Training and Research

The PhD programme uses a system of Doctoral Credits (DCs) to quantify the overall workload associated with research, training, and teaching activities required for the completion of the degree.
One DC corresponds to 25 hours of work. PhD students are expected to complete 60 DCs per year (1,500 hours).
Within the overall workload, the programme allocates credits between research and training activities, ensuring that research accounts for 65–80% of the total commitment.
DCs may be earned through different types of activities, including:
• Disciplinary and multidisciplinary training;
• Transversal skills development;
• Extra-curricular educational activities (e.g., summer schools and PhD symposia);
• Dissemination of research results;
• Teaching and tutoring activities.
In agreement with their supervisors, PhD students define their individual training and research plan in a flexible manner, selecting activities and balancing commitments while complying with the annual requirements established by the Doctoral Board.
Credits are verified at the end of each academic year. Training activities and annual reporting are recorded through the University’s online tools.

• Doctoral Credit Allocation

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  Tables detailing the allocation of Doctoral Credits across training and research activities.

In the first year, research activities are carried out alongside the main supervisor, with the aim of acquiring core skills to: critically appraise scientific literature, formulate research questions, identify the most appropriate study designs, organise data collection and management, prepare statistical analysis plans, and interpret results while discussing their potential operational implications. At this stage, PhD students may also engage with additional projects and research groups through the national and international collaborations of the Doctoral Board.
Research activities are consistent with the programme’s research themes and may take place in different settings (e.g., experimental laboratories, clinical and healthcare units, outpatient clinics, hospital wards, community-based services, and bio-medical-legal facilities), adopting both multidisciplinary and interdisciplinary approaches. Each project is guided by a main supervisor and a co-supervisor, who support PhD students in developing the research protocol, implementing the planned activities, and enhancing research outputs, while fostering progressive scientific autonomy and the ability to propose analytical and experimental strategies.
Throughout the programme, PhD students strengthen their ability to interpret and critically evaluate scientific evidence according to standards recognised by the international academic community, also through active participation in team meetings, thematic seminars, and structured discussion sessions. Participation in national and international conferences is encouraged, including poster and oral presentations, as well as research periods at external institutions in Italy or abroad, identified in line with the objectives of each project.
Research activities are complemented by the development of transversal skills, including advanced use of English, the use of data analysis software, scientific writing, and the preparation of research proposals and funding applications. At the end of each year, PhD students present their activities, preliminary findings, and key bibliographic elements; discussion with the Doctoral Board and supervisors represents a valuable opportunity for assessment and guidance, supporting the iterative refinement of research hypotheses and subsequent project phases.
To promote interaction among PhD students and support the dissemination of research results, the programme fosters conference-style initiatives aimed at peer discussion and the development of scientific communication skills. These include the annual Learn & Share meeting, which provides a valuable opportunity for presentation practice, peer exchange, and constructive feedback. Finally, participation—especially by final-year PhD students—in university-wide initiatives such as the 3-Minute Thesis Competition (3MT) is encouraged.

• Learn&Share

  Annual event involving the PhD programmes of the Department of Medical and Surgical Sciences (DIMEC). It provides an opportunity for scientific exchange and professional development, aimed at highlighting the work of early-career researchers and strengthening the Department’s research community.

Research training for PhD students includes a selected set of disciplinary and multidisciplinary activities organised by the programme, integrated with the University-wide transversal training offer and additional educational opportunities available within the medical area. The overall aim is to ensure a solid methodological background consistent with the diversity of research projects, while supporting the progressive development of skills needed for independent research.
More specifically, the programme promotes targeted seminar-based training activities on methodological and clinical–applied topics relevant to the PhD research themes, with particular focus on design and statistical analysis of observational studies, systematic literature reviews, epidemiology and occupational medicine, clinical care pathways in oncohepatology, as well as principles of research ethics and bioethics.
The training pathway is further complemented by transversal skills activities organised by the University of Bologna, including research communication and valorisation, project management tools, open science and data management, as well as modules on data visualisation and scientific communication. Programme-level training is also supported by university-wide activities on workplace health and safety and on cross-cutting principles such as research ethics, integrity, and gender equality.
PhD students may also participate in seminars and educational initiatives promoted by medical-area departments, local IRCCS institutions, and centralised facilities such as the CRBA (https://centri.unibo.it/crba/it/agenda), as well as periodic meetings focused on competitive research funding opportunities (e.g., Horizon Europe, “life sciences”) organised by dedicated University services. Within a flexible framework, and subject to agreement with supervisors and the Doctoral Board, PhD students may also recognise relevant training activities offered by other medical-area PhD programmes and—when consistent with their research project—by broader educational initiatives available within the University.

At the beginning of their programme, PhD students are required to complete the mandatory training established by University regulations on:
• Occupational health and safety (Legislative Decree 81/2008);
• Personal data protection (EU Regulation 2016/679 – GDPR).
Both courses are delivered online through the University platform and must be accessed using institutional @unibo.it credentials. The data protection course must be completed within 60 days of enrolment.

• University information on mandatory safety and privacy training

The University offers PhD students a programme of training activities aimed at developing transferable skills for research and professional growth. These include scientific communication, project management, research valorisation, interdisciplinary collaboration, and academic leadership.
Activities include lectures, workshops, laboratories, and online courses (MOOCs). The annual schedule and registration are managed through the dedicated University platform. Completed activities are formally recorded in each student’s training record.

• Course catalogue and registration

The PhD programme allows and encourages doctoral students to engage in supplementary teaching and tutoring activities, in accordance with University and programme regulations. These activities must be authorised by the Doctoral Board and aligned with the student’s training pathway and research commitments.
Examples include supporting teaching in undergraduate and master’s courses, assisting with practical classes or laboratory sessions, contributing to seminars and interactive lessons, and providing guidance and mentoring to students. Such activities may not replace the formal teaching responsibilities of academic staff and must remain proportionate in time commitment so as not to interfere with research progress.
Teaching and tutoring experience also represents an important training opportunity, contributing to the development of transversal skills such as scientific communication, teamwork, and the management of educational activities. These activities may count towards the acquisition of DCs, according to the programme’s rules and procedures.