.

Artificial intelligence for scientific and academic writing

ECTS: 2.5 Graduate school: Faculty of Health Start date: 02/10/2024 Course leader: Morten Pilegaard Status: Course is open for application

This course aims to impart knowledge about and give participants an introduction to and practical experience using artificial intelligence (AI) tools to enhance their scientific and academic writing process.

Basic Biostatistics - part 2

ECTS: 3.9 Graduate school: Faculty of Health Start date: 02/10/2024 Course leader: Erik Thorlund Parner Status: Course is open for application

The course provides an introduction to more advanced statistical models and analyzes in medical research

AU Library Arts ph.d.-kursus om: Akademisk litteratursøgning, forsknings ophavsrettigheder, sikker datahåndtering, god citationspraksis

ECTS: 1 Graduate school: Faculty of Arts Start date: 02/10/2024 Course leader: Steen Hammershøy Andersen Status: Course is open for application

Preparing for Career Transitions

Graduate school: Faculty of Health Start date: 03/10/2024 Course leader: Vibeke Broe Status: Course is open for application

Half-way in your PhD, you now know what being a PhD student really is about. It is also a turning point where questions such as “what options do I have”, “how can I make the most of my doctoral degree” and  “how do I make a sensible choice for my future career “ may start to pop up and cause both excitement and concern. This workshop aims at giving you the tools to answer those questions and to support you in being able to make an informed choice for the next step in your career. In the workshop, you will consider 1. your professional development so far and whether there competences you would like to improve during your part b, and 2. How you can start preparing for the transition by building your network, understanding your options and increasing your awareness of what a “good” job/work life is to you.

Introduction to neurodegenerative diseases and disease models

ECTS: 8 Graduate school: Faculty of Health Start date: 07/10/2024 Course leader: Caroline Cristiano Real Gregório Status: Course is open for application

The main goal of this course is to make the students familiar with the most common neurodegenerative diseases, their investigative tools and disease models. This stand-alone course is not part of a specific study program. Any student with background in neurobiology can participate in the course.

Basic Course in Written English - Online

ECTS: 2.5 Graduate school: Faculty of Health Start date: 07/10/2024 Course leader: Morten Pilegaard Status: Course is open for application

The aim of this course is to impart knowledge about and give course participants an introduction to academic text production in English, applying textual and discourse strategies and methodologies in accordance with the current conventions of written academic English in health sciences.

From Gene to Function - Molecular Analysis of Disease Genes

ECTS: 3.6 Graduate school: Faculty of Health Start date: 07/10/2024 Course leader: Peter Bross Status: Course is open for application

Getting familiar with the theoretical background, the experimental methods, and interpretation of results in studies investigating consequences of mutations and molecular disease mechanism. 

Introductory course in questionnaire technique and clinimetrics

ECTS: 2 Graduate school: Faculty of Health Start date: 07/10/2024 Course leader: Henrik Hein Lauridsen Status: Course is open for application

The purpose of the course is to give participants an introduction to clinimetric testing of questionnaires.

Mindfulness Training for PhD students

Graduate school: Faculty of Natural Sciences Start date: 07/10/2024 Course leader: Sututhi Perrananthasivam Status: Course is open for application

How to Communicate your PhD research

ECTS: 0.8 Graduate school: Faculty of Health Start date: 08/10/2024 Course leader: Lise Wendel Eriksen Status: Course is open for application

The aim of the course is to ensure that the participants can convey and handle responsible research communication of their own PhD project. Through different media channels and via different presentations techniques, the participants will be able to explain and present complex research in an engaging and understandable way to an audience whether it be the general public, journalists, patients, students in a classroom or a foundation’s review committee.

Kend dit publikum — om at formidle forskning i samspil med journalistikken

ECTS: 2 Graduate school: Faculty of Arts Start date: 08/10/2024 Course leader: Lene Kühle Status: Course is open for application

GSNS Onboarding programme – workshop: Becoming a scientist

ECTS: 0.5 Graduate school: Faculty of Natural Sciences Start date: 10/10/2024 Course leader: Sututhi Perrananthasivam Status: Course is open for application

In this workshop, we make the objectives of the PhD education explicit and equip students with strategies and tools to develop as independent scientists. In session 1, we discuss the skills and competences of a PhD – and their importance to society. In session 2, students present their research projects in small, cross-departmental groups and for each project discuss the opportunities for developing independence. Session 3 has a focus on the collaboration with supervisors and presents ways to negotiate roles and address progression during the education.

