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Michael A. Sesma, Ph.D. Chief, Postdoctoral Training Branch Division of Training, Workforce Development and Diversity National Institute of General Medical Sciences National Institutes of Health June, 2013. NIH Institutional Training Programs: Preparing a Successful T32 Application. - PowerPoint PPT Presentation
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NIH Institutional Training Programs: Preparing a Successful T32 Application
Michael A. Sesma, Ph.D. Chief, Postdoctoral Training Branch
Division of Training, Workforce Development and Diversity National Institute of General Medical Sciences
National Institutes of Health
June, 2013
NIH Regional Grant Seminar, June 2014
Ruth L. Kirschstein National Research Service Awards
Overview: The overall goal of the NIH Ruth L. Kirschstein National Research Service Award (NRSA) program is to help ensure that a diverse pool of highly trained scientists is available in appropriate scientific disciplines to address the Nation's biomedical, behavioral, and clinical research needs. funding to scientists, not health professionals to enhance research training in scientific areas with need for researchers good curricula, facilities, program in addition
to research dedication to developing talent
NRSA Opportunities:
Training grants (Ts): Multi-slot awards that are used to support research training activities for several individuals selected by the institution.
Fellowships (Fs): Individual awards for graduate students pursuing a doctoral degree and researchers who have just earned their doctorates (postdocs).
Student “training” depends on funding
NIH Regional Grant Seminar, June 2014
• T32 Institutional Training Grant (PA-14-015)Predoctoral and/or Postdoctoral Traineeships
• F30 (MD PhD) fellowship (PA-14-150)• F31 (PhD) fellowship (PA-14-147; PA-14-148 (diversity))• F32 Postdoctoral fellowship (PA-14-149)
Research Grant Training Grant Fellowship
“Research work”Early or Dissertation
Phase TrainingDissertation phase
training
Project Focused Value-added for Trainee Fellow’s project
Benefit to RPG PI Benefit to program PIsTrajectory for Independence
Institutional Change
Predoctoral support is largely from research grants“Training” differences in apprenticeship vs a program
Primary mechanisms of NIH Predoctoral Training support
NIH Regional Grant Seminar, June 2014
Kirschstein-NRSA Training Grants and Fellowships Distribution of FTTPs X Activity and Career Stage
NIH Regional Grant Seminar, June 2014
Median Time to Degree
(TTD)
10 Yr PhD Completion
rate
NIH Trainees 6.3 yrs 80.1%
Life Science PhD 6.9 yrs 62.9%
Social Science PhD 7.7 yrs 55.9%
Applied for NIH RPG within 15 yrs of degree
Received NIH RPG Award within 15 yrs of degree
NIH Trainees & Fellows
36.7% 23.6%
Other PhDs: same fields, institutions
12.8% 7.0%
Other PhDs: same fields and institutions without NIH Training Grants
5.9% 2.6%
NIH Predoc Trainees finish the PhD, have earlier success
Encourage institutions to accelerate time to scientific independenceSources: IMPAC II and the Doctorate Records File--Includes MSTP trainees
NIH Regional Grant Seminar, June 2014
Training in light of limited diversity in workforce
NIH Regional Grant Seminar, June 2014
Source: US Census; NSF, 2007K-12 Enro
llment
U.S. Colle
ge-Age
UG Enrollm
ent
S&E Bach
elors
S&E D
octora
tes0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Temp. Res.
non-URM
URM
2008 20500%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
US Population Biomedical Workforce
Trends in race/ethnicity of NIH-supported Ph.D. recipients
NIH Regional Grant Seminar, June 2014
NIH Regional Grant Seminar, June 2014
African American Other URM Hispanic Total Trainees
NIH 406 (5.6%) 46517 (7.2%) 7212
as many as 969 URM trainees or 13.4%* supported by T32
*Some individuals may report multiple backgrounds; T32 predoc appointees 2011; ImpacII, Off Res Info/Off Stat Anal & Report/ OER Stats
Do training grants help build diversity?
Comparison of the Number of Training Grant Awards and the Number of URM Trainees by Institution. The correlation between training grants and number of URM students is 0.748.
