Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.
Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter.
Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.
Do not use for reproduction, copying, pasting, or reading; exclusively for search engines.
OCR for page 20
I I . THE TRAINING PROGRAMS
RELATION TO RESEARCH AND BETTER HEALTH CARE FOR THE NATION
The primary purposes of the research training programs sponsored
by the NIH, ADAMHA, and HRA are, first, to ensure the quality of the
research training effort and, secondly, to provide a cadre of highly
trained individuals to conduct research in the biomedical and behavioral
fields. Ample evidence has been cited in other sources7 to show that
research advances made in bioscience and behavioral science have improved
our health-care system. Of great long-range concern to the Committee is
the question of the cost to the nation from inadequate expansion of
knowledge upon which reduction of illness and disease ultimately depends.
Such research requires a continuing supply of trained biomedical/behavioral
research personnel. Training programs have helped to establish in uni-
versities and medical schools a mechanism for bringing together scientists
from diverse backgrounds and disciplines into programs which can provide
important interdisciplinary training for the trainees and from which emerge
significant new fields and specialties. Evidence of the effects of the
NIH training programs on the career patterns of bioscientists has been
examined in a study recently completed by a committees of the National
Research Council. This chapter provides a brief description of those
aspects of the training programs that are especially relevant to the pur-
poses of this report.
DEFINITIONS
This section is devoted to the definition of terms used throughout
the report and to a list of disciplinary categories. Most of these will
7Scientific and Educational Basis for Improving Health, Report of the
Panel on Biological and Medical Science of the President's Science Advi-
sory Committee, Executive Office of the President, Office of Science and
Technology, Washington, D.C., 1972.
The Impact of the NIH Training Programs on the Career Patterns of Bio-
scientists, National Research Council, in press.
20
OCR for page 21
be well-known to those familiar with biomedical/behavioral research
personnel issues, but we define them here for ready reference and for
the benefit of the general reader.
Training Mechanisms
The federal training programs have consisted of fellowships awarded
to individuals and training grants which provide support to individuals
and institutions for graduate and postdoctoral education in the biomedical/
behavioral fields.
Predoctoral and postdoctoral. In predoctoral training, emphasis is
placed on the~acquisition of fundamentals; comprehension of basic disci-
plines is essential to do research. The predoctoral student needs the
breadth and integration provided by departmental programs. The post-
doctoral scientist, however, while continuing to acquire fundamental ex-
perience, tends to specialize his efforts under the guidance of a senior
mentor. Although most postdoctorate work in major research centers, some
have been trained well in outstanding laboratories of principal investi-
gators in small institutions. It is in postdoctoral work that the cancer
researcher, neurobiologist, or clinical statistician, focuses on his or
her field of emphasis. It should also be noted that concomitantly with
his or her further training, the postdoctoral accomplishes research also
and thereby adds to knowledge in that field.
Fellowships are awarded to individuals applying through institutions
in nationwide competitions administered by the sponsoring agencies. The
successful applicants are provided with stipends geared to the individ-
ual's level of education and experience, plus allowances for tuition,
dependents, travel, and supplies. m e fellowship has been awarded at
three levels:
1. Predoctoral - granted to students whose goal is the Ph.D.
degree and to medical students pursuing re-
search on a part-time basis. (This program
was phased out beginning in 1970.)
2. Postdoctoral- granted to holders of the Ph.D. or the M.D.
are seeking additional research training.
9 throughout this report, the term "Ph.D." refers to all research doctorates
(Ph.D., D.Sc., D.P.H., D. Eng., etc.) and "M.D." is the generic term used for
all professional doctorates (M.D., D.V.M., D.D.S., D.O., etc.)
21
OCR for page 22
3. Special Fellowships
granted to scientists with some
training or experience to allow for a period
of additional training, generally at the post-
doctoral level.
Training grants are awarded to one or more departments of a uni-
versity, medical school,or research institution upon application to
strengthen an existing program for training predoctoral and/or post-
doctoral trainees in a specified discipline. The awards are made after
external peer review in national competition, and contain funds for
trainee stipends and tuition, and for partial support of the academic
environment (faculty salaries, equipment, supplies, etc.) in the depart-
ment in which the training takes place. Trainees under the grant are
appointed by the department, which then assumes the responsibility for
providing a high-quality training program subject to peer review for ex-
tension. The training grant can provide support to any mixture of pre-
doctoral and postdoctoral trainees.
Full-time - refers to a training period equivalent to at least one
-
academ~c year.
Research Assistants - usually predoctoral or postdoctoral students
supported by funds from a research grant or contract.
Teaching Assistants - predoctoral or postdoctoral students may be
supported by their institutions as teaching assistants because of their
contributions to teaching programs. These teaching assignments are
usually at the undergraduate level and are available generally at insti-
tutions with large undergraduate teaching responsibilities.
2. Research Fields Referred to in This Report
The fields in which biomedical and behavioral research is carried
out cover a very wide spectrum of the sciences. There is no standard
system of classification of fields used by the various organizations
that collect manpower data. The Office of Education, the National
Science Foundation, the National Research Council, the National Insti-
tutes of Health, and the Association of American Medical Colleges all
use taxonomies that are perhaps suitable to their own purposes but differ
from the others in important respects.