Literature search in medical databases (Language English)

ECTS: 0.7 Graduate school: Faculty of Health Start date: 10/10/2024 Course leader: Annette Balle Sørensen Status: Course is open for application

To make the participants familiar with the most important medical databases, and enable them to perform qualified searches for relevant scholarly literature.  Furthermore, to make the participants aware of basic principles of research evaluation and different aspects related to research publication.

Transport Infrastructure in the Roman Near East: Roads, Forts, Caravanserais, and Harbours

ECTS: 1 Graduate school: Faculty of Arts Start date: 11/10/2024 Course leader: Rubina Raja Status: Course is open for application

ECTS: 2.5 Graduate school: Faculty of Health Start date: 17/10/2024 Course leader: Morten Pilegaard Status: Course is open for application

The Reflective Teacher

ECTS: 2.4 Graduate school: Faculty of Health Start date: 21/10/2024 Course leader: Peter Musaeus Status: Course is open for application

The course is designed as a blended learning approach with a combination of out-of-class online learning and in-class face-to-face teaching. It is estimated to last over six weeks (4x4 hours in-class seminars, approx. and approx. 8 hours structured asynchronous online learning activities). The activities will consist of a mix of reading materials, watching videos, producing texts and models, participating in individual as well as group activities in-class and out-of-class, developing lesson plan and teaching portfolio as well as giving peer-feedback. To complete the course and receive ECTS credit and diploma it is mandatory to be active online and complete all activities (including peer-feedback and portfolio) and respect the activity deadlines.

Advanced GIS in Health Sciences

ECTS: 5 Graduate school: Faculty of Health Start date: 21/10/2024 Course leader: Jibran Khan Status: Course is open for application

The course aims to

• Provide theoretical background of advanced spatial modelling, analyses and visualization
• Introduce participants to spatial programming
• Give participants hands-on experience in advanced spatial analyses and programming with focus on health-related exercises

Ideas in Practice: A Collaborative Experiment in Inventive Research

ECTS: 2 Graduate school: Faculty of Arts Start date: 21/10/2024 Course leader: Frederik Vejlin Status: Course is open for application

Getting the most out of your PhD – a career perspective

Graduate school: Faculty of Health Start date: 22/10/2024 Course leader: Vibeke Broe Status: Course is open for application

A PhD is a time to submerge into interesting research and exciting new contexts, but it is also a time to tend to your future career. Your PhD is a step towards your next job regardless of your professional background and your thoughts on career direction. This session will aim at encouraging you to build career management skills during your PhD: strengthen your knowledge and understanding of how adding a career perspective to your PhD is beneficial both for your professional development as a researcher and for ensuring that you have the skills, knowledge and experience necessary for your next career step, whatever that is.

Introduction to R

ECTS: 1 Graduate school: Course collaboration Start date: 22/10/2024 Course leader: Rodrigo Labouriau Status: Course is open for application

The aim of the course is to introduce the student to the basic use of the software R. The course is designed to build up the basic skills in R necessary for attending to the PhD course Basic Statistical Analysis.

Research Integrity and Ethics

ECTS: 2 Graduate school: Faculty of Arts Start date: 22/10/2024 Course leader: Jette Kofoed Status: Course is open for application

Systematic Literature Search (Research-year)

ECTS: 0.7 Graduate school: Faculty of Health Start date: 24/10/2024 Course leader: Janne Lytoft Simonsen Status: Course is open for application

To make the research year students familiar with the most important medical databases, and enable them to perform qualified searches for relevant scholarly literature. Participants will be introduced to systematic literature searching as well as citation searching and reference management.

Advanced course in Laboratory Animal Science

ECTS: 5 Graduate school: Faculty of Health Start date: 28/10/2024 Course leader: Martin K. Thomsen Status: Course is open for application

The aim of this course is to ensure participants are able to apply the Three Rs (reduce, replace, refine) effectively in the design of procedures and projects and make appropriate ethical and scientific judgments. The course is obligatory for persons who wish to achieve a personal license to independently plan, implement and take responsibility for the design and performance of animal experimentation within the European Union according to the EU Directive 2010/63/EU Article 23.2 and the Danish executive order 12 of 07/01/2016, §56.