National Academies Press 2011; Research Doctorate Programs in the biomedical sciences: Selected findings from the NRC Assessment (2011) Board on Higher Education and Workforce
NIH Regional Grant Seminar, June 2014
Postdoctoral Training2009 Total: 37,000 to 68,000
Median Length: 4 years
International
Post-Training Workforce
College Graduates
8% of graduates
leave the USOf graduates who stay in the US
30% skip a postdoc
70% do a postdoc1,900 to 3,900
in 2009
4,000 in 2009
Graduate Education & Training
2009 Total: 83,000Time to Degree :5.5-7yrs
2009 Graduates: 9,000
16,000 in 2009
5,800 in 2009
18%Biomedical US-trained
PhD
2008~22,500
Industrial Research
43%(23% tenured)
Biomedical US-trained PhD,
2008 ~55,000
Academic Research or
Teaching
6%Biomedical US-
trained PhD,
2008 ~7,000
Government Research
18%Biomedical US- trained PhD, 2008 ~24,000
Science Related Non-
Research
13%Biomedical US-
trained PhD,
2008 ~17,000
Non-Science Related
2%Biomedical US-
trained PhD,
2008 ~2,500
Unemployed
(128,000 Biomedical US-trained PhDs)
NOTE: The color of the numbers reflects the confidence in the accuracy of the data.
Snapshot of the PhD Biomedical Workforce
http://acd.od.nih.gov/Biomedical_research_wgreport.pdf
Training In light of Multiple Career OutcomesEmployment of Biomedical Science PhDs by Sector
NIH Regional June 2013
Source: http://sestat.nsf.gov/
-
20,000
40,000
60,000
80,000
100,000
120,000
140,000
1973 1977 1981 1985 1989 1991 1993 1993NEW
1995 1997 1999 2001 2003 2006 2008
Nu
mb
er
Other Government
Industrial All Academic
Graduate students in basic biomedical sciences• Initially have goal of academic research• Midway thru PhD consider multiple
careers
Individual Development Plans (IDPs)self assessment and planning
To be used in training, fellowships, RPGs…Student and Mentor Engagement
What’s Next? Attention to multiple careers
NIH Regional Grant Seminar, June 2014
myidp.sciencecareers.orgFuhrmann et al 2011 CBE Life Sci Educn 10: 239-249
The IDP involves
NIH Regional Grant Seminar, June 2014
The scholar The mentor
Self Assessment Familiarity with opportunitiesSurvey opportunities discuss opportunitiesWrite IDP Review IDP, help reviseImplement plan Assess New Tasks, Progress
in light of the plan
1. Skills assessment - strengths and weaknesses2. Career match - do goals match skills and interest?3. Do it again next year
Kirschstein-NRSA institutional research training grants Applications, Awards, and Success Rates
NIH Regional Grant Seminar, June 2014
15
Institutional Training Grants FY2013
Competing: 672 Applications 57 Type 1 (new) awarded 223 Type 2 (renewal) awarded
Non-Competing: 1,409 Type 5 (non-competing) awarded
Total Number of T32s in 2013 = 1,689Total Success Rate = 42%
23% for New Applications 49% for Competing Renewal Applications
NIH Regional Grant Seminar, June 2014
Institutional Training Programs:Strategies for Preparing a Successful Application
NIH Regional Grant Seminar, June 2014
• Understand the role of training programs• Goal to enhance research training through a
coordinated programmatic approach• Involve many faculty, multiple departments• Trainees selected by the institution
• PA-14-015 T32 Parent Announcement • Clarify value-added, careers• Evolution of review criteria
Strategies to Develop a Competitive T32 Application
NIH Regional Grant Seminar, June 2014
1. Start Early2. Consider why a Training Grant is important 3. Be very sure there is a PROGRAM4. Consider how your training is innovative5. Complete tables before finalizing narrative6. Read and respond to the review criteria 7. Explain, explain, explain. 8. Remember reviewers are expert faculty
familiar with training
Strategy for T32 Preparation
NIH Regional Grant Seminar, June 2014
Organize Faculty Group
Design the Program
Get Institutional
Support
Review Table Data
Write the Narrative
Training Programs Rely on Faculty Strengths
NIH Regional Grant Seminar, June 2014
Use NIH Reporter - search your School’s Faculty Research Faculty in research area of proposal Faculty funded by particular Institute
Examine Your Institution - Training HistoryCritical mass of FacultyCurrent “pool” of potential traineesFaculty history with pre- or post-doc training Training career outcomes, fellowships, publicationsFaculty mentor development
Organize Faculty Group
Design the Program
Get Institutional
Support
Review Table Data
Write the Narrative
NIH Regional Grant Seminar, June 2014
Who is the Program for?Many interdisciplinary, not departmentalHow to manage nomination, selection?Why do you need a training program?How will the trainee benefit from the program?