22
OCR for page 23
Although any scheme developed by one organization will probably not
satisfy all the requirements of another. it has been necessary in this
-
,
study to begin to establish a taxonomy for biomedical/behavioral man-
power. This has been done by utilizing the departmental classification
scheme of the Doctorate Records File maintained by the NRC, augmented
in the clinical sciences by the discipline/fie~d/specialties list used
by the NIH. An important consiaerAt-iOn ; n Hat ; phi not oh; ~ -1 Act; a; _
_ ~ ~ ~ ~ ~ . _ ~ _ . . . ~ . . _ . —
~~l phoneme Is anal many or One Data required tor this study are
collected using either the Doctorate Records File or the NIH structure.
For purposes of this report, a tentative taxonomy has been established
which consists of four broad fields, within each of which a number of
subfields are included. These are as follows:
Basic Biomedical Sciences
-
Anatomy
Biochemistry
Biomathematics
Biomedical Engineering
Biophysics
Cytology
Embryology
Genetics
Immunology
Microbiology/Bacteriology
Molecular Biology
Parasitology
Pathology
Pharmacology
Physiology
Basic Biomedical Sciences
Other
Other Fields Included with Basic Biomedical Sciencesl°
Botany
Ecology
Entomology
Environmental Sciences
Anthropology
Behavior/Ethology
Clinical Psychology
Comparative Psychology
Counseling & Guidance
Developmental Psychology
Educational Psychology
Experimental Psychology
Gerontological Psychology
Human Engineering
Behavioral Sciences
Hydrobiology
Nutrition/Food Science
Pharmaceutical Sciences
Zoology
Industrial & Personnel Psychology
Personality Psychology
Physiological Psychology
Psychometrics
School Psychology
Social Psychology
Social Statistics
Sociology
Psychology, Other
10Certain specialties within these rather large fields are a part of the
basic biomedical sciences, but others are only marginally related. For
this reason, these subfields are put in a special category.
23
OCR for page 24
Clinical Sciences
Dentistry
Medicine & Surgery
Allergy
Anesthesiology
Geriatrics
Internal Medicine
Cardiovascular Diseases
Clinical Nutrition
Connective Tissue Diseases
Denmatology/Syphilology
Diabetes
Endocrinology
Gastroenterology
Hematology
Neurology
Neuropsychiatry
Obstetrics/Gynecology
Ophthalmology/ Op tometry
Oto rhino laryngo lo gy
Pediatrics
Preventive Medicine
Psychiatry
Radiology
Surgery
Veterinary Medicine
Clinical Sciences, Other
Health Services Research
Biometrics /Biostatis tics
Epidemiology
Health Economics
Infectious Diseases
Liver Diseases
Metabolic Diseases
Nuclear Medicine
Oncology
Pulmonary Diseases
Renal Diseases
Tropical Medicine
Internal Medicine, Other
Hospital Administration
Public Health
There is no intent in this report to restrict training to those
Outfields explicitly shown in the above list. The Committee recognizes
that a number of suLfields Important to biomedical and behavioral re-
search, currently supported by the NIH/ADAMHA/HRA- such as orthopedics,
osteopathy, urology, neurosurgery, and systems analysis are not shown
in this taxonomy, which was constructed from the classification schemes
mentioned above mainly as an aid to the organization and collection
of data. Although this report is concerned,prim~rily with recommenda-
tions for the four broad categories, the allocation of training support
to each subfield within a more detailed classification scheme will be
discussed in the next report under the continuing study.
24
OCR for page 25
GROWTH OF TRAINING
Although the first fellowships were awarded in 19~ ,the training
programs did not begin to grow significantly until late in the 1950's.
Up to that time, the programs were providing support to a few hundred
postdoctoral fellows annually at funding levels not exceeding $10 million
per year. After 1955, the training grant became firmly established as
a support mechanism, and under it, the predoctoral program emerged and
began to take on added importance as an NIH training component. Federal
funds for scientific research grew from less than $1 billion in 1958 to
over $5 billion in 1966.12 The physical sciences and engineering re-
ceived most of the increase, but the life sciences also received a
large share. The research training programs of the NIH and the NIMH
grew even more rapidly than the research budget from $18 million in 1958
to $157 million in 1966 (TABLE 1~. It was during this period that the
support of predoctorals on training grants became numerically the largest
single component of the NIH programs. About 10 percent of all the NIH
trainees and fellows who started training during 1956-60 were pre-Ph.D.
students. During the period 1966-72, this figure was about 40 percent.13
Another significant component contributing to the growth was the post-
M.D. trainee group which went from less than 500 new starts (5 percent
of all new starts) during the 1956-60 period, to over 10,000 new starts
(23 percent of all new starts) during 1966-72. By contrast, the post-
Ph.D.'s constituted 10 percent of new starts during 1956-60 and only 8
percent during the 1966-72 period.
