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Methods The Taskforce on Training conducted a survey of 35 Wellcome Trust funded PhD students and 10 programme administrators to evaluate the provision of training in eight key areas. This survey examined a number of issues, such as availability and knowledge of training, potential gaps in training, and the perceived usefulness of training. Results PhD students reported that training was generally useful and viewed as important; with technical training being particularly highly valued. However, the survey identified that students desired additional training in project management and personal development. Surveying programme administrators highlighted the wide variety in training availability for students across different Wellcome Trust programmes currently running in the UK. Conclusion In response to these findings, several recommendations were suggested. Examples include; promotion of peer mentoring for PhD students, and alternative methods for delivery of wellbeing training. However, this report only explores the views of a small number of Wellcome Trust funded PhD students and would benefit from further research into the experiences of PhD students, programme administrators, and PhD supervisors.<\/ns4:p>","DOI":"10.12688\/wellcomeopenres.19561.4","type":"journal-article","created":{"date-parts":[[2024,9,3]],"date-time":"2024-09-03T09:10:11Z","timestamp":1725354611000},"page":"432","update-policy":"https:\/\/doi.org\/10.12688\/wellcomeopenres.crossmark-policy","source":"Crossref","is-referenced-by-count":1,"title":["A survey of the training experiences and needs on Wellcome Trust PhD programmes"],"prefix":"10.12688","volume":"8","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-7240-2138","authenticated-orcid":false,"given":"Charlotte","family":"Fawcett","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0500-1251","authenticated-orcid":false,"given":"Kathryn","family":"Sandilands","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-9056-670X","authenticated-orcid":false,"given":"Rispah","family":"Ng'ang'a","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"William","family":"Muasya","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-7793-6462","authenticated-orcid":false,"given":"Ieva","family":"Budriunaite","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-5410-7725","authenticated-orcid":false,"given":"Humma","family":"Andleeb","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-1945-3371","authenticated-orcid":false,"given":"Winfred","family":"Gatua","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Laetitia","family":"de Abreu Nunes","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8020-0787","authenticated-orcid":false,"given":"John","family":"Oketch","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0117-7241","authenticated-orcid":false,"given":"Giulia G.","family":"Piazza","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"2560","published-online":{"date-parts":[[2024,9,3]]},"reference":[{"key":"ref-17","doi-asserted-by":"publisher","first-page":"1444-1452","DOI":"10.1002\/2211-5463.12305","article-title":"A comparison of best practices for doctoral training in Europe and North America.","volume":"7","author":"J Barnett","year":"2017","journal-title":"FEBS Open Bio."},{"key":"ref-18","doi-asserted-by":"publisher","first-page":"468-483","DOI":"10.1080\/07294360.2018.1425979","article-title":"Psychological health of doctoral candidates, study-related challenges and perceived performance.","volume":"37","author":"K Barry","year":"2018","journal-title":"Higher Education Research and Development."},{"key":"ref-1","doi-asserted-by":"publisher","DOI":"10.3389\/feduc.2021.711619","article-title":"Post-COVID-19 adaptations; 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\n<i>Posted: 05 Dec 2023<\/i>; Thank you to the reviewer for your time and comments. We have found this very helpful and have made amendments to the article to address the minor improvements suggested in the peer review. The amendments are addressed in turn below: Unfortunately, we are unable to alter the colour scheme of the Mentimeter word clouds to clarify the designation of \u2018positive\u2019, \u2018negative\u2019, or \u2018neutral\u2019 submissions. As regards the interpretation of the relative size of the words represented in the word cloud, we have included some additional explanation indicating that an enlarged word within the cloud indicates repeated incidence in submissions and have contextualised this within the overall findings regarding the nature of the phrases submitted by students. We have also quantified the \u2018positive\u2019, \u2018negative\u2019, or \u2018neutral\u2019 responses for each word cloud within the report, as well as adding these quantifications to the Figshare collection. An additional citation has been included to enable ease