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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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