Forskningstræning modul I Aarhus

ECTS: 0 Graduate school: Faculty of Health Start date: 28/10/2024 Course leader: Ole Schmeltz Søgaard Status: Course is open for application

Det samlede 20-dages varende forskningsmodul i speciallægeuddannelsen har til formål at opøve kompetence til at opsøge, vurdere og udvikle ny viden samt anvende denne viden til kritisk vurdering samt evaluering af etableret praksis. 

Science Writing and Communication

ECTS: 4 Graduate school: Course collaboration Start date: 28/10/2024 Course leader: Ashley Pearcy Buitenwerf Status: Course is open for application

The aim of this course is to: 1) Equip students with the tools they need to approach and deliver a high quality, high impact scientific paper, proposal or poster. 2) Give students a space for immediate and direct feedback to progress more rapidly with their active or developing manuscripts or proposals

Basic Statistical Analysis

ECTS: 4 Graduate school: Course collaboration Start date: 29/10/2024 Course leader: Rodrigo Labouriau Status: Course is open for application

The aim of the course is to introduce the PhD student to basic notions of statistical analysis and give an idea of a typical statistical modelling process.

Basic and practical course in quantitative immunoassays

ECTS: 2.2 Graduate school: Faculty of Health Start date: 30/10/2024 Course leader: Mette Bjerre Status: Course is open for application

The aim of the course is to give a practical and theoretical introduction to immunoassays with focus on quantitative assays (ELISA, TRIFMA). The course will give the participants skills to work with quantitative immunoassays in the laboratory and to troubleshoot in relation the daily routine work.

Introduction day, Graduate School of Natural Sciences

ECTS: 0 Graduate school: Faculty of Natural Sciences Start date: 30/10/2024 Course leader: Sututhi Perrananthasivam Status: Course is open for application

 Introduction event for all newly enrolled PhD students at Natural Sciences, Aarhus University.

GSNS Onboarding programme – workshop: Efficient writing for PhD students

ECTS: 0.5 Graduate school: Faculty of Natural Sciences Start date: 01/11/2024 Course leader: Sututhi Perrananthasivam Status: Course is open for application

At this course you will practice a number of writing tools that will make your daily writing practice more efficient.

Advanced course in questionnaire technique and clinimetrics

ECTS: 2 Graduate school: Faculty of Health Start date: 04/11/2024 Course leader: Henrik Hein Lauridsen Status: Course is open for application

The purpose of the course is to give participants in-depth knowledge of clinimetric testing of questionnaires and how to interpret relevant statistical output.

Basic Course in Written English

ECTS: 2.5 Graduate school: Faculty of Health Start date: 04/11/2024 Course leader: Morten Pilegaard Status: Course is open for application

Introduction MATLAB with examples from Health Science

ECTS: 4.2 Graduate school: Faculty of Health Start date: 04/11/2024 Course leader: Irene Klærke Mikkelsen Status: Course is open for application

The aim of the course is to provide participants basic understanding of the programming environment MATLAB. Enable participants to use built-in MATLAB functions and create own scripts and functions for data evaluation and visualization.

Advanced Course in Written English

ECTS: 2.5 Graduate school: Faculty of Health Start date: 05/11/2024 Course leader: Morten Pilegaard Status: Course is open for application

Analysis of variance and repeated measurements (4 + 2 days course)

ECTS: 2.4 Graduate school: Faculty of Health Start date: 05/11/2024 Course leader: Bo Martin Bibby Status: Course is open for application

To give the participants an introduction to Analysis of Variance with focus on repeated measures in experimental studies, and to enable the participants to choose a relevant statistical analysis of own data.

Retire statistical significance: a world beyond p<0.05

ECTS: 1.5 Graduate school: Faculty of Health Start date: 06/11/2024 Course leader: Morten Schmidt Status: Course is open for application

ECTS: 2.5 Graduate school: Faculty of Health Start date: 06/11/2024 Course leader: Morten Pilegaard Status: Course is open for application

Get ready to work with Biostatistics

ECTS: 1.9 Graduate school: Faculty of Health Start date: 07/11/2024 Course leader: Eva Greibe Status: Course is open for application

To achieve knowledge on data documentation, basic statistical tests and the assumptions for performing these tests.

