Personnel Needs and Training for Biomedical and Behavioral Research 1983 Report (1983) / Chapter Skim
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1. Introduction and Summary
1. Introduction and Summary
Pages 1-17
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. In the previous six reports issued since 1975, the Committee has outlined its methodology, formulated conceptual models of how the market works in these fields, and developed analytical models that have proved useful in monitoring the system and making projections.
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We have attempted to define the appropriate level of training to be supplied by the above-mentioned federal agencies on the basis of projections of supply and demand, considerations of how the system works to produce trained researchers and teachers, and by examination of employment patterns and practices.) Although these short-term market projections have weighed heavily in our deliberations, we also have been influenced by a perception that training support contributes not only to the quantity of students entering a field, but also to the quality of the training environment and the competence of the program graduates.
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Eventually, clinicians may be able to attach radioactive or chemotherapeutic agents to the antibodies and thereby kill cancer cells without harming surrounding healthy tissue. The detection and isolation of oncogenes has provided a new paradigm for cancer research.
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For purposes of this study, the biomedical and behavioral fields have been divided into five major categories as shown in the following table along with the distribution of National Research Service Awards made in the last 6 years and the Committee's recommended distribution through 1987: Distribution of National Research Service Awards Categories Actual 1977-82 Recommended 1982-87a .
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SUMMARY OF CURRENT OUTLOOK In previous reports the Committee has called attention to the sustained growth in the number of biomedical Ph.D.s occupying postdoctoral positions. Although a period of postdoctoral training has long been a traditional and accepted phase in a bioscientist's career, the build-up of the postdoctoral pool was viewed as an indication that the supply of biomedical scientists was growing faster than the number of positions requiring their skills.
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The number of nurses with doctoral degrees in biomedical and behavioral fields is increasing but only about 7 percent of these individuals reported research as a major activity in 1980. There is as yet no solid core of qualified investigators in the area of nursing research.
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Clinical Sciences 1. The number of postdoctoral research training positions in the clinical sciences should be about 2,600 per year from 1985 through 1987, and the number of physicians receiving research training should be increased from the current level of less than 2,000 to about 2,200, or 85 percent of these postdoctoral positions.
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Behavioral Sciences 1. In view of the rapidly developing movement away from the research fields and into the more clinical fields of the behavioral sciences, the Committee recommends that research training support not be further eroded.
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_ ~ ,= _ _ ,= _ _ ~ availability of some minimum in biomedical and behavioral NATIONAL RESEARCH SERVICE AWARDS FOR1981AND1982 In 1981 NIH/ADAMHA/HRSA made 13~325 awards under the NRSA program-a slight increase over the 13,191 made in 1980. In 1982 the number of
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training program for health professions students increased from 911 in 1980 to 1,275 in 1981 and 1,339 in 1982. Despite the apparent increase in training awards in the clinical sciences category, the number of physicians and other health professionals participating in the research training program was less than 2,000 out of the nearly 2,800 clinical science postdoctoral awards made by the NIH in 1981.3 The remaining awards went to Ph.D.s.
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11 TABLE 1.1 Aggregated Numbers of NIH/ADAMHA/HRSA Traineeship and Fellowship Awards for FY 1981 and FY 1982a TOTAL ALL Biomedical Behavioral Clinical Nursing FIELDS Sciences Sciences Sciences Research FY 1981 TOTAL 13,325 6,482 988 5,723 132 Predoctoral 7,264 3,708 639 2,791 126 Postdoctoral 6,061 2,774 349 2,932 6 Trainees 11,430 5,047 861 5,506 16 Predoctoral 7,043 3,656 588 2,787 12 Postdoctoral 4,387 1,391 27 3 2,719 4 Fellows 1,895 1,435 127 217 116 Predoctoral 221 52 51 4 114 Postdoctoral 1,674 1,383 76 213 2 FY 1982 TOTAL 12,907 6,608 896 5,270 133 Predoctoral 6,989 3,673 516 2,669 131 Postdoctoral 5,918 2,935 380 2,601 2 Trainees 11,097 5,202 781 5,101 13 Predoctoral 6,784 3,6 20 484 2,667 13 Postdoctoral 4,313 1,582 297 2,434 0 Fellows 1,810 1,406 115 169 120 Predoctoral 205 5 3 3 2 2 1 18 Postdoctoral 1,605 1,353 83 167 ~ aThese are total numbers of awards for traineeships and fellowships. Data on the number of new starts for FY 1981 and FY 1982 are not available.
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bEffective FY 1981, ADAMHA has been using a different system for classifying their trainees and fellows. In prior years, ADAMHA reported training in Health Services Research but none in Clinical Sciences.
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for health professions students during summer and off~uarters was authorized in 1978. The Committee has endorsed this program in principle but makes no recommendations for the number of students to be supported under it.
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Predoctoral Clinical Sciences Postdoctoral Behav- Short- Health Behav- Health Biomed. ioral Term Services Nursing Biomed.
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Pallak Mortimer Appley Edward J Callahan Martha Pitel Mitzi Duxbury American Society for Microbiology University of Pennsylvania School of Medicine Georgetown University Federation of American Societies for Experimental Biology Association of American Medical Colleges Minority Fellowship Program Director American Nurses' Association American Psychological Association Clark University West Virginia University Medical Center American Association of Colleges of Nursing University of Minnesota School of Nursing Copies of prepared remarks from several of the speakers are available upon request to the Committee.
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6. The Committee is urged to reconsider its recOmm~n~A tion for training in the behavioral sciences that drastically shifts the emphasis to postdoctoral training.
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