Personnel Needs and Training for Biomedical and Behavioral Research 1979 Report (1979) / Chapter Skim
Currently Skimming:
2 Highlights of Current Studies and Research
2 Highlights of Current Studies and Research
Pages 23-40
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From page 23... ...
A conference in June 1979 at the University of Chicago's Center for Policy Study explored influences affecting fundamental, as opposed to targeted, c1 inical research ~ Broad, 1979 ~ . Suggestions were offered for various forms of action to counteract the observed thinning of clinical investigators' ranks in the past decade.
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I or oft a' A 1 ~0 a' So he Id U!
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From page 25... ...
Several of these types of awards are intended to facil itate the transition of medical school graduates from fed lowship status to a career in independent clinical investigation. Notable examples are : the National Insti Lute of General Medical Sciences' (NIGHS)
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From page 26... ...
A resolution that the Association of American Med ical Colleges (AAMC) investigate possibil ities for fostering research opportunities for medical students was approved in October 1978 by the AAMC's Organization of Student Represen° tatives (OSR)
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From page 27... ...
The Role of Ph.D Investigators in Cl inical Research The ys~cian-investigators is quite remarkable when viewed in relation to increases over the decade in medical school graduates and in the clinical faculty of American medical schools. By contrast, over the 5-year period between 1972 and 1977 , the number of Ph.D.
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From page 28... ...
to the academic sector. The Committee is awaiting receipt of data from the ATner ican Med ical Assoc i a t ion, which wi ~ ~ enumerate phys icians by primary activity and by emp1 oyment sector for the 1970-1977 period .
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From page 29... ...
In collaboration wi th the Association of American Medical Colleges, a study is underway to produce estimates of the age-dependent pro<3uctiv i ty prof il es of medical school facuI ty members. Such est imates would improve the Commi ttee's demand model, which now relies on total clinical facul ty as a surrogate measure for the subset of clinical researchers.
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From page 30... ...
Since inclusion of a clinical research component will require support outside of the usual mechanism for residency funding, the Committee recommends that NIH consider a type of award mechanism for this purpose. Further, to foster movement in this direction for MSTP graduates as well as for other residents wi th a potential interest in clinical investigation, the Committee recommends that special ty Boards and Residency Rev few Com~nittees develop pol icies that wound d facil itate combined clinical and research training programs leading to Board certification without substantially lengthening the process.
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From page 31... ...
These important unanswered questions suggest that more ef fort should be put into assessing the impact of training grants on the qual i ty of training . An ideal strategy for dealing with this issue would be to study whether scientists who had received training grant support were more productive as a resul t of having this support than those who had note Last year the Commi thee reviewed some of the cliff icul ties in devising a method and col1 eating data that woul d yield a dependable answer to this question.
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From page 32... ...
During the course of a 4- to 6-year period of training, a graduate student may receive training grant support for ~ or 2 years, and hold a research assistantship for a time and perhaps a teaching assistantship in other years. This substitutabil ity of sources of support further increases the difficu~ty in disentangling the effects of training grants from other means of helping trainees complete their preparation for research.
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One of the questions arising from the Committee' s earlier Department Survey is whether hard data or detail ed |
From page 34... ...
The Committee, therefore, ~ eaves open the possibility of conducting in the future a more extensive study of the role of training grantee BEHAVIORAL SCIENCES In response to changing employment prospects and a growing need for skilled investigators in specialized areas of health research, the Committee and its Panel on Behavioral Sciences have recommended in previous reports a major reorientation of NRSA support to provide for predominantly postdoctoral research training (NRC, 1975-1978: ~ 976-1978 Reports ~ . The Committee has been, and continues to be, concerned that academic demand for behavioral scientists will decline in the mid-1980' s due to a leveling off of growth in college and university enrollments and to the relatively young average age of tenured faculty.
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From page 35... ...
This finding led the Committee to suggest that employment in nonacademic settings may constitute an appropriate means for behavioral scientists to f ulf ill the payback ob] igation required under the provisions of the MESA authority (NRC, 1975-1978: 1978 Report, p.
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From page 36... ...
. Workshop participants explored such issues as: · the impact of changing patterns in graduate enroll men ~ on the qual i ty of predoctoral education in the behavioral sc fences; · the experiences of academic behavioral science depar tmen t s in pi ac ing gre a t er empha s i s on po s tdoc tor a l training; and ~ the potential for the NRSA authority to stimulate new directions for research training in the behavioral Sciences e The Commi t tee pi ens to review and report the f indings of this workshop in the coming months and to present speci f ic recommendations in its next report.
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From page 37... ...
Questions that use fur ly might be addressed incl ude: · Do HSR personnel amps oye<3 in nonacademic settings address different research questions than those addressed by academic HSR invest iga tor s? ~ Is there an adequate supply of doctoral!
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From page 38... ...
Topics discussed included strengthening research training programs for nurses; enlarging opportunities for participation in research by women and minorities; preserving the quality of training programs in light of declining federal support; and special training needs. Considerable attention was given to the growing difficulty in attracting medical, dental, and veterinary degree students to clinical research.
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From page 39... ...
more likely to be abrupt and difficult for the training institutions to meet in what the Congress might consider timely fashion. Shif ting the emphasis or the focus in training biomedical and behavioral scientists is not easy, for reasons that have to do with the very nature of the training enterprise.
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From page 40... ...
2. The Committee's efforts in this regard have been concentrated in the basic biomedical sciences because the overall ~ magnitude of the training grants program in these f ields makes its role easier to discern here than in the behavioral sciences.
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