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Objective: This study was carried out to evaluate the problem-solving skills of the PhD students in the Institute of Health Sciences. Methods: This was a descriptive study. Of the 305 university students studying at the Health Sciences Institute of a state university, 86 students agreed to participate in the study and constituted the sample of the study. Sociodemographic Data Form and Problem Solving Inventory(PSI) were used as data collection tools. Descriptive statistical analyses and t test were used in the evaluation of the data. Results: 59.3% of the participants were in the field of nursing, and 40.7% were continuing their doctoral studies in other disciplines affiliated to the health sciences institute. The mean total score of the PSI was 97.41 ± 20.28 and it was found that the most evaluative approach subscale (6.98 ± 3.58) was used in the perception of problem-solving skills. According to the students in the thesis period, problem-solving skills are higher; nursing doctoral students were found to have lower problem-solving skills than other disciplines; this difference was not statistically significant (p> 0.05). Conclusion: Increasing the problem-solving skills of Ph.D. students and conducting related research can help to improve the quality of scientific studies and training skills. Since the problem-solving skills of nursing doctoral students are determined to be lower, the factors affecting the students in this area should be determined in the process.Thesis advisor’s attitudes to support problem-solving skills can also positively impact students.

Sağlık Bilimlerinde Eğitim Alan Doktora Öğrencilerinin Problem Çözme Becerileri