Scientific training has its roots in the ancient world. From Aristotle’s natural philosophy to the modern biomedical research lab, science training has relied heavily on an apprenticeship model.
Senior scientists take promising young students into their labs and train them, hands-on, in the practical activities of research.
The assumption has always been that the aspiring scientist will ‘grow up’ to be like her mentor – running a lab of her own someday. And for a long time, that made sense.
Is it time to rethink the PhD process? Can we modernize scientific training to support the diverse interest of today’s scientists?