Building a teaching-research nexus in a research intensive university

Rejuvenating the recruitment and training of the clinician scientist

Diann S. Eley*, David Wilkinson

*Corresponding author for this work

Research output: Contribution to journalArticle

10 Citations (Scopus)


Background: The continuing decline in clinician scientists is a global concern. This paper reports on a two-fold rationale to address this decline by increasing the number of students on a formal pathway to an academic research career, and building a 'teaching-research nexus' using the research intensive environment at our University. Methods: The University of Queensland has implemented a research intensive program, the Clinician Scientist Track (CST), for a select cohort of students to pursue a part time research Masters degree alongside their full time medical degree. To this end, the support of clinical academics and the research community was vital to achieve a 'teaching-research-clinical nexus' most appropriate for nurturing future Clinician Scientists. Results: In three years, the CST has 42 enrolled research Masters' students with the majority (90) upgrading to a PhD. Research represents 33 different areas and over 25 research groups/centres across this University and internationally. Conclusions: Other research intensive institutions may similarly build their 'teaching-research nexus' by purposeful engagement between their medical school and research community. The CST offers a feasible opportunity for outstanding students to build their own 'field of dreams' through an early start to their research career while achieving a common goal of rejuvenating the ethos of the clinician scientist.

Original languageEnglish
Pages (from-to)174-180
Number of pages7
JournalMedical teacher
Issue number2
Publication statusPublished - 1 Feb 2015

Fingerprint Dive into the research topics of 'Building a teaching-research nexus in a research intensive university: Rejuvenating the recruitment and training of the clinician scientist'. Together they form a unique fingerprint.

Cite this