Around 1968, the training programs began the transition from a
period of growth to a period of consolidation. As FIGURE 1 and TABLE 1
show, the growth rate of the NIH/ADAMHA research training programs in
actual dollars was about 11 percent per year from 1960 to 1968. From
1968 to 1974, there has been considerable apparent variation from year
to year in the level of expenditures for these programs; the growth
rate varies quite widely depending on how it is calculated. In 1974,
the obligation level was at a record high primarily because funds im-
pounded in FY 1973 were released in FY 1974. Therefore, the actual change
from 1968 to 1974 shows an increase. But a more realistic way of calcu-
lating the growth during this period is by using a least-squares smooth-
ing process. When this is done, as in FIGURE 1, the series exhibits a
11See Appendix C for the legislative and administrative history of the
training programs.
1 Federal Funds for Research Developmen* and Other Scientific Activities,
l
National Science Foundation, Washington, D. C., Volume XVIII, 1969.
13These data were derived from the Master File of NIH Trainees and Fellows
developed for NIH in 1974 by the Commission on Human Resources of the
National Research Council. See TABLE 2.
25
OCR for page 26
TABLE 1 NIH/ADAMHA Obligations-:for-Research Training Grants
and Fellowships, 1960-74
Fiscal
Year
TG F TG & F
1967=100
_
NIH obligations
for research ADAMHA
training
excluding NIMH
TG F TG F
only)
Millions of
45.9 12.9 1.9 1.9
68.5 14.9 2.5 2.0
76.5 15.8 3.8 2.9
-90.2 17.9 5.1 4.1
96.9 17.2 6.7 4.9
108.3 19.3 8.0 5.1
120.8 21.5 9.5 5.1
131.7 25.3 11.2 5.6
132.9 27.7 12.3 5.6
139.6 29.8 14.6 5.9
128.9 22.7 13.0 5.7
130.1 23.9 13.0 3.7
137.2 21.6 13.7 3.5
122.2 30.6 13.7 1.5
NIH/ADAMHA
Consumers
Price
Index
NIH/ADAMHA
.
TG & F
Constant $
dollars
1960
1961
1962
1963
1964
1965
1966
1967
1968
1969
1970
1971
1972
973-74
47.8 14.8 62.6
71.0 16.9 87.9
80.3 18.7 99_0
95.3 22.0 117.3
103.6 - 22.1 125.7
116.3 24.4 140.7
130.3 26.6 156.9
142.9 30.9 173.8
145.2 33.3 178.5
154.2 35.7 189.9
141.9 28.4 170.3
143.1 27.6 170.7
150.9 25.1 176.0
135.9 32.2 168.0
88.6
89.6
90.6
91.7
92.9
94.5
97.2
100.0
104.2
109.8
116.3
121.3
125.3
140.4
70.7
98.1
109.3
127.9
135.3
148.9
161.4
173.8
171.3
173.0
146.4
140.7
140.5
119.7
TG = Training grants
F = Fellowships (excludes Research Career Awards)
Source: Training grant data derived from Basic Data Relating to NIH, 1974, p. 22,
adjusted to reflect NIH research training only by subtracting out NIMH data
supplied by the Special Projects Branch, Office of Legislative Analysis/Office
of the Director of NIH for 1960-66. The NIMH data tabulated by NIH include
clinical training grants and research training grants. The ADAMHA data for
1960-69, which were prepared by the Manpower Analytic Studies Branch, ADAMHA,
/19/75 . contain only research training Grants. ADAMHA data for 1970-74 were
_, , , _ , _
supplied by the Office of the Assistant Administrator tor extramural Programs,
5/6/75.
iSome training funds were impounded in FY 1973 and released in FY 1974. To smooth out
the erratic fluctuations caused by these actions, 1973 and 1974 data have been averaged.
The actual totalfor NIH/ADAMHA was $126.4 million in 1973 and $209.6 million in 1974.
26
OCR for page 27
FIGURE 1 _ NIH/ADAMHA Obligations for Research Training Grants
and Fellowships, 1960-74
Approximate Average
Annual Growth Rates:
$ million
200
190
180
170
160
150
140
130
120
110
100
90
80
70
60
_
//
1/
I t t
1960 61
Source: TABLE 1
actual $
constant 1967 $
Constant 1967 $ ,/
~7
,/ ~ Actual $
f ~
f
-
i/
by/
~ t ~ ~
62 63 64 65 66 67
Y E A R
~7
1960-68 1968-74
11%
11%
A
-1% [calculated on a
_5% least-squares basis)
*
I.
_
r
'\
t
68 69 70 71 72 73-74
OCR for page 28
Id. 1
rig
~ u
~ -
~ Do
pa
~ .~
H ~
:~ ~
a
0 ~
.-
~ l
0 _
TIC
.,
·~' . ~
EN 3
.m
' V)
.= ~
.-
A'
Ed
U)
O
U) .-
.-
Ed
O ~
~ O
Z;
W
~ E~
C
__
,tD
E~
__
40
E~ E~
a.