What are the Program Elements? Every student will..Can students complete what you outline?
What Outcome do you want and expect? What is the most Important Outcome?
Organize Faculty Group
Design the Program
Get Institutional
Support
Review Table Data
Write the Narrative
NIH Regional Grant Seminar, June 2014
The “value added” from training is an Intentional program beyond research in the PI labs
Active nomination, selection of candidates from poolPlanned research and academics, with flexibilitySeminars, enhancement activitiesLongitudinal program beyond funding period
Faculty trainer responsibilities make program strong
Organize Faculty Group
Design the Program
Clarify Institutional
Support
Review your
Tables
Write the Narrative
Training Programs are Developmental, more than Selection of Talent
NIH Regional Grant Seminar, June 2014
Potential TraineesSelect for TG and why
Matriculant
UG major
Research Interest
Courses taken
Lab affiliation
PhD Program
Pilot research
Program ActivitiesPlanned interventions
Milestone/ OutcomesIntended changes
Mentored Research PI, advisory cmte research design new techniquesPlanned Curriculum knowledge teachingSkill building oral communication writing workshops new collaborationsContemporary science meet new scientistsCareer Exposure know next steps
Short termResearch publicationsPoster, meetingFellowship Longer termNext positionBiomedical careerResearch grantsMentoring others
NIH Regional Grant Seminar, June 2014
Who will “run” the program?Effort, administrative support, record-
keepinginterface with Grad Studies, PhD program,
etc.
If trainees and mentors at different siteswhere do they meet? Socialize? Retreat?how do you form a cohort?
Student Council groups attractive
Organize Faculty Group
Design the Program
Clarify Institutional
Support
Review your
Tables
Review Criteria,
Get Advice
Write the Narrative
NIH Regional Grant Seminar, June 2014
Institutional SupportGrants and Contracts submits grantneed faculty data, postdoc office, student information
For PI/PD and faculty effort (salary), research supportadministrative support for training programcentral graduate office support
For Traineestop-up stipend, perks?support for other students in programaccess to resources (research cores, RCR courses, recruiting)
Organize Faculty Group
Design the Program
Clarify Institutional
Support
Review your
Tables
Review Criteria,
Get Advice
Write the Narrative
NIH Regional Grant Seminar, June 2014
12 required tables
Some schools have central office for data
PD is responsible for content, understandingeven if assistant helps prepare the tables!
Analyze information and describe in narrativeBe sure to have at least a paragraph on each table
explain, don’t bury, data. Have a plan!
Organize Faculty Group
Design the Program
Clarify Institutional
Support
Review your
Tables
Review Criteria,
Get Advice
Write the Narrative
NIH Regional Grant Seminar, June 2014
Scored Review Criteria:1. Training Program and Environment2. Training Program Director/Principal Investigator3. Preceptors/Mentors4. Trainees5. Training Record
Overall Impact Score: 1-9
Organize Faculty Group
Design the Program
Clarify Institutional
Support
Review your
Tables
Review Criteria,
Get Advice
Write the Narrative
Review of Training Grants
Two Levels of Review:Initial Review - Study Section- Scientific Merit
Appropriate Scientific Expertise Established Scientists Many Participate in Training Programs
Institute or Center Council- Program Relevance Broader Scientific Coverage Established Senior Scientists Leaders in Community (Scientific, Business, Philanthropic)
Provide Guidance to Program Staff
27
28
Your Grant Application
Electronic Submission ---May (Sept, Jan)Received Centrally by the Center for Scientific Review
and Referred to Appropriate Institute Assigned to Appropriate Initial Review Group (20 to 30
members) by the Institute Each Application Assigned to Three to Four Primary
Reviewers in Group Initial Review Group Meeting --- SeptemberAdvisory Council --- JanuaryFunding Decisions --- MarchAward Issued --- July
4. Trainees
NIH Regional Grant Seminar, June 2014
Is a recruitment plan proposed with strategies likely to attract well-qualified candidates for the training program?
