to develop direct collaborations with research-intensive institutions (NIMH, 2000c). This and other similar programs should be developed to improve research education at psychiatry training facilities.

With regard to bullet number 3 under recommendation 4.4, pilot or short-term funding could be utilized opportunistically by departments to facilitate the inclusion of more residents in research training. This is the case because residency is typically a career phase that permits limited and transient opportunities for the pursuit of nonclinical interests. A modest, but available pool of pilot funding might be used to support one or more training slots or other research-related resources to accommodate qualified and motivated residents.

The final item listed under recommendation 4.4 addresses the need to provide training directors and faculty with adequate instruction in guiding and nurturing potential researchers. Models at NIMH already exist in the form of seminars for K awardees (Tuma et al., 1987). Similar “retreats” for residency training directors and/or vice chairs of research could facilitate the flow of information on research training grants and other relevant matters to those most responsible for training residents. This recommendation also encourages the expansion and utilization of other means of information dissemination. These mechanisms include web-based resources, such as the NIH K Kiosk, which allows one to search and review various mentored career awards (NIH, 2003e). They further include on-line tutorials, such as one that currently exists on protecting the rights of research subjects (NIH, 2003f).



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