Research year: peer-feedback

ECTS: 0 Graduate school: Faculty of Health Start date: 08/11/2024 Course leader: Jasper Nijkamp Status: Course is open for application

This peer-feedback course is only available for research year students. The course is focused on academic and personal development throughout the research year. Students will be put in groups of 4-5 students for the entire year. The groups will meet 4 times, and in the meetings each student will give a short presentation (5-10 minutes) to the group, followed by 20 minutes for feedback. Each group will also have a fixed mentor for the year, who will be responsible for guiding the process during the meetings.

Prepare yourself on the movement from a PhD in Health to a career in non-academia

ECTS: 4.5 Graduate school: Faculty of Health Start date: 11/11/2024 Course leader: Vibeke Broe Status: Course is open for application

To support PhD students in their career decision-making process by increasing their career awareness, and to prepare them for the transition between academia and industry/public sector jobs.

Introduction to register-based research

ECTS: 3.5 Graduate school: Faculty of Health Start date: 11/11/2024 Course leader: Julie Werenberg Dreier Status: Course is open for application

Participants will learn about key Danish national registers and how to use them for research purposes, through a combination of lectures, short research presentations with examples, discussions and exercises. This course will provide participants the necessary knowledge and skills to start their own research project based on national registers and cohorts.

Qualitative data analysis: Using NVivo

ECTS: 3.3 Graduate school: Faculty of Health Start date: 11/11/2024 Course leader: Annesofie Lunde Jensen Status: Course is open for application

The course aims to provide students with the skills necessary to critically use the qualitative software programme NVivo and to train the students in using NVivo to organise and analyse different types of qualitative data.

Epidemiology I - Basic Principles of Epidemiology

ECTS: 2.5 Graduate school: Faculty of Health Start date: 12/11/2024 Course leader: Bodil Hammer Bech Status: Course is open for application

Epidemiologic measures of occurrence and association, study designs - including macro-epidemiological, cross-sectional, case-control and cohort studies as well as experimental, randomized controlled trials - interpretation and inference, including random error, selection and information bias, confounding and effect modification. A specific session will deal with causation. Please see time schedule and teaching objectives for details.

Introduction to managing Research Data, FAIR principles, and Open Access

ECTS: 0.3 Graduate school: Faculty of Health Start date: 12/11/2024 Course leader: Anne Vils Møller Status: Course is open for application

Collecting, analyzing, storing and sharing data are central activities in research. Research Data Management (RDM) and FAIR (Findability, Accessibility, Interoperability, Reusability) principles are thus becoming increasingly important, and researchers are often required by institutions and funders to prepare a data management plan. Open Access (OA) publishing is another aspect related to sharing research output, which implies that scholarly publications are distributed online, free of any access barriers.

Quantitative text analysis for humanities scholars: A corpus-based approach to large-scale text analysis

ECTS: 3 Graduate school: Faculty of Arts Start date: 12/11/2024 Course leader: Ulf Dalvad Berthelsen Status: Course is open for application

Welcome to the PhD Course Management

Please make sure to keep your contact email updated so we can send you course information.

For more information regarding specific faculty course rules and regulations, please visit the following websites:

Graduate School, Arts - PhD Course information

Graduate School Health – PhD Course information

Graduate School of Natural Sciences – PhD Course information

Scientific courses at Graduate School of Natural Sciences

Graduate School of Technical Sciences – PhD Course information

Scientific courses at Graduate School of Technical Sciences

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New strategy against breast cancer wins 3 Minute Thesis

2024-08-28T16:00:00+10:00

Lilly Hatwell from the Faculty of Medicine & Health won the 2024 UNSW 3 Minute Thesis Competition.

Photo: Isabella Moore.

PhD candidate Lilly Hatwell’s presentation on breast cancer treatments targeting the androgen receptor has won the 3MT competition and inaugural UNSW Founders Award.

UNSW’s innovative and world-changing doctoral research was on display at the popular 3 Minute Thesis (3MT) final on Tuesday evening.