Proactive recruitment or dependent on umbrella admissions?
Are there well-defined and justified selection and re-appointment criteria as well as retention strategies?
Nomination, re-appointment criteria, process
Is there evidence of a competitive applicant pool of sufficient size and quality, at each of the proposed levels (pre, post, short-term) to ensure a successful training program?
TG is catalytic, supports a third(?) of relevant TGE students
5. Training Record
NIH Regional Grant Seminar, June 2014
To what extent do trainees’ subsequent positions in industrial, academic, government, non-profit, or other sectors benefit from their NRSA-supported research training and directly benefit the broader biomedical research enterprise?
Preparation for multiple career paths?
Does the program propose a rigorous evaluation plan to assess the quality and effectiveness of the training?
Annually assess outcomes? What do you measure?Evidence that adapt to changes?
Are effective mechanisms in place for obtaining feedback from current and former trainees?
student council, social media, LinkedIn, etc.alumni lectures
Is there a record of retaining health professional trainees in research training or other research activities for at least two years?
NIH Regional Grant Seminar, June 2014
Additional Review Criteria & Considerations
Additional Review CriteriaProtection for Human SubjectsInclusion of Women, Minorities, and ChildrenVertebrate AnimalsBiohazardsResubmission, Renewal, Revision factors
Additional Review Considerations:Diversity Recruitment PlanTraining in Responsible Conduct of ResearchSelect Agent ResearchBudget and Period of Support
NIH Regional Grant Seminar, June 2014
Additional Review Criteria & Considerations
Budget – FTTPs (Program Slots)Most TGs support two years of trainingslots are described per year justify slots at about 25-33% of TGE trainee pool in a year
Responsible Conduct of ResearchMandatory; describe hours, topics, when occurs, refreshOnline is not sufficientInstitutional program okay, IF alsoTG faculty participate in small groups
Rated as: Acceptable or UnacceptableEach IC will review plans before funding
NIH Regional Grant Seminar, June 2014
DIVERSITYRecruitment and retention plan to enhance diversity evaluated after the overall score has been determinedGoal is diversity and inclusion in the program especially for individuals from groups underrepresented in biomedical and behavioral science
US minorities, Individuals with disabilities Be aware of NSF data, know your institutional recordPlans to recruitPlans to retainReport Progress
Rated as: Acceptable or UnacceptableEach IC will review plans before funding
Additional Review Criteria & Considerations
Table 2. Participating Faculty Members
NIH Regional Grant Seminar, June 2014
Table 2. Participating Faculty Members (Alphabetically by Faculty Member)
Name/Degree(s) Rank Primary (& Secondary) Appointment(s) Role in Program Research Interest
Abrams-Johnson, Jane, PhD Asst. Prof. Pharmacology; (Biochemistry-Medical School)
Mentor Regulation of Synthesis of Biogenic Amines
Jones, Lisa S., MD Res. Asst. Prof.
Microbiology and Immunology (Neuroscience Program)
Mentor Exec Com
Protein Structure, Folding, and Immunogenicity
Sandoz, J. Miguel, MD, PhD Assoc. Prof. Neuroscience Program Mentor Developmental Genetics in Drosophila
Thomas, C. James, III, PhD Prof. & Chr. Biochemistry and Molecular Biophysics Program Director Molecular and Genetic Analysis of RNA Viruses
Table 2 Instructions: List each training faculty member with his/her degree(s), academic rank, primary departmental affiliation and secondary appointments, role in the proposed training grant program, and research interests that are relevant to this program.
Rationale: This information allows reviewers to assess the distribution of junior versus senior faculty and clinical versus basic scientists participating in the training program, as well as their distribution by department. The data concisely summarize the scientific areas of the training faculty.
