Assessment of NIH Minority Research and Training Programs Phase 3 (2005) / Chapter Skim
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Phase 1 was completed in 1993. It presented an overview of NIH extramural research training programs and summarized available information and trend data for each of the major NIH minority research training programs.2 Phase 1 findings also documented an overall pattern of minority underrepresentation3 in the biological, behavioral, and clinical sciences (hereafter referred to as "biomedical" sciences)
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This analysis established that the foremost goal of NIH minority research training programs is, and always has been, to increase the number of Ph.D.-level minority biomedical researchers. However, success in reaching this goal was not quantified among any of the program announcements.
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Programs for trainees at later career stages may adopt a more highly prescribed definition of success. Methods The study committee was charged with addressing its study questions to the extent that they could be using available data from NIH supplemented by interviews with minority trainees and program administrators.
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The committee decided that the time frame for the study would extend from 1970 to 1999 and the study would include the following career stages: undergraduate, graduate, postdoctoral, and junior faculty. Two trainee comparison groups were also identified -- minority and nonminority trainees participating in programs that are not targeted specifically for minorities.
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These provided trainees with an opportunity to share what they believed to be the strengths and/or weaknesses of the programs and to suggest ways in which NIH could improve its programs. In the absence of NIH-wide electronic trainee tracking data, the NIH data contractor achieved a very low response rate from its efforts to locate and interview trainees.
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At the undergraduate trainee level, attrition from the programs is minimal, due in part to an effective system of oversight and monitoring of trainees' progress. Research Experience Among trainee respondents at all career stages, there is profound appreciation for what these programs offer and recognition of the prestige associated with being an NIH research trainee.
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Trainee Characteristics At the postdoctoral and junior faculty levels, there appears to be a sharp drop-off among minority trainees. An indicator of this is the gender shift from predominantly female at the undergraduate and graduate career stages to predominantly male at the postdoctoral and junior faculty career stages (see Appendix E)
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All trainee respondents were clear and forceful in stating that trainee stipends have to be more in line with market trends; they need to be increased in order to sustain and build student interest in research careers. This sentiment was echoed by numerous program administrators, one of whom stated that the stiffest competition faced in attracting African-American trainees to a research career comes from the salary opportunities provided by advanced health professional programs.
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They report less social integration in their laboratories, and this was experienced more by minority trainees at institutions using nonminority training mechanisms. Finally, a large fraction of minority trainees believe that their minority status in some way affected their training experience.
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NIH should examine gender differences among its trainee participants. For example, the minority trainee population at the undergraduate level is mostly female, but this proportion declines at each successive career stage, showing that there is substantially more attrition among women who could have become investigators than among men.
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The meetings should at a minimum address the following issues: · Clarification of NIH training policies regarding trainee recruitment and documentation of program activities and results, · Discussion of the range of IC training program characteristics, · Sharing of trainee recruitment strategies, · Identification of effective elements of IC training programs, · Review of IC evaluation results, and · Development of long-term objectives for addressing workforce needs and for increasing the participation of underrepresented minorities in science. The committee of minority training program coordinators should establish appropriate guidelines and measures for evaluating NIH minority research training programs.
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The Office of the Director at NIH should take the lead on this. The numerous, weighty, and very public issues regarding affirmative action that are raised by targeted research training programs require continuing attention by a consortium of the National Center for Minority Health and Health Disparities, the Office of Extramural Programs, the institutes and centers that fund such training programs, and the NIH Office of the Director.
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In addition, the Office of the Director of Extramural Training should develop a user-friendly data entry form for the MDS that is web accessible. The database and data coordination in the deputy director's office will emulate that of a coordinated data center.
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