We are committed to the development of the next generation of biomedical scientists and research leaders. The close partnerships of King’s College London with outstanding Hospitals, Guy’s & St Thomas’ NHS Foundation Trust, King’s College Hospital NHS Foundation Trust, and South London and Maudsley NHS Foundation Trust, will ensure all students benefit from an understanding of the wider context of biomedical research, and produce scientists with a strong translational ethos.
The MRC DTP will:
Equip students with the intellectual and technical skills that are needed for the future of research, and complement this with key transferable skills (including public engagement, entrepreneurship and linking with industry)
Position students at the core of our scholarship in biomedical research, while delivering bespoke personal development to support the specific training needs of each individual
Ensure that students emerge from the programme as rigorous, well rounded and intellectually nimble scientists, prepared for their next career stage
Build a wider community of students that extends beyond the DTP through shared training and research activities
Programme Core (Year 1)
All students will undertake a common ‘Core Research Skills’ training programme. This will focus on quantitative (including statistical) skills, identified both internally and externally as a key gap in current provisions, but will also cover research ethics and integrity, critical interpretation of literature and related topics. Taught elements early in the course will be reinforced by more applied workshops through the year. The following are a few examples of skills workshops available, and the options are reviewed annually with staff and student input: Genetics/Genomics, Quantitative/Statistical Genetics, Biology & Ethics of Stems Cells, Optical Imaging, Mass Spectometry, Computational Biology, Flow Cytometry, Experimental Neuroscience, Animal Models & Behaviour, Electrophysiology, Medical Imaging Sciences.
PhD pathway students immediately begin research on their selected PhD project. Additionally they complete 3 compulsory workshops (Experimental Design, Critical Thinking, Research Ethics & Integrity) and 2 selected skills workshops in their first year.
The MRes in Biomedical and Translational Science programme is a 1-year full-time course, for those students that select the 1+3 pathway. The aims of this programme are to provide students with core skills to enable them to undertake high quality research and to critically appraise scientific literature.
All MRes students select 3 rotation research projects of 12 weeks each. One of these projects then provides for the basis of the PhD project. Students on the MRes/PhD pathway complete the 3 compulsory workshops (Experimental Design, Critical Thinking, Research Ethics & Integrity) and select 5 skills workshops in the first year.
The MRes consists of 5 Modules (Research Projects, Experimental Skills, and PhD Project Proposal). The Research Projects Modules are made up of 3 rotation laboratory projects which students select as they progress through the MRes. The Experimental Skills Module consists of short workshops of theoretical and practical training, and the PhD Project Proposal Module starts in July and is the student’s proposed PhD project.
The MRes is the foundation year within the 4-year PhD programme, it is not intended for the MRes to be undertaken as a stand-alone qualification. To progress onto the PhD phase of the programme a student must pass the MRes.
We also engage all students in skills to enhance career prospects and employability including entrepreneurship, business management, research ethics & integrity, and public engagement.
The training of PhD students in the DTP is designed to meet the ambitions of the “Statement of Expectations for Postgraduate Training” published by the Research Councils, British Heart Foundation, Cancer Research UK, and the Wellcome Trust. This statement defines expectations of the research organisation and also of students.
In essence the expectation is that we should provide exceptional training opportunities while students should manage and direct their research and, importantly, develop higher-level capabilities.
Researchers are expected to be supported to:
develop a wide range of professional knowledge and abilities to enable them to make the most of their high level research skills
contribute to society and the economy through successful careers in wide-ranging roles and across job sectors
This is encapsulated within the Vitae Researcher Development Framework (RDF). Vitae is an organisation that originated in training of doctoral candidates by the Research Councils. Vitae now supports the development of researchers at all stages of their career.