Do right away, its easy to modify as you collect biosketches: Start here
NIH Regional Grant Seminar, June 2014
Table 1. Participating Departments
35
Table 1. Membership of Participating Departments/Programs (Alphabetically)
Participating Department /
Program
Faculty Members in
Department / Program
Faculty Members
Participating in This
Application
Predoctoral Trainees in
Department / Program
(Supported by Any NIH
Training Grant)
Predoctoral Trainees With Participating
Faculty (TGE) A/B/C
For Renewal Applications, Predoctoral
Trainees Supported by This Training
Grant (TGE) A/B/C
Postdoctoral Trainees in
Department / Program
(Supported by Any NIH
Training Grant)
Postdoctoral Trainees
With Participating
Faculty (TGE) A/B/C
For Renewal Applications, Postdoctoral
Trainees Supported by This Training
Grant (TGE) A/B/C
Dept. of Biology 45 14 38 (15) 12 (6) 1/1/0
2 (2) 1/0/0
50 (5) 15 (7) 1/0/0
2 (2) 0/0/0
Neuroscience Program
32 20 31 (20) 14 (7) 2/0/1
4 (4) 0/1/0
40 (7) 23 (10) 0/0/1
2(2) 1/0/0
Dept. of Pharmacology (Medical School)
25 5 30 (10) 5 (3) 1/0/0
3 (3) 0/0/0
28 (0) 12 (6) 0/0/1
0 (0) 0/0/0
Totals N/A N/A 99 (45) 31 (16) 4/1/1
9 (9) 1/1/0 108 (12) 50 (23)
4 (4) 1/0/0
From the Table 1 Instructions - Rationale: This table provides insight into the environment in which training will take place. It allows reviewers to assess whether the program has the "critical mass" (trainees, faculty and other research personnel, and representation/distribution of scientific disciplines) to be successful.
Finish this table last…its complicated
NIH Regional Grant Seminar, June 2014
Table 3. Existing Institutional Training Grants Table 3. Institutional Training Grant Support Available to Participating Faculty Members, Department(s), or Program(s)
Title of Training Grant
Funding Source Including
Identifying Number
Active or Pending Project Period
Program Director
(Department)
Predoctoral Trainees
Supported This Year
Postdoctoral Trainees
Supported This Year
Short-Term
Trainees Supported This Year
Total No. of Participating
Faculty
Names of Overlapping
Faculty
Bioimmunotherapy Training Grant
T32 CA05964-11 06/02-07/07 Baker, A. (Pathology)
12 25 Abelson Brown Fields Johnson Sung Watson
Pharmacological Sciences
T32 GM04823-01 Pending James, C. (Pharmacology)
10 19 Jones Jenson Watson
Genetic Basis of Mental Illness
T32 MH02708-07 06/03-07/08 Johnson, A. (Psychiatry)
4 4 7 Johnson Watson
Totals N/A N/A N/A 26 4 0 51 N/A
Table 3 Instructions: List all current and pending training support available to the participating faculty members, department(s) or programs(s). For each grant, include the title of the training grant; funding source and complete identifying number; status (active or pending) and dates of the entire project period; name of the program director and department; number(s) of training positions (predoctoral, postdoctoral, and short term), number of participating faculty members; and list overlapping participating faculty members, who are also named in this application.
Rationale: This table will permit an evaluation of the level of support for training available to each of the participating departments/programs and the extent to which the proposed training grant overlaps with or duplicates available training grant support. It is useful in determining the number of training positions to be awarded.
