National Academies Press: OpenBook

Addressing the Nation's Changing Needs for Biomedical and Behavioral Scientists (2000)

Chapter: Appendix E: Classification of Ph.D. Fields

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Suggested Citation:"Appendix E: Classification of Ph.D. Fields." National Research Council. 2000. Addressing the Nation's Changing Needs for Biomedical and Behavioral Scientists. Washington, DC: The National Academies Press. doi: 10.17226/9827.
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Appendix E

Classification of Ph.D. Fields

BASIC BIOMEDICAL SCIENCES

Anatomy

Bacteriology

Biochemistry

Biological Immunology

Biological Sciences, General

Biological Sciences, Other

Biomedical Engineering

Biomedical Sciences

Biophysics

Biotechnology Research

Cell Biology

Developmental Biology/Embryology

Endocrinology

Genetics, Human and Animal

Medicinal/Pharmaceutical Chemistry

Microbiology

Molecular Biology

Neuroscience

Nutritional Sciences

Parasitology

Pathology, Human and Animal

Pharmacology, Human and Animal

Physiology

Toxicology

Veterinary Medicine

Zoology

CLINICAL SCIENCES

Biometrics and Biostatistics

Environmental Health

Epidemiology

Exercise Physiology/Science

Health Sciences, General

Health Sciences, Other

Health Systems/Services Administration

Nursing

Pharmacy

Public Health

Rehabilitation/Therapeutic Services

BEHAVIORAL AND SOCIAL SCIENCES

Anthropology

Audiology and Speech Pathology

Demography/Population Studies

Sociology

Suggested Citation:"Appendix E: Classification of Ph.D. Fields." National Research Council. 2000. Addressing the Nation's Changing Needs for Biomedical and Behavioral Scientists. Washington, DC: The National Academies Press. doi: 10.17226/9827.
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Psychology

Cognitive and Psycholinguistics

Comparative

Developmental and Child

Educational

Experimental

Industrial and Organizational

Personality

Psychology, General

Psychology, Other

Psychometrics

Physiological/Psychobiology

Quantitative

Social

NOTE: These are fields in which Ph.D.s are awarded, as classified by the Survey of Earned Doctorates, the annual census of doctoral recipients from U.S. universities that has been conducted from 1920 to the present. The same field names are used in the Survey of Doctoral Recipients, the biennial workforce survey of U.S. science and engineering Ph.D.s. Analyses of Ph.D. production and the employment patterns of biomedical, behavioral, and clinical scientists conducted for this report also incorporated field names comparable to those identified here but no longer in use (e.g., the combined field of microbiology and bacteriology, which was eliminated in 1983 and replaced by the two distinct fields listed above).

Suggested Citation:"Appendix E: Classification of Ph.D. Fields." National Research Council. 2000. Addressing the Nation's Changing Needs for Biomedical and Behavioral Scientists. Washington, DC: The National Academies Press. doi: 10.17226/9827.
×
Page 99
Suggested Citation:"Appendix E: Classification of Ph.D. Fields." National Research Council. 2000. Addressing the Nation's Changing Needs for Biomedical and Behavioral Scientists. Washington, DC: The National Academies Press. doi: 10.17226/9827.
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As biomedical and behavioral research progresses into new areas, the number of scientists active in various fields rises and falls, and the health needs of the U.S. population evolve, it is important to ensure that the preparation of future investigators reflects these changes. This book addresses these topics by considering questions such as the following:

  • What is the current supply of biomedical and behavioral scientists?
  • How is future demand for scientists likely to be affected by factors such as advances in research, trends in the employment of scientists, future research funding, and changes in health care delivery?
  • What are the best ways to prepare prospective investigators to meet future needs in scientific research?

In the course of addressing these questions, this volume examines the number of investigators trained every year, patterns of hiring by universities and industry, and the age of the scientific workforce in different fields, and makes recommendations for the number of scientists that should be trained in the years ahead.

This book also considers the diversity of the research workforce and the importance of providing prospective scientists with the skills to successfully collaborate with investigators in related fields, and offers suggestions for how government and universities should structure their research training programs differently in the future.

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