of locating the student and administrator surveys in the Extended data files (Fawcett \n<i>et al., <\/i>2023b). Where appropriate, the word \u2018novel\u2019 has been omitted or altered to better reflect that the survey had not previously been piloted. This is further discussed within the article on page 14 under \u2018Other Considerations\u2019. We have clarified that the use of the Mentimeter word clouds were intended to provide overall impressions of student perspectives, while multiple-choice questions permitted more targeted enquiries and free-text responses were encouraged to allow students to elaborate on these issues. The ordering of questions and their different purposes have been added to the methods section to explain how gaps in training were identified from student responses. The response rate to the survey has been more prominently highlighted in the methods section of the article so as to provide context to the reader when approaching the results which follow. The total number of students contacted is now noted at this earlier stage. This is discussed in more detail in the section entitled \u2018Other Considerations\u2019 at the end of the article. Corrections have been made to Figure 6 and Figure 8. The axis of Figure 6 has been edited with a more appropriate title. Figure 8 has been updated to include the correct data and legend as described in the text. Both have been updated within the Extended Data files on Figshare, with the collection amended to reflect these changes also. The reviewer noted that there appeared to be a contradiction in the results regarding EDI training. This has been clarified within the article: two questions within the survey asked respondents to reflect on the usefulness of EDI training. In the first, respondents were asked about EDI training independently and half of those respondents submitted a \u2018non applicable\u2019 response, indicating that they had not undergone EDI training, while the remainder answered either \u2018extremely useful\u2019, \u2018somewhat useful\u2019, or \u2018neutral\u2019. In the second question, respondents were asked to compare different forms of training and rank them. No option of \u2018non applicable\u2019 was offered, which meant that EDI training was ranked as one of the least useful forms of training, though this may not represent the experiences of students who had actually undertaken EDI training. A citation for Figure 9 has been moved within the article to a more appropriate context where its results are specifically discussed. The phrase \u2018nearly universally\u2019 has been altered to better reflect the results. More references to the literature have been included, including Williams in the introduction, Meulenders in the results, and Wilson in the discussion. This should enhance the contextualisation of the findings within the article. A review of the discussion section better reflects the drawbacks and potential conflicts of responses. Comments regarding potential future research have been added to the section entitled Other Considerations to better reflect areas which might be improved through further investigation. As well as this, we have sought to contextualise the response rate more clearly in this section. We have also included an additional paragraph to highlight the potential differences between institutions and how this links administrator and student survey outputs, which we are unable to determine. A sentence was also added to the methods section to suggest that this research could act to pilot this questionnaire for future use.","URL":"https:\/\/wellcomeopenresearch.org\/articles\/8-432\/v4#referee-comment-5555","order":1,"name":"referee-comment-5555","label":"Referee Comment","group":{"name":"article-reports","label":"Article Reports"}},{"value":"10.21956\/wellcomeopenres.24818.r87382, Emma Flores, University of Michigan, Ann Arbor, Michigan, 31 Jul 2024, version 3, indexed","URL":"https:\/\/wellcomeopenresearch.org\/articles\/8-432\/v3#referee-response-87382","order":2,"name":"referee-response-87382","label":"Referee Report","group":{"name":"article-reports","label":"Article Reports"}},{"value":"10.21956\/wellcomeopenres.24818.r87383, Filomena Parada, CeiED, Interdisciplinary Research Centre for Education and Development, Lus\u00f3fona University, Lisbon, 16 Jul 2024, version 3, indexed","URL":"https:\/\/wellcomeopenresearch.org\/articles\/8-432\/v3#referee-response-87383","order":3,"name":"referee-response-87383","label":"Referee Report","group":{"name":"article-reports","label":"Article Reports"}},{"value":"This work was supported by Wellcome [221436]. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.","order":4,"name":"grant-information","label":"Grant Information"},{"value":"This is an open access article distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.","order":0,"name":"copyright-info","label":"Copyright"}]}}