Explain overlapping faculty, esp if overlap trainee stage
NIH Regional Grant Seminar, June 2014
Table 4. Grant Support of FacultyTable 4. Grant and Contract Support of the Participating Faculty Members
(Alphabetically by Faculty Member)
Faculty Member
Source of Support, Grant Number and Status Faculty Member Role on Project and Grant Title
Project Period Active
Current Year Direct Costs Awarded
(Total Direct Costs for Awards With Substantial
Future Changes)
Jones, J. NIH 1 R01 CA76259-01 * PI - Structure and Function of Acetylcholine Receptors 05/09-05/014 * $190,000
Jones, J. NIH 5 K08 AI00091-03 PI - Purification & Identification of Receptors 11/03-11/08 $140,000
Mack, T. American Heart Assoc. PI - Control of Angiogenesis 03/05-03/08 $185,000
Mack, T. NSF PCM 80-12935 (D. Stockton, PD/PI)
Co-PI - Cell Culture Center 12/06-12/09 $180,000
Mack, T. NIH 1 P01 CA71802-02 (D. Stockton, PD/PI)
Project Leader of Subproject 4: "Genetic Control of Cell Division"
10/05-10/09 $165,000
Smith, J. None
Zachary, A. NIH 1 U01 AI-28507-01 * PI – Human Monoclonal Antibodies as a Therapy for Staphyloccal Enterotoxin
07/09-07/14 * $200,000 ($3 million)
Table 4 Instructions: For each participating faculty member, list active and pending research grant and contract support from all sources (including Federal, non-Federal, and institutional research grant and contract support) that will provide the context for research training experiences, but excluding research training grants. If none, state "None." Include the source of support and grant number; role of the participating faculty member (PD/PI, co-PD/PI, etc.) in the grant; title, status (use an asterisk (*) to indicate pending sources of support) and dates of the entire project period; and the current year annual direct costs. If the source of support is part of a multiple project grant (for example, a P01), additionally identify the PD/PI of the overall project, and provide the above information for that component of the grant with which the faculty member is associated. For grants with major budget changes in future years such as clinical trials, include the total direct costs of the award in parentheses.
Rationale: This table provides evidence of the strength of the research environment, the availability of funds to support research conducted by the trainees, and the appropriateness of the participating faculty members in terms of their active research support.
current and pending research funding only. If none…worry
NIH Regional Grant Seminar, June 2014
Table 5. Training Record of Faculty
If no previous trainees, what is plan to mentor initial trainer? If poor outcomes, you may not want this trainer!
NIH Regional Grant Seminar, June 2014
Table 6. Publications of Trainees
Comment on first author, and total publications with mentorDiscuss program policies on pubsNotice TTD here…For renewals attend to Public Access Compliance
NIH Regional Grant Seminar, June 2014
Table 7A. Admissions and Completion Records for Participating Departments and Programs
Table 7A. Admissions and Completion Records for the Participating Departments and Programs During the Past Five Years (Predoctoral Applicants)
Department / Program
Entering Year
Applicants Applied (TGE)
A
Applicants Accepted
(TGE) A
Applicants Enrolled
(TGE) A/B/C
Trainees Still in
Program (TGE) A/B/C
Trainees Completed Program
Earned PhD or MD/PhD
(TGE) A/B/C
Trainees Completed Program
Earned Other Degree (TGE) A/B/C
Trainees Left
Program (TGE) A/B/C
Reason for Leaving Program
(if training was not completed)
Department of Biochemistry
2003 8 (5) 0
6 (4) 0
4 (3) 0/3/1
2 (1) 0/0/0
1 (1) 0/0/0
0 (0) 0/0/0
1 (1) 0/0/0
Changed career interests
Department of Biochemistry
2004 9 (7) 1
6 (4) 10
5 (3) 0/0/0
4 (3) 0/0/0
1 (1) 0/0/0
0(0) 0/0/0
0 (0) 0/0/0
Department of Biochemistry
2005 10 (6) 2
8 (5) 1
5 (3) 1/0/0
4 (3) 0/0/0
0 (0) 0/0/0
MS 1 1/0/0
0 (0) 0/0/0
Went to medical school
Department of Biochemistry
2006 12 (9) 3
10 (6) 1
8 (5) 1/0/0
6 (4) 0/0/0
0 (0) 0/0/0
0 (0) 0/0/0
2 (1) 0/0/0
1 left for a job in industry; 1 left for reasons unknown
Department of Biochemistry
2007 15 (12) 4
10 (8) 2
8 (6) 2/1/0
8 (6) 2/1/0
0 (0) 0/0/0
0 (0) 0/0/0
0 (0) 0/0/0
Interdepartmental Graduate Program in Genetics
2003 125 (9) 5
24 (18) 0
18 (15) 0/0/0
5 (4) 00/0
12 (11) 0/0/0
0 (0) 0/0/0
1 (0) 0/0/0
Transferred to Bioengineering PhD program
Interdepartmental Graduate Program in Genetics
2004 123 (91) 3
22 (17 1
16 (16) 1/0/0
10 (10) 0/0/0
4 (4) 0/0/0
0 (0) 0/0/0
2 (2) 1/0/0
1 transferred to another institution; 1 enrolled in medical school
