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Research Training in the Biomedical, Behavioral, and Clinical Research Sciences (2011)

Chapter: Appendix C: Classification of Ph.D. Fields

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Suggested Citation:"Appendix C: Classification of Ph.D. Fields." National Research Council. 2011. Research Training in the Biomedical, Behavioral, and Clinical Research Sciences. Washington, DC: The National Academies Press. doi: 10.17226/12983.
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Appendix C
Classification of Ph.D. Fields

CLASSIFICATION OF PH.D. FIELDS IN THE BASIC BIOMEDICAL SCIENCES

Anatomy

Bacteriology

Biochemistry

Bioinformatics

Biological Immunology

Biological Sciences, General

Biological Sciences, Other

Biomedical Engineering

Biomedical Sciences

Biophysics

Biotechnology Research

Cell Biology

Developmental Biology/Embryology

Endocrinology

Genetics, Human and Animal

Medicinal/Pharmaceutical Chemistry

Microbiology

Molecular Biology

Neuroscience

Nutritional Sciences

Parasitology

Pathology, Human and Animal

Pharmacology, Human and Animal

Physiology

Toxicology

Veterinary Medicine

Zoology

CLASSIFICATION OF PH.D. FIELDS IN THE BEHAVIORAL AND SOCIAL SCIENCES

Anthropology

Audiology and Speech Pathology

Demography/Population Studies

Sociology

Psychology

Clinical

Cognitive and Psycholinguistics

Comparative

Developmental and Child

Educational

Experimental

Industrial and Organizational

Personality

Psychology, General

Psychology, Other

Psychometrics

Physiological/Psychobiology

Quantitative

Social

CLASSIFICATION OF PH.D. FIELDS IN THE CLINICAL SCIENCES

Biometrics and Biostatistics

Environmental Health

Epidemiology

Exercise Physiology/Science

Health Sciences, General

Health Sciences, Other

Health Systems/Services Administration

Nursing

Pharmacy

Public Health

Rehabilitation/Therapeutic Services

Physicians in Academic Departments of Schools of Medicine

Suggested Citation:"Appendix C: Classification of Ph.D. Fields." National Research Council. 2011. Research Training in the Biomedical, Behavioral, and Clinical Research Sciences. Washington, DC: The National Academies Press. doi: 10.17226/12983.
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Suggested Citation:"Appendix C: Classification of Ph.D. Fields." National Research Council. 2011. Research Training in the Biomedical, Behavioral, and Clinical Research Sciences. Washington, DC: The National Academies Press. doi: 10.17226/12983.
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Page 123
Suggested Citation:"Appendix C: Classification of Ph.D. Fields." National Research Council. 2011. Research Training in the Biomedical, Behavioral, and Clinical Research Sciences. Washington, DC: The National Academies Press. doi: 10.17226/12983.
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Page 124
Next: Appendix D: Demographic Projections of the Research Workforce in the Biomedical, Clinical, and Behavioral Sciences, 2006-2016 »
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Comprehensive research and a highly-trained workforce are essential for the improvement of health and health care both nationally and internationally. During the past 40 years the National Research Services Award (NRSA) Program has played a large role in training the workforce responsible for dramatic advances in the understanding of various diseases and new insights that have led to more effective and targeted therapies. In spite of this program, the difficulty obtaining jobs after the postdoc period has discouraged many domestic students from pursuing graduate postdoc training. In the United States, more than 50 percent of the postdoc workforce is made up of individuals who obtained their Ph.D.s from other countries. Indeed, one can make a strong argument that the influx of highly trained and creative foreigners has contributed greatly to U.S. science over the past 70 years.

Research Training in the Biomedical, Behavioral, and Clinical Research Sciences discusses a number of important issues, including: the job prospects for postdocs completing their training; questions about the continued supply of international postdocs in an increasingly competitive world; the need for equal, excellent training for all graduate students who receive NIH funding; and the need to increase the diversity of trainees. The book recommends improvements in minority recruiting, more rigorous and extensive training in the responsible conduct of research and ethics, increased emphasis on career development, more attention to outcomes, and the requirement for incorporating more quantitative thinking in the biomedical curriculum.

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