E~
~ _
~ E~
H U)
~;
~ H
Q
C) E~
"
c)
Z
H
Z
~ E~
E~
P: ~
_
0 ~ r~
1 ~ 1 _' 1 1 ~ ~
1 1 1 1 _I
I I l I
.
r~ a~ d'
I {V) I ~t _I t _'
1 ~1 1 (V1 1 ~ O
1 1 1 _1
. - -
1 1 1 1 1 1
1 1 1 1 1 1
1 1 1 1 1 1
1 1 1 1 1 1
I I t I I I
1 1 1 1 ' 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
O O mm
1 ~ 1 ~1 1 1 0D _I
_ .
_ _ _ .
O
1 ~ 1 ~ 1 1 ~ ~ ~ ~ 1 ~ ~ 1 ~ ~
1 1 1 1 ~1 w' ~1 ~ ~1 1 ~) O
1 1 1 1 1 1
1 ~1 1 ~ 1 ~1 In
1 1 1
1 1 1
~ ~D ~ ~ ~r
1 ~ 1 ~ ~1 1 00
1 ~1 1 r~) 1 Lr) O
1 1 1 _I
~ m0 mm
1 ~ 1 _I _1 1 C5N ~)
1 ~ 1 ~ ~ ~ ~
. 1 1 1 ~
_
~ = -
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
~r ~D ~ ~ u~
1 _1 1 _1 1 t~ O
1 1 1 _I
1 1 1
~ ~ ~ 00 0
1 :51 1 ~ 1 ~1 ~
1 ~ 1 ~ 1 ~ O
1 1 1 ~ c~
rn 0 ~r
1 ~ ~ 1 ~ ~
1 ~ 1 ~ ~1
, 1 1 ~1 ~
~ _
~ '
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
0O CD ~ tD
cn ~n ~ 0 0
0 ~ 0 ~ ln ~
~ ~ O
1D ~) O1 ~ ~t _I
1 1 C-l
1 1
1 1
__
un
C~ ~ U~ ~ ~ ~ 0
ao ~ ~ ~ ~ ~
' C~t ~ t—
c~ ~ ~r ~ ~ ~r ~
1 _1 1 _~ 1 trl L~ 1 _~ 1 ~1 1 t_ t~
-- 1
0 0 0 0 rn ~ O ,
~ ~ ~ O kD
~ "-
CD CD O
i I I -m
1 1 1
.
~ 0 ~ cn ~ rn oo
~ ~ 0 ~ ~ ~
rn
~ Z3
O
~ :~
P4 P4
~ ``
a :I: a a Q
a ~ ~
P. 1 ;E ~ 1
1 E~ 1 ~ E~ E 1 ~ I¢
W U) ~ (Q U) V] ~
~ O ~ O O O E~ O
CL ~ CL
U~
~r
1
oo
~_~
O ~ ~ rn \9 0 0 oo
0 0 ~ ~ ~ ~ 0
CO 0
~ ~ ~D
1 1 1
1 1 1
1 1 1 1 1 1
1 1 1 1 1 1
a ~
:~: 3
P4 0
P4 P4 ::)
a ` -
a :r: a a a
:~: ~ ~ ~ ~:
~, I ~ 1 1 1 P:
I E~ I E~
~n ~ u~ u~ u~ ~
L O IY O O O E~ O
P. ~ P~ ~ ~ O E~
o
U~
d'
.
28
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
~ O CD ~ ~ ~ ~ _
c~ ~ ~r 0 ~ ~ a:) ~
:r ~
o
1 Z
Q ~ ~
a := ~ ~a ~ ~ ~
1 E~ ~ ~ E~
u~ ~ u~ ~
c; O P; O O O E~ O
D~
un
1
u~
~ n~ ~ >: a~ £
1~ 1 ~: 1 1 1 P:
I E~ I E~ W ~
U~ h} U) U) U) :C F4
~: O ~ O O O E~ O
a4 ~ ~ P4 0 E~
. . . .
o
1
U~
a)
.s
O
a)
V
S4
a)
Ql
a)
S
O
u)
U]
~'
,'
o
,t
a)
._
~ .
O
Q
O
-,'
a
~—
· O
—
t~ 3
I O
P~
li 11 11
~ P45
OCR for page 29
Ail
o
v
t
. 4~
&:
PI
Ed
8
D:
P4
..2 _
i4 g
~ o
~ .
~ ha;
H
C) ED
Z
H
~ ED
Q EN
ED
At:
O
ED
:
58~
ED
g
ED
U) ~
D3 Z
H
Ed
> ~
3
ED
H ~
H
ED
_
H
H a
~ ED
lo. ~
us ID - .