This year’s 18 contestants distilled their 100,000-word PhD theses into bite-sized three-minute talks, delivered in front of a packed audience at Leighton Hall in the John Niland Scientia Building.

Topics ranged from modifying food prices to help improve diets, to using AI to improve transport planning, and the 16 traits that make for a charismatic leader.

The winner of the $3000 top prize was Lilly Hatwell from the Garvan Institute of Medical Research and UNSW Medicine & Health. She delivered an engaging presentation on game-changing tactics against breast cancer.

“I am incredibly honoured and thrilled to have received first prize and the UNSW Founders Award. The quality and diversity of research across UNSW is inspiring and it is such an exciting event to be a part of,” Lilly said.

Lilly’s presentation spoke about the ‘hormonal tug of war’ in the fight against the most common form of breast cancer. The hormone estrogen is already known to promote the proliferation of cancer cells, and as such, most current strategies target the estrogen receptor. However, many patients develop resistance to this type of treatment.

Her thesis flips the focus and targets a different hormone receptor – the androgen receptor – using a drug that increases its expression. This approach helps the androgen receptor suppress the tumour and steals genes that the estrogen receptor needs to drive tumour growth. Her research combines this drug with clinically available targeted therapies to hopefully identify effective combinations.

Lilly was also presented with the inaugural UNSW Founders Award that recognises the best story deserving to win an award.

She will now go on to represent UNSW at the Asia-Pacific 3MT Finals at the University of Queensland, as well as the International Universitas 21 competitions.

UNSW Vice-Chancellor and President, Professor Attila Brungs, extended his praise to all the PhD researchers who presented.

“My congratulations go out to all 3MT finalists for their ongoing dedication to their fascinating research. Each finalist demonstrated the diverse and forward-thinking research that UNSW is renowned for, and I have been left feeling incredibly inspired,” Prof. Brungs said.

“Lilly Hatwell’s presentation on breast cancer treatments targeting the androgen receptor combined with patient specific treatments was outstanding. She displayed exceptional knowledge in her field of research and communicated it to the audience in a clear and engaging manner.”

This year’s 3MT judges included Director of Marinya Capital and newspaper proprietor John Fairfax AO; Director of the Museum of Contemporary Art, Suzanne Cotter; Co-founder of The Daily Aus, Zara Seidler; UNSW Vice-Chancellor and President, Attila Brungs; and UNSW Deputy Vice-Chancellor of Research and Enterprise Professor Bronwyn Fox.

Professor Jonathan Morris, UNSW’s Pro Vice-Chancellor, Research Training and Dean of Graduate Research, said the highlight of this year’s 3MT competition was seeing the University’s talented PhD candidates demonstrate their ability to communicate their world class research.  

“Our PhD candidates are engaged in high quality research and these presentations demonstrate the impact that their research has on society. The 3MT competition showcases their work in a really engaging and accessible way,” Prof. Morris said. 

“I want to congratulate all our outstanding finalists for their efforts. This competition is the highlight of the higher degree research calendar and it’s one of the University’s premier events because it showcases the people who carry out the research and the quality of their work.” 

3MT awardees

Milad Mousavi from the Faculty of Engineering took second place with his innovative research presentation, ‘The Invisible Guardian of the Underground Galaxy’. His research addresses the many lives lost in the mining sector and aims to use a digital invisible guardian to predict accidents.

Third place was awarded to Ellen Bowden-Reid from The Kirby Institute and UNSW Medicine & Health for her presentation on RNA vaccines: the secret weapon against pandemic viruses.

The audience voted for their favourite 3MT in the People’s Choice award, which was awarded to Sari Puspita Dewi from the Faculty of Arts, Design & Architecture for her presentation on why Indonesian translation of academic textbooks is confusing and how it can be fixed to improve learning.

Media enquiries

For enquiries about this story and interview requests please contact Yolande Hutchinson :

Tel: 0420 845 023 Email: [email protected]

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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

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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.

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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

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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 .

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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

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7 big issues at stake in the 2024 election

WASHINGTON — The policy contrasts between President Joe Biden and former President Donald Trump are sharpening as the general election campaign gets fully underway.

