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APPENDIX B
For the purposes of this paper, certain basic criteria were used to identify the
evaluation studies chosen for review:
.
.
The focus of the study was on NRSA programs. Studies of research trading
in general (e.g., Zumeta, 1983), although their populations may have included
NRSA awarders, were not included as formal evaluations of these programs.
"Data books" such as those produced by NIH (1988) and ADAMHA (1989a)
were not classified as formal evaluations depite the fact that they provide
data on number of awards and soundings levels. This type of document,
however, is considered when discussing the availability of information on
major evaluation questions (e.g., levels of program participation).
The results had to exist in a form that was available for at least limited
dissemination. Ad studies presented in Appendixes C and D were either
formal published reports or reports prepared for internal and/or limited
distribution (upon requested to interested parties). Other evaluation-related
activities for which no "wr~te-up" was available (e.g., computer printouts for
which results were not summarized or informal staff attempts to gather
preliniinary data on outcomes of awarders) were not considered. They are,
however, discussed in the paper, where appropnate.
S=teen ~ndiviclual evaluation efforts met these cnteria, and the major characteristics
of each are summarized in Appendixes C and D. Appendix C presents information related
to the coverage of each study In terms of: (~) the agency administenng the programs
(i.e., NIH or ADAMHA); (2) whether the study focused on a particular program or specific
institute (e.g., N1MH); (3) the major category of training evaluated (e.g., predoctoral vs.
postdoctoral); (4) whether the focus of the program was on traiIling MDs, PhDs, or
undergraduates; (5) the major fields of scientific training incorporated (e.g., biomedical vs.
clinical sciences); (6) the time penod examined (e.g., 1978-81 awardees); and (7) the major
questions addressed by the evaluation.
In Appendix D are described selected methodological characteristics so as to better
~ _
~ . . ~ ~ . . ~ . ~ ~ . ~ . . ~ ~ ~ ~ ^^
depict how evaluations were conducted and identity how program outcomes and/or effects
were examined, given that the majority of studies reviewed attempted to address these
types of questions.
B-l
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