a' ~ ID ~ O a'
ID O
0
r~
r~ 0 ~ oo ~ 0 u~
~ kD
U. ~ O O ~ oo
U~ ~ ~ ~ 0
kD 00 ~ O
r~ ~ U~ ~ ~ ~ 0
CO ~ ~ ~ ~ \9
oo ~ ~ ~ ~ 0 U)
CO ~ U) ~ ~ ~ U~
~ Ln ~ c~ O r~
~ ~ u~ CD C~ ~ ~ kD
LD ~ ~D
u~ (D
1 1
1 1
1 1
. - cn ~ O'lD O O ~
O ~ ~ ~D
~ ~ rn crs
o ~ ~ ~ ~ o ~ ~
r~ ~ ~ ~ ~ t—~ °
0 r~ ~ ~r ~ ~ ~
. ~ ~n
r~ 0 0 u~ (D un ~ ~D
~ ~ OD
<~ ~ · -
~ 0 a'~ 0
u~ ~ ~ 0 ~ ~ ~ ~
O O ~ kD
r~ u~
ao ~ ~ ~
0 ~ 0 ~ ~r kD O
0 ~ 0 ~ ~ ~ a~ 0
a, ~ ~ oo
d' ~ u~ ~ o ~ ~ ~
0 r— ~ ~ 0 N ~ cn
0 \9 kD
tD ~ ~ O
~ ~ u~ (D ~ ~ ~ 0
C~ ~ ~ ~ 00 \9 ~D
U) ~ U~ U) CO
(D kD ~? ~ ~ 00
~ ~ ~D
~r a
C~ ~ ~ ~
O ~ O ~ ~ ~ kD
In ~ tD ~ ~ O LO
r~ cn ~ u~
\9 0 ~ ~ U~
U~
~ ~ ~ ~ ~ ~ ~ oo
a) ~ ~ oD
~ ~ U~
~r U) ~ ~ 09 u~ ~
O CO ~ ~ 0 ~ ~ U)
O ~ u
ao
N (~ L(1 ~ _I 10
U) 0O
CN
- m
00
O ~ ~ ~ U~ ~ O
10 ~) ~) 10 ~ ~1
~ ~ rn ~ u~
O ~ ~ ~ ~ CO ~ U~
0O ~1 ~— CO ~1 ~ ~1
U)
O OD
0= ~ O
O
a~ u~ kD O ~ ~
C5\ 1 ~ _~ ~)
- 1 1 ~)
1
Ln rn ~ 00 ~ ~
0O ~ ~ ~ ~ O
r~
U) ~ 00 0 U~
~r
0 0 1— ~ . - ~ ~r) ~
0O ~ U) ~ ~ U)
C~
~r 0 ao u~
O ~ d~ ~r kD ~D
U~ ~ ~ U)
r~ ~ 0 ~ ~
d'
U) 0 co C~
~1 1 1 ~1
1 1
1 1
u~ ~ O ~ cD ~ ~ u~
co ~ kD ~ U~ ~r ~ O
~ ~ ~ ~ ~ U)
C~
0 ~ ~r ~ ~ ~ ·n
u~ ~ ~ ~ ~ ~ d.
Ch ~ ~ ~ O
U)
_ _
O~
O
. 1 Z
~ ~ Z
P4 P.
a ``
.o
=. 3£ £ p:
I E~ I ~ E~ E~ ~ ~
O ~ O O O E~ O
P. P. p. P4 ~ O E~
U,
1
~D
rn
Ct) o
o L9 ~ ~ ~ ~ UO ~
In ~ ~ ~ 00
q 3
- ~ O
~ 1 ~
:r ~ Z
~ ~ :o
a ``
a := ~ c
:t ~ q ~ £
P. 1 X 1 1 1
1 E~ I E~ ~ E~
cn ~ ~Q u~ u~ :r E~
~ O ~: O O O E~ O
Pd P' ~ P4 ~ Pl O E~
o ~ ~ ~ ~ o
1 1
1 1
1 1
~ 3
P4 0
a ~ ~
::: Z :z
P4 P4 3
a ``
Q :U a a a
x P~ a ~: £ ~
PJ I £ t I I ~,
1 E~ 1 E~ 1 <:
co ~ ~ r E~
~ O ~ 0 0 0 Ed O
Pi ~ o4 P4 P~ ~ O E~
oo ~ ~ U)
~ U~ U~ ~ ~ o o
0 ~ ~ ~ ~ tD ~
o ~ ~ o
kD ~ ~ O ~ ~n
u~ c~ ~ ~ ~ ~ tD
U)
~ CN ~ U~
C~
. . _e
Z
3
O
~ ~ Z
P~ P' 3
a ``
a =: a a a
~ Q £ ~: >:
1~ 1 :E 1 1 1 P:
1 E~ 1 E~ ~ ~:
u~ ~ tn u~ u~ := E~
~ O ~: O O O E~ O
P P4 P~ ~ P4 P~ O E~
1
~D
~D
a
· O
O U,
~ ~ o
·d
S
U)
3-~
O ~ ~
V
V. -
U) 43
a) s
S
~ ~:
· 0 ~ ~
~ 3
U) ~ O
~ a' ~
0 ~ ~
v
a) 0
a) u'
s
E~ U) i4 o
v s
a
0
-
~n
~s
.