But what does the choice represent for ordinary voters and the economic and cultural issues they care about? A rematch between the Democratic incumbent and his Republican predecessor may feel uninspiring to many voters, but the policy stakes are enormous for tens of millions of Americans — and the world.

Here are seven big issues at stake in the 2024 election.

The contrast: Biden favors federal abortion protections; Trump opposes them. Trump supported nationwide restrictions on abortion as president but now downplays the need for a federal ban, as Republicans are divided over the issue. Biden does not support federal limits.

Biden has championed the Women’s Health Protection Act, a bill to protect abortion rights in all 50 states under federal law and prohibit medically unnecessary hurdles to accessing the procedure. He has asked voters to send him a Democratic Congress that supports legal abortion to achieve that.

Trump has boasted that he "broke Roe v. Wade" by picking three of the five Supreme Court justices who overturned it, delivering on a four-decade goal of the GOP. More recently, Trump has openly fretted that the backlash may cost him and his party the election. Last week, Trump said the issue should be left to states, a shift from his support for nationwide restrictions when he was president. His new stance has drawn pushback from GOP allies, like Sen. Lindsey Graham, of South Carolina , and anti-abortion-rights advocates, who say that he is wrong and that Republicans should not be deterred from their long-standing goal of enacting some nationwide abortion limits.

Some Republicans downplay the prospects of federal abortion restrictions’ passing Congress, even if they win full control. Biden and his allies are telling voters to look at the GOP’s long history of championing federal restrictions and not their recent rhetoric.

Immigration

The contrast: Trump has promised a sweeping crackdown on illegal immigration and tougher executive actions; Biden is asking Congress to give him more tools to manage an overwhelmed border and create new legal pathways to immigrate to the U.S.

Trump has called existing border laws an existential threat to the U.S., saying migrants are “ poisoning the blood of our country” and bringing new “ languages .” His campaign website says: “President Trump will shut down Biden’s border disaster. He will again end catch-and-release, restore Remain in Mexico , and eliminate asylum fraud. In cooperative states, President Trump will deputize the National Guard and local law enforcement to assist with rapidly removing illegal alien gang members and criminals.”

After having rescinded some of Trump's policies, Biden has recently shifted to support stricter immigration laws as the system remains overwhelmed. He championed a bipartisan bill to raise the bar for gaining asylum, grant more U.S. resources to process asylum claims and turn away migrants who do not qualify, and empower the president to temporarily shut down the border if migration levels hit certain triggers. (Republicans blocked the bill in the Senate amid lobbying by Trump , who wants to use the border as an election issue.) Biden has also endorsed the U.S. Citizenship Act , which would grant a pathway to citizenship for people in the U.S. illegally if they pass background checks and pay their taxes.

Fundamentally, Trump has aligned with forces who want less immigration into the country, while Biden has embraced the belief that immigrants make the U.S. better.

Health care and prescription drugs

The contrast: Biden wants to extend Affordable Care Act provisions and empower Medicare to negotiate more prescription drugs; Trump has aggressively criticized the ACA but not offered a health care plan.

Biden, who was vice president when the Affordable Care Act passed in 2010, sees it as a cherished achievement to protect and strengthen. The law, also known as "Obamacare," which has extended coverage to 45 million people through subsidies, insurance mandates and a Medicaid expansion, continues to face conservative opposition.

Separately, Biden has touted a provision in his party-line Inflation Reduction Act that empowers Medicare to negotiate lower prices for 10 prescription drugs. He said he wants to boost that to 50 if he is re-elected, with the goal of $200 billion in savings.

Trump spent his four years as president fighting unsuccessfully to repeal and unravel the law — through legislation and executive action and endorsing lawsuits to wipe it out. In November, Trump called for revisiting plans to "terminate" the ACA . He has recently sought to downplay that and insists he only wants to improve the law. But he has not offered a health care plan. Many of his GOP allies in Congress still favor repealing or undoing the ACA, including a budget by the Republican Study Committee, which boasts about 80% of the House GOP conference as members, including Speaker Mike Johnson, of Louisiana.

The contrast: Trump's 2017 tax cuts expire at the end of next year, and he has called for extending them; Biden has called for raising taxes on families earning over $400,000 to fund various priorities.

A series of Trump tax cuts, which Republicans passed on a party-line basis in 2017, expire at the end of 2025. Congress and the winner of the election will decide what happens to them.

