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Addressing the Nation's Changing Needs for Biomedical and Behavioral Scientists (2000)

Chapter: Appendix A: National Research Service Award Institutional Training Grants and Fellowships

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Suggested Citation:"Appendix A: National Research Service Award Institutional Training Grants and Fellowships." National Research Council. 2000. Addressing the Nation's Changing Needs for Biomedical and Behavioral Scientists. Washington, DC: The National Academies Press. doi: 10.17226/9827.
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Appendixes

Suggested Citation:"Appendix A: National Research Service Award Institutional Training Grants and Fellowships." National Research Council. 2000. Addressing the Nation's Changing Needs for Biomedical and Behavioral Scientists. Washington, DC: The National Academies Press. doi: 10.17226/9827.
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Suggested Citation:"Appendix A: National Research Service Award Institutional Training Grants and Fellowships." National Research Council. 2000. Addressing the Nation's Changing Needs for Biomedical and Behavioral Scientists. Washington, DC: The National Academies Press. doi: 10.17226/9827.
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Appendix A

National Research Service Award Institutional Training Grants and Fellowships

The National Research Service Award (NRSA) program supports research training at the predoctoral and postdoctoral levels. At each level awards may be made directly to individuals, who use the support at an institution of their choice, or to institutions, which in turn make awards to individuals. A brief description of the institutional training grant and fellowship awards included in the NRSA program can be found below.

INSTITUTIONAL AWARDS

Institutional Research Training Grants (T32)— Awarded to eligible institutions to develop or enhance predoctoral or postdoctoral research training opportunities for individuals, selected by the institution, who are training for careers in specified areas of biomedical and behavioral research. The Medical Scientist Training Program, which leads to the combined M.D.-Ph.D., and the Dental Scientist Training Program, which results in a D.D.S. or D.M.D. and Ph.D., are specialized institutional training grants.

Minority Access to Research Career (MARC) and Career Opportunities in Research (COR) Undergraduate Institutional Training Grants (T34)— Awarded to eligible institutions to support the undergraduate education of minority students to prepare them to compete successfully for entry into graduate programs leading to a Ph.D. degree in the biomedical or behavioral sciences.

Short-Term Institutional Research Training Grants (T35)—Awarded to selected institutions to expose students in health professional schools to research during summer breaks or to provide short-term predoctoral or postdoctoral research training in focused, often emerging, scientific areas.

INDIVIDUAL AWARDS

Individual Predoctoral Fellowships (F30)—To provide predoctoral training that leads to the combined M.D.-Ph.D. degree in preparation for research careers in mental health, alcohol abuse, alcoholism, and drug abuse.

Individual Predoctoral Fellowships for Minority Students and Students with Disabilities (F31)—To furnish eligible predoctoral students with supervised research training in health and health-related areas leading to a research degree (e.g., a Ph.D.).

Individual Postdoctoral Fellowships (F32)—To provide postdoctoral research training to individuals who have received a Ph.D., M.D., D.D.S., D.V.M., or equivalent degree to broaden their scientific background and further their potential for research in health-related areas.

Senior Postdoctoral Fellowships (F33)—To allow experienced scientists to make major changes in the direction of their research careers, broaden their scientific background, or acquire new research training.

Minority Access to Research Careers (MARC) Faculty Fellowships (F34)—To provide advanced research training to faculty members from institutions with a substantial enrollment of students from underrepresented minority groups.

Suggested Citation:"Appendix A: National Research Service Award Institutional Training Grants and Fellowships." National Research Council. 2000. Addressing the Nation's Changing Needs for Biomedical and Behavioral Scientists. Washington, DC: The National Academies Press. doi: 10.17226/9827.
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Page 63
Suggested Citation:"Appendix A: National Research Service Award Institutional Training Grants and Fellowships." National Research Council. 2000. Addressing the Nation's Changing Needs for Biomedical and Behavioral Scientists. Washington, DC: The National Academies Press. doi: 10.17226/9827.
×
Page 64
Suggested Citation:"Appendix A: National Research Service Award Institutional Training Grants and Fellowships." National Research Council. 2000. Addressing the Nation's Changing Needs for Biomedical and Behavioral Scientists. Washington, DC: The National Academies Press. doi: 10.17226/9827.
×
Page 65
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As biomedical and behavioral research progresses into new areas, the number of scientists active in various fields rises and falls, and the health needs of the U.S. population evolve, it is important to ensure that the preparation of future investigators reflects these changes. This book addresses these topics by considering questions such as the following:

  • What is the current supply of biomedical and behavioral scientists?
  • How is future demand for scientists likely to be affected by factors such as advances in research, trends in the employment of scientists, future research funding, and changes in health care delivery?
  • What are the best ways to prepare prospective investigators to meet future needs in scientific research?

In the course of addressing these questions, this volume examines the number of investigators trained every year, patterns of hiring by universities and industry, and the age of the scientific workforce in different fields, and makes recommendations for the number of scientists that should be trained in the years ahead.

This book also considers the diversity of the research workforce and the importance of providing prospective scientists with the skills to successfully collaborate with investigators in related fields, and offers suggestions for how government and universities should structure their research training programs differently in the future.

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