~ Q ~
.,' .,1 ~ ~
V
. - O ~ ·~
tJ,
a) 0 a
V
O ~
U)
Ul
h
S 3 u,
3
·,'
O ~ ~
a) u) 3 tr
3 ~ O
U,
,1 ~ 54
~: 0 3
Ul ~ `) O
3 ~ V
O ~ O
U] ~
S
O ~ ~
~ ~— 3
O
a
~ a
0 ~ a,
VS
a) ~ ~ .~
·^
U, O
3
O
O
h £
-
o
z
29
ft ~
hl .m
E~
o
E~
Ul
a,
v
,1
v
u'
o
a)
v
o
.,,
z
u,
u~ a)
~ v
kD ~
~ 0
m ~n
a)
£
:~:
~ O
::5
U) ~
o
~ .,'
Ul U)
3 ~0
O ~
~ O
h C)
,1
V
U)
a) ~
~ O
,'
S
V
a,
O U)
a
U)
O ~
O
,'
=:
H ~
Z Z
·.
V
o
~n
OCR for page 30
decline of about 1 percent per year in actual dollars. Taking inflation
into account, the decline is almost 5 percent per year in real terms.
The deflator used in this case was the consumer's price index, 1967=100.
Information about the level of expenditures for pre- and post-
doctoral programs separately is not available and cannot easily be
estimated The reason is that although both ore- and Postdoctoral
~ , _ _
trainees are supported on training grants, the agencies do not break
out these funds by academic level. It may be possible in the future to
derive a reasonable estimate based on the number of trainees in each
academic level, but this calculation has not yet been made.l4
Over 94 COO people had participated in the NIH training programs
through 1972~5 about half of them in the basic biomedical sciences.
The most heavily supported fields were biochemistry, microbiology, and
physiology. The clinical sciences were next largest with about 30 per-
cent of all trainees, and the balance was distributed among other
health-related fields, the physical sciences, and psychology.
About two thirds of the people supported by NIH have started on
training grants, one third on fellowships.
The proportion of graduate students in the biosciences supported by
NIH reached a peak of 28 percent in 1964 and has gradually declined
since then to about 18 percent in 1971. In the health professions,
the 1967 peak of 16 percent has declined to about 10 percent in 1971.
SOME CHARACTERISTICS OF NIH TRAINEES AND FELLOWS 16
The length of support provided by the NIH depends on the academic
level of the trainee. Those who were seeking a Ph.D. were supported for
a longer period than others because of the more extensive study required
to attain the Ph.D. The typical pre-Ph.D. received 22 months of support
from the NIH while the typical post-Ph.D. received about 16 months of support.
4See also TABLE ~ for information about support of training in these
fields by other agencies.
15The data cited here are given in more detail in the report The Impact
of the NIH Training Programs on the Career Patterns of Bioscientists,
loo. cit.
.
16The data cited in this section do not include ADAMHA or HRA trainees
and fellows.
30
OCR for page 31
Since these figures describe the average experience
fellows supported by the NIH during the period 1938
of all trainees and
through 1972, it is
to be expected that considerable variation exists In the data. About 19
percent of all pre-Ph.D. trainees have had more than four years of support,
while 39 percent have had only one year or less, including those who complete
the program and those who drop out. In many cases, teaching and research
assistantships have supplemented the funds provided by the NIH.
For the 1966-70 period, the total cost to NIH for a typical pre-
Ph.D. fellow during the course of his training averaged about $8,100; for
a post-Ph.D fellow, it was about $11,500. These figures include the sti-
pend and dependency allowances, which go to the fellow, and allowances
for tuition and supplies, which go to the institution. The amount of
support has increased irregularly at an average rate of about 4 percent
per year, just about the same as the increase in the cost of university
education.
Pre-Ph.D. trainees in the 1960's began their supported training on
an average of 2.5 years after the B.A. Post-Ph.D. support typically
began between one and two years after the Ph.D. Post-M.D.'s received
their first support generally after the residency, about 4.5 years beyond
the M.D
In the biological and physical sciences, those individuals with
predoctoral traineeships or fellowships attained the Ph.D. more fre-
quently and in less time than those without such support. Differences
in ability, however, may account for some or all of the differences in
Ph.D. attainment rates and in the shorter tome lapse from B.A. to Ph.D.
The pre-Ph.D. trainees supported by NIH in the biosciences between
1956 and 1965 had a Ph.D. attainment rate of 66 percent compared to
42 percent for the nonsupported group during the same period. NIH
pre-Ph.D. fellows had an attainment rate of 91 percent in the bio-
sciences. The fellows do somewhat better than the trainees in terms of
Ph.D. attainment, partly because they are a more highly selected group,
and partly because they have received their fellowships at a later stage
in their education. On ~ ~
one average, one pre-~n.~. trainees received
their first support two -and one-half years after the B.A. while the
fellows received theirs three and one-half years after the B.A.
31
OCR for page 32
ACTIVITIES OF FOUR NIH T~I=ES AD FELLOWS
One of the tasks set by the National Research Service Award Act for
the continuing study is to "identify the kinds of research positions
Available to and held by individuals completing such [training] pro-
grams." The Committee will deal with this subject in greater depth in
the course of later studies, but presents here some of the facts now
known about how former NIH trainees and fellows use their training.