In a recent private speech to wealthy donors, Trump s aid his policies include "extending the Trump tax cuts" if he is elected, according to a Trump campaign official. That would preserve lower rates across the income spectrum, with the biggest benefits for top earners.

Biden has attacked that law as a giveaway to the wealthiest Americans, vowing to make "big corporations and the very wealthy finally pay their fair share." He has backed a corporate tax rate hike from 21% to 28% and said that "nobody earning less than $400,000 will pay an additional penny in federal taxes." Biden is also calling for a $3,600-per-child tax cut for families, an $800 average tax break for "front-line workers" and a 25% minimum tax on billionaires, according to a newly released campaign plank.

The expiration of the Trump tax cuts will restore the unlimited federal deduction for state and local taxes, which Republicans had capped at $10,000 in the 2017 law. Republicans broadly support preserving the cap, with some exceptions, while most Democrats want to lift it.

Judges and the Supreme Court

The contrast: Their track records tell a clear story. Trump has picked young conservative judges to serve on the federal bench, while Biden has picked liberals with a focus on professional and personal diversity.

One of the clearest contrasts is what kinds of judges Trump and Biden would pick for lifetime appointments on the federal courts. A simple way for voters to think about it is whether they prefer new judges with the conservative views of Justice Neil Gorsuch, Trump's first Supreme Court pick, or with the liberal views of Justice Ketanji Brown Jackson, Biden's (so far only) high court pick.

As president, Trump nominated young conservative judges who will serve for generations. Biden has focused on finding judges with diverse backgrounds and résumés, including more civil rights lawyers and public defenders.

Perhaps the biggest question is whether a Supreme Court vacancy will open up in the next four years. The presidential election winner and the party that controls the Senate would fill it.

The contrast: Trump is pushing a 10% across-the-board tariff on imports; Biden's White House opposes that, saying it would raise inflation.

Trump, long a skeptic of U.S. trade deals, has proposed to impose a 10% tariff on all imported goods if he returns to the White House. He recently told Fox News that it could be 60% — or potentially “more than that” — on imports of Chinese goods.

Biden opposes that idea. In a memo over the weekend, the White House slammed the idea of "across-the-board tariffs that would raise taxes and prices by $1,500 per American family," without naming Trump; it referred to an estimate by the Center for American Progress, a liberal think tank, that Trump's 10% tax on imports could cost an average American household $1,500 per year.

Biden, instead, has sought to boost domestic manufacturing with major federal investments in semiconductors and electric vehicles.

Foreign policy and NATO

The contrast: Biden favors Ukraine aid, while Trump is skeptical of it; Biden supports NATO and a traditional view of American power, while Trump has criticized NATO and voiced some isolationist views.

The clearest example of the foreign policy differences between the two concerns the fate of Ukraine, which is running low on ammunition and says it needs U.S. assistance to continue holding off Russia’s aggression. Biden is an ardent proponent of helping Ukraine, while Trump has poured cold water on U.S. aid to Ukraine and successfully pressured House Republicans to block it since they took the majority in January 2023.

And that points to a deeper divide: Biden is an outspoken supporter of the NATO alliance as a bulwark against adversaries like Russia and China and of preserving the post-World War II order. Trump has dialed up his criticisms of NATO and aligned with a growing isolationist wing in the U.S. that wants to be less involved in global affairs. Trump recently said that as president, he “would encourage” Russia “to do whatever the hell they want” to member countries who are “delinquent” in their dues.

Sahil Kapur is a senior national political reporter for NBC News.

Choosing to pay bills over pricey dentist visits. Australians reveal toll of dental care neglect amid cost of living crisis

Topic: Cost of Living

Australians are less inclined to visit the dentist due to high costs. ( Supplied: RFDS )

Ayman Al Nabieh said he was forced to take out a high-interest loan to pay for his dental care.

He resorted to seeking treatment overseas for cheaper options, but the flights and associated costs were too high.

"This ordeal has been emotionally and financially draining," he shared with senators.

"I urge the government to address these issues promptly, making healthcare more accessible and affordable for all Australians," he said.

Taking care of dental health has become a luxury many Australians can no longer afford and some have shared their experiences with a Senate committee conducting an inquiry into the cost of living.

