Personnel Needs and Training for Biomedical and Behavioral Research Volume 1 (1977) / Chapter Skim
Currently Skimming:
1 Introduction and Summary of Numerical Recommendations, Fiscal Years 1979-81
1 Introduction and Summary of Numerical Recommendations, Fiscal Years 1979-81
Pages 1-16
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 1... ...
, the Committee divided the biomedical and behavioral sciences into four broad areas-basic biomedical sciences, behavioral sciences, clinical sciences, and health services research. The Committee made a number of recommendations for adjustments in the number of predoctoral and postdoctoral awards for research training under the programs of the National Institutes of Health (NIH)
|
From page 2... ...
This report summarizes data on the pos+ -- raining activities of both former trainees and former fed lows from federally supported predoctoral and postdoctoral programs and of those not so supported (Chapters 3 and 4 ~ . The Committee al so begins to addre ss the i s sue s o f whether there are alternatives to federal support programs available to students planning research careers in these fields, and whether there are more appropriate and ef festive alternatives to the training grant and felic~wshiF mechanisms.
|
From page 3... ...
The Committee responded to ~ his Congressional action by appointing nurse investigators as members of three of its f ive advi very panels (Behavioral Sciences, Clinical Sciences, and Health Services Research) , and ty estate, ishing nursing research as a f if th broad area for study by the committee.
|
From page 4... ...
These included access by minorities and women to research training opportunities, the importance of distinguishing the research -raining needs for behavioral scientists from those f or health services research, the specificity with which numerical recommendations for research training ~ evels should be made by the Committee, the significance of mul tidisciplinary training programs, the training needs in the emerging areas of nursing research and health services research, the impact that new health legislation frequently has upon manpower needs, problems related to the NRSA payback provision, the emphasis given to a number of specific fields, and the division of fields among the Committee's disciplinary panels. All documents submitted to the Committee in connection with the public hearing have been reviewed by the appropriate advisory panels and the Committee and are a part of a file available to the public.
|
From page 5... ...
One questionnaire collected information from i ndi vidua ~ inve st i gator s i n the b iomedica ~ and behavi ore s ci ence s, an othe r f r om unive r s ity depa rtment s in t he biomedica ~ and behaviora ~ sciences in which all predoctoral training and most of the postdoctoral training is provided, and a third from personnel who had received federal support for graduate training in health services research. Also, a study was conducted by the AS sociation of American Medical Colleges (AAMC} on the research training of M
|
From page 6... ...
Survey of Biomedical and Behavioral Science Departments Whil e much i s known about the demographi c characteristics of trainees and training programs, little firm data are available about the role and impact of f ederal training support on academy c departments . For examp, e, the NSF' s annua' departmental survey of graduate science student support and postdoctorals is not sufficiently disaggregated to prove de the detailed information about individual agencies and types of support {fellowships and traineeships)
|
From page 7... ...
Additional recommendations concerning selected policy ~ ssues and the administration of the NRSA program will be f ound in Chapter ~ and Chapter 9 . Mechanisms of Support As the ma jor supporter of health-related biomedical and behavioral science research, the federal government has sought to promote excellence in research through highquality training.
|
From page 8... ...
Critics of the training grant approach argue that such grants allow a limited number of unit varsities to recruit students and expand faculty to the d~ sadvantage of institutions that do not have training grants. These critics also say that training grants limit students ' freedom of choice, whereas an individual fed 1 cowslip, awarded on the basis of personal excellence and scientif ic promise, al lows the student to choose the tra ining envi Convent be st suite ~ to hi s or her nee ds and promotes a healthy competition among institutions.
|
From page 9... ...
Interpretations of the data have been di scus s ed and yes bed against -he inf orbed judgment of the Commi' tee, with the cl ose advice and cooperation of th e parse l s and the s ' a f f . P a rt i cular at tension ha s b e en paid to assessing the quality imps ication of each suggested eco~nendation or position in terms of the Committee' s corclus~ on, stated i n the ~ 976 report, that ''in ad justing public pol icy to reflect changing market conditions, federal poll cy should seek to sustain and enhance this tradition of high qual ity tra ining .
|
From page 10... ...
Summary Tats es of Numerical Recomrnenda' ions In its report last year, the Committee made specif ic numerical recommendations for FY ~ 977 and set tentative goals for FY ~ 978 for each broad area. At that time it was intended to review during thi s pa st year the FY ~ 9 78 goals and to make specific recommendations for FY ~ 978 in the present report.
|
From page 11... ...
en ~ ~ ~ In 0 0 0 -4 ~ ~ ~ ~ a' 0 0 0 ~ ~ (D I c E E. o ~ ~ ° ~ ~ ~ ~ ~ ~ 3 ~ 5e a of ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ To ~ ~ ~ ~ JO ' ° ~ ~ O fir ° ° ° a, ° ° ° ° a, ° ° ° o ~ ~ ~ ~ Us ~ ~ ~ ~ ~ o ~ ~ ~ ~ ~ ~ 0 0 0 0 0 0 0 0 0 0 0 0 ~ U ~ ~ ~ N ~ ~ ~ ~ ~ 11' ~ ·0 ~ ~ ~ ~ ~ ~ O O O ~ o ~ ~ o ~ O O O ~ ~ ~ ~ ~ ~ N N ~ ~ ~ .
|
From page 14... ...
For comparisons between the numbers of awards the agencies made in FY 1976 and the targe ~ goals recommended by the committee last year for each broad area, the reader is referred to the following tables: Basic Biomedical Sciences, Chapter 3, Table 3.16; Behavioral sciences, Chapter 4, Table 4.14; Clinical sciences, Chapter 5, Table 5.5; Health services Research, Chapter 6, Table 6.3. Of 14 area.
|
From page 15... ...
~4 o JJ vl JJ .~ v~ ~'4 e,~ ~4 )
|
From page 16... ...
Behavioral Sciences - -- Total ~~ Predoctoral —~ Postdoctoral FIGURE 1.1 Summary of Committee recommendations for NIH and ADAMHA research training awards. Training grant awards are made at the end of a fiscal year and support trainees on duty in the subsequent fiscal year.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.