A focused analysis of n = 1,612 students using propensity score matching, mediation analysis, and domain effects.
60 % of practicing physicians in Germany hold a doctoral degree. Yet the Wissenschaftsrat has described the thesis as frequently falling short of academic standards.
After matching, 262 thesis–control pairs were balanced on all three matching variables.
The thesis is associated with a real but moderate gain in knowledge, paired with a disproportionate boost in confidence.
Mean scores after 1:1 nearest-neighbour matching. 262 matched pairs.
The largest effects emerge in research ethics (d = 0.68) and study design (d = 0.67) — the methodological core of scientific work.
Mean ± SEM scores across 5 subscales. Started thesis n = 470, aspiring n = 915, none/undecided n = 221.
Experimental thesis holders score significantly higher on research practice than clinical-conservative ones (Δ = 0.71, p < 0.001).
Mean scores per 5-item subscale. Experimental n = 207, clinical-conservative n = 183, clinical-surgical n = 77.
The doctoral thesis mediates 17.9 % of the total effect of academic progression on objective competence.
The thesis is one of several pathways to scientific competence, not the dominant one.
Neither structured doctoral programmes nor supervision satisfaction predict objective competence.
The doctoral thesis enhances competence — but the effect depends on what kind of research is done.
Aspiring students believe more strongly in salary and career benefits than students with thesis experience (d = 0.47).
Likert scale (1 = fully agree, 5 = fully disagree). Lower values = stronger belief.
After PSM, students with a started thesis score 1.34 points higher.
Experimental theses yield higher scores than clinical theses.
17.9 % of the progression effect is mediated by the thesis.
The doctoral thesis remains meaningful — but it cannot bear the full weight of curricular preparation.