Sandra Kennedy said the soaring cost of living meant she couldn't afford to get essential dental work done.

Others chose to remain anonymous but called for more financial help to deal with the high costs associated with dental work.

I badly need a dentist but the out of pocket on health insurance is too much.

Everything goes on mortgage, petrol to get to work, electricity and food. We have had to stop physio, dentist and most medical.

Desperately need a dentist but cannot afford that at all. Doctor visits in my town cost $140 and there is no bulk billing.

— Name withheld

Include access to dental in Medibank refunds. People shouldn’t have to suffer in pain and agony for years. Cannot work, cannot socialise. Cost is therefore counter productive to society.

Dentists worry skipping out on essential oral care could mean a trip to the emergency room.

Research from the Australian Dental Association (ADA) found two-thirds of Australians don't visit the dentist yearly, due to affordability concerns. Up to 63 per cent cited high cost as the reason for delays.

The ADA's 2024 annual oral health survey of 25,000 people also found that only one-third of Australians went to the dentist for a regular check-up.

Many relied on public dental services, which have extensive waiting lists.

How long is the wait list for public dental?

Public dental waiting lists can vary significantly depending on location, specific procedures required, and the availability of resources. 

In Victoria, the average waiting time for community dental services was 16.7 months, with approximately 50 per cent of those on the list experiencing even longer waits, according to the ADA.

Data from the Australian Institute of Health and Wellbeing (AIHW) showed in 2021-2022, Tasmania experienced the longest wait times, at 1,281 days on the list, or about 3.5 years.

"Government funding for public dental care is inadequate to meet demand resulting in long wait times," ADA president Scott Davis said.

There can be even longer waiting times in rural and regional areas, where critical staffing shortages have significantly hindered access to care.

The lengthy wait times could make existing dental health issues worse and increase the likelihood of a patient needing emergency care. 

According to the ADA, 30 per cent of all public dental services required emergency treatments, which could have been avoided if proper routine maintenance or preventative care measures were taken.

Dental services can be funded privately or through public dental clinics based on eligibility.

But most dental care is not covered by Medicare.

Through government benefits, children can get Medicare bulk-billed dental services.

"Access to affordable and accessible dental care is also essential for ensuring that preventive measures are taken and potential issues are addressed early," Dr Daivs said.

Dentists raise concerns

Dental practices across Australia said they were concerned about cost of living pressures holding back patients from visiting a dentist regularly, according to a 2024 Dental Insights Report, by CommBank Health and the ADA.

The report found 83 per cent of dentists said they expected an increase in operating costs in 2024 due to financial pressures.

The ADA has been advocating for several reforms to improve the accessibility and affordability of dental care, including government funding for seniors and disadvantaged communities.

Dr Daivs said addressing the affordability of dental care requires a "multifaceted approach". 

"Potential solutions include governments directing more public funds to help low-income individuals and families afford dental treatment, thereby reducing demand for other and potentially more costly health interventions later," he said.

Marginalised communities bear the brunt

Rising costs of dental care can be the reason many communities, including marginalised and lower socio-economic communities, forgo dentist visits altogether. 

Poor oral health has also been linked to financially disadvantaged communities, making public dental health care an essential service for them.

According to a 2024 peer-reviewed study exploring experiences accessing dental health services, refugees often faced worse oral health outcomes than others.

These included periodontal diseases and dental decay. 

It found some of the reasons were due to language and cultural differences, institutional discrimination, and restricted use of dental health services.

Dr Davis said migrants, refugees, and asylum seekers may experience unique oral health challenges, but limited Australian data exists on how their oral health differs from other cohorts.

"Factors like previous access to fluoridated water, dental treatment, diet, and personal oral health management may significantly impact their care needs," Dr Davis said.

Earlier findings from Australia's National Study of Adult Oral Health showed immigrants in Australia experienced more difficulty finding adequate oral health services, compared with Australian-born populations.

The data was collected from 15,727 people between 2017 and 2018 using Australia's National Study of Oral Health (NSAOH).

It found about one in 10 people either born in Australia or overseas had not visited a dental practitioner in the last 5 years.

It also found up to 23 per cent of people who spoke a language other than English were more likely to use the public dental system than those who spoke English.

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