Cutting Edge: Promoting international collaboration and creativity in doctoral students
Figures
![](https://iiif.elifesciences.org/lax/26787%2Felife-26787-fig1-v1.tif/full/617,/0/default.jpg)
The components and strategies used in the course “Regenerative Medicine: Principles to Practice”.
(A) Schematic illustration of off-class online work and in-class learning sessions. (B) Learning strategies used in the course design.
![](https://iiif.elifesciences.org/lax/26787%2Felife-26787-fig2-v1.tif/full/617,/0/default.jpg)
Student evaluations of the effectiveness of the collaborative course.
(A) Students ranked the extent to which course components helped them develop creative research/scientific ideas on a scale from 1 to 6 (1=lowest, 6=highest). Mean rankings from students from both institutions (ALL, 13 respondents), from KI (7 respondents), and from MC (6 respondents) are reported as mean ± standard deviation. JC: journal club. (B) Students ranked the extent to which email and Blackboard were effective for student-student interactions (1=lowest, 6=highest).
![](https://iiif.elifesciences.org/lax/26787%2Felife-26787-fig3-v1.tif/full/617,/0/default.jpg)
Student evaluations of the quality of the collaborative course.
Students ranked the quality of scientific presentations, as well as their level of interaction with speakers and students, on a scale from 1 to 6 (1=lowest, 6=highest). Rankings for their own institution and for their partner institution are presented separately.