Doctoral Education: A model of problem-based learning

Doctoral education covers the “third cycle” of degrees following the bachelor’s and the master’s degree. The education of researchers is necessary for developing music therapy as a scientific discipline and calls for a certain research culture that not only brings knowledge on research, but involves collaboration with peers and opens the doors to an academic discipline. The training must bring forth doctorateness and follow standards for doctoral degrees. This chapter will describe the standards for doctoral degrees in music therapy and further argue for learning communities with an integration of science and practice. This leads to a description of the principles of problem-based learning as a social constructive approach, problematization, self-directed learning and learning community. The chapter is concluded with an example of a model of doctoral education, the Aalborg model, where the coursework, supervision, and curriculum is based on problem-based learning.

About the book: 'International Perspectives in Music Therapy Education and Training: Adapting to a Changing World,' the first anthology of its kind, edited by Professor Karen Goodman, brings noted educators from Brazil, Canada, Denmark, Finland, India, Ireland, Israel, Korea, Norway, the United Kingdom and the United States together to speak to the challenge to adapt in ways, both small and large, that affect music therapy education and training. Divided into three parts, chapters interrelate to consider program design, multicultural identity and the ongoing and emerging needs of a discipline. The book is an unparalleled resource for academic advisors, prospective and current educators, clinical supervisors, clinicians and students of music therapy.