. "The Lucille P. Markey Charitable Trust Scholars Program--Krystyna R. Isaacs." Enhancing Philanthropy's Support of Biomedical Scientists: Proceedings of a Workshop on Evaluation. Washington, DC: The National Academies Press, 2006.
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Enhancing Philanthropy’s Support of Biomedical Scientists: Proceedings of a Workshop on Evaluation
Institutions nominated candidates for review by the Markey Selection Committee.
Funding supported salary, supply, travel, and equipment.
The award guaranteed approximately 75 percent protected time for research for M.D.s and M.D.-Ph.D.s.
Funding bridged the postdoctorate and faculty positions for up to seven years with one to three years at the postdoctoral/fellow level and five years at the junior faculty level.
Funding for stipends increased gradually during the grant period.
Laboratory funds tapered toward the end of the grant period.
Scholars attended one Markey-sponsored scientific meeting each year.
Funding was portable through the faculty years.
This report reviews the progress and status of the Markey scholars approximately 10 years after they assumed their initial faculty positions. The Markey Trust funded 113 scholars in seven cycles from 1985 through 1991. A combination of curriculum vitae (CV) analyses, citation data from the ISI Science Citation Index, publicly available information from the National Institutes of Health (NIH) CRISP database, and one-on-one phone interviews was used to assess the current status of the Markey scholars. All but two scholars were interviewed for this study. The Markey scholars were compared to two different groups: Comparison Group 1, which consisted of individuals who had applied in the same year as the scholars and who were judged by the selection committee to be highly ranked but were not selected in the final review, and Comparison Group 2, which consisted of individuals who did not make it to the final review stage. The discussion here is limited to outcomes for the scholars. A subsequent report will analyze outcomes both for scholars and comparison groups. It is hoped that this paper will serve the dual purposes of (1) helping to establish benchmarks for establishing a successful academic scientist career and (2) demonstrating how it is possible to evaluate career outcomes through a variety of measures.
Approximately 10 years after obtaining faculty status, the scholars were contacted by e-mail, phone, or letter and requested to submit a