A little more than 70 percent of former NIH post-Ph.D.'s whose
employment was known listed research as their primary work activity
during 1968-70. Another 24 percent of this group listed teaching as
the primary activity. This compares with postdoctorate not supported
by the NIH who were split 45 percent into research and 46 percent in-to
teaching, and with Ph.D.'s without postdoctoral support, of whom 41
percent were primarily in research and 36 percent primarily in teaching.
The M.D.'s who have received NIH support do not have as high a rate
of participation in research as the NIH-supported Ph.D.'s, but the M.D.'s
tend to remain in research longer whereas the Ph.D.'s tend to move sooner
into other activities, principally teaching and administration. Of the
M.D.'s~who formerly had received post-M.D. support from NIH, about 22
percent listed research and development as their primary work activity
during 1968-70, and about 10 percent listed teaching. For the oldest
cohort of this group (those whose B.A. was prior to 1941), 26 percent
reported research as their primary activitity in 1968-70. For the younger
cohort (those whose B. A. was during 1951-60), this figure was about 21
percent.
For M.D.'s, the attainment of the Ph.D. degree is also an important
factor in career outcomes. Only 20 percent of the M.D.'s with NIH post-
M.D. support prior to 1972, but no Ph.D., were engaged primarily in re-
search in 1968-70, whereas almost 50 percent of those with NIH post-M.D.
support and the Ph.D. were so engaged.
Over all years of experience and at almost all degree levels, re-
search and teaching were less highly paid in 1970 than the alternative
work activities of management, administration, or professional services
to individuals. Given the same number of years of experience, the median
salary of M.D.'s in research was about 30 percent higher than that of
Ph.D.'s in research. In teaching, M.D.'s were paid about 60 percent more
than Ph.D.'s. This in a sense is a measure of the premium in the form
of salary differentials and of the incentives such as training support
that must be paid in order to attract M. D.'s into research or teaching
careers. Scientists who worked for educational institutions in 1970
32
OCR for page 33
were paid considerably less on the average than those who worked in pri-
vate industry or government or were self-employed.
PRESENT LEVELS 0E TRAINING- NTH, ADAMHA, AND HRA
The current number of people participating in the research training
programs of NIH, ADAMHA, and BRA are shown in TABLE 3. The 1974 data
can be taken as reasonably accurate, 1975 figures are estimates, and
1976 figures are projections based on administration budget requests.
There are two special circumstances concerning the administration
of the training programs that must be noted. The first is that training
grants are "forward financed," which means that trainees on duty in a
fiscal year are supported from funds obligated in the previous year.
Thus, variations in the funding of the training grants have a delayed
reaction on the number of trainees supported. Secondly, successful
fellowship applicants are allowed up to one year after they receive
the award to activate the fellowship. The result of this is that the
number of awards given in a fiscal year is not necessarily the same
as the number of fellows on tenure in that year, although the two are
usually approximately equal.
Except for ADAMHA, the data in TABLE 3 were derived from
the numbers of trainees on tenure in a given fiscal year, and the number
of fellowship awards made in that fiscal year. In other words, the
table shows the approximate number of trainees and fellows on tenure
in each fiscal year for NIH and HRA. For ADAMHA, it was not possible
to provide exactly comparable data. What the agency has provided instead
is the number of trainees funded in each year, which is the best avail-
able estimate although not the same as the number on tenure in that year.
TRAINING LEVELS IN THE PRESIDENT'S FY 1976 BUDGET
Recent trends in the reduction of funds for health research train-
ing programs are continued in the administration's proposed budget for
FY 1976. The budget proposes allocations of approximately $124 million
to NIH for research training, down from roughly $156 million in FY 1975.
For ADAMHA, $16 million is proposed (down from $22 million to previous
fiscal year) with no provision for new starts. For HRA, the FY 1976
proposal contains no funds for new starts and $900,000 for continuations.
Just as important as the absolute dollar amounts are the proposed
changes in the type and level of support provided. In NIH, all pre-
doctoral training support is scheduled for phaseout, and only 1,000 new
postdoctoral trainees are being proposed in the FY 1976 budget. In the
33
OCR for page 34
TABLE 3 Approximate Number of Full-time NIH/ADAMHA/HRA Trainees and Fellows
on Duty, Current and Projected through 1976
Agency
Basic
Biomedical
Sciences
- ,
Fiscal Academic
Year of Level
Support
Predoctoral
1972 Postdoctoral
Total
,
Predoctoral
1973 Postdoctoral
Total
.
Predoctoral
1974 Postdoctoral
Total
Predoctoral
1975 Postdoctoral
Total
,
Predoctoral
1976 Postdoctoral
Total
, , ·
Predoctoral
1974 Postdoctoral
Total
Predoctoral
1975 Postdoctoral
Total
Predoctoral
1976* Postdoctoral
Total
~ B_ D ~ ~ ~
Predoctoral
1974 Postdoctoral
Total
Predoctoral
1975* Postdoctoral
Total
Predoctoral
1976* Postdoctoral
Total
. . . .
Predoctoral
1974 Postdoctoral
Total
Predoctoral
1975 - Postdoctoral
Total
_
Predoctoral
1976 Postdoctoral
Total
Behavioral
Sciences
Clinical
Sciences
Health
Services
Research
Total
, 1 1 - 1
4696
2834
7530
4636
2097
6733
NIH1
5
ADAMHA
HA 6
GRAND
TOTAL
NIH/
ADAM/
HRA
617
196
813
581
84
665
4403
2575
6978
5484
2905
8389
4598
2727
7325
505
148
653
629
167
796
527
157
684
811
2933
3744
695
2749
3444
115
2856
2971
143
3223
3366
120
3025
3145
. ~ .
_ _. _
267
223
490
_
244
171
415
_
181
127
308
_
O
O
O _
_
O
O
O
O
. . ,
4670
2798
7468
5728
3076
8804
_
4779
. 2854
_ 7633
*FY 1975 and 1976 figures are estimates.
34
1281
130
1411
1166
91
1257
863
67
930
o
o
o
o
o
o
o
o
o
1786
278
2064
1795
258
2053
1390
224
1614
522
199
721
-
453
108
561
196
63
259
244
71
315
205
66
271
o
O
.
o
o
o
O
O
O
.
O
O
O
O
O
o
o
o
o
115
2856
2971
143
3223
3366
120
3025
3145
6646
6162
12808
6365
5038
11403
5219
5642
10861
6500
63662
28663
5450
5975
114254
1
160
73
233
95
10
106
71
78
338
28
366
300
12
312
215
221
1708
426
2134
1506.
272
1778
1115
201
1316
.-
338
28
366
) 300
2 12
2 312
215
6
. 221
694
164
858
640
93
733
491
79
570
7265
6096
13361
8306
6650
14956.
6780
6182
2962
OCR for page 35
NOTES TO TABLE 3
~ IH data represent trainees on duty and fellowships awarded in each
fiscal year.
2Assumes all fellowships are postdoctoral.
3The total of 12866 is composed of 11000 trainees and 1866 fellows of
which 1179 are continuations and 687 are new starts under the assumption
that 25 percent of new funds totaling $41.2 million are allocated to
fellowships and 75 percent to training grants. The Committee is aware
that changes in this ratio may still be instituted, but regards the
data cited as the most probable estimates as of the date of preparing
this report.
The total of 11425 is composed of 9800 trainees and 1625 fellows of
which 1010 are continuations and 615 are new starts. These figures
are based on the assumption that 25 percent of new starta~and continua-
tion funds will be allocated to fellowships and 75 percent to training
grants. The continuation budget in FY 1976 is estimated at $25.4 million,
and the FY 1976 competing budget is estimated at $11.3 million.
5ADAMHA data represent trainees funded and fellowships awarded in the
fiscal years shown. ADAMHA does not have data on trainees on duty in
each fiscal year. FY 1975 data were based on estimated obligations of
$21.8 million including $2.0 million in FY 1973 funds recently released;
FY 1976 data were based on the administration's budget request of $16.2
million (continuations only, no new awards).
ADAMHA does provide support for the research training of M.D.'s and
other personnel with a clinical sciences background (clinical psychologist,
social workers, etc.) but such trainees are included in disciplinary areas
other than clinical science in the above table.
6HRA data represent trainees on duty and fellowships awarded in the
fiscal years shown. The 1975 data are based on the actual awards made
in that year; the 1976 data are estimates based on the administration
1976 budget request of about $900,000 for continuations, and no new
starts.
SOURCE: Data taken from special tabulations prepared by each agency:
NIH: Office of Research Manpower, Division of Research
Grants, Table 1, 5/1/75
ADAMHA: Office of the Assistant Administrator of Extramural
Programs, Table 1, 5/7/75
HRA: Office of Academic and Intergovernmental Affairs,
NCHSR, table dated 4/24/75
35
~ s
OCR for page 36
behavioral science, training for which has been traditionally concentrated
at the predoctoral level, elimination of ADAMHA support will sharply curtail
training support.
For NIH and ADAMHA,the import of these policy and funding changes
trainees,
$14 million
is that most FY 1976 funds will go toward supporting continuing
i.e., those who had begun their training in prior years. Only
out of the proposed $124 million for NIH is targeted toward new starts.
It should be noted, too, that the type of support recommended differs
from that of previous years. According to administrative guidelines, the
portion of the training grant that can be utilized for program expenditures
has been cut back from an average of 45 percent of the training grant (in-
cluding indirect costs) to approximately 33 percent, with the result that
a larger portion of the training grants are being allocated to trainee
costs.
The impact of these changes on the number of fellows and trainees
supported is difficult to assess given the uncertainties in the distribu-
tion of funds between fellowships and training grants, predoctoral and
postdoctoral awards, and the portion of training grants devoted to trainee
costs. What does seem certain, given the President's FY 1976 budget pro-
posal, is 1) an overall decline in fellowship and training grant support;
2) a sharp reduction in predoctoral support; and 3) a concentration in
fellowships rather than in training grants.
36
-
Representative terms from entire chapter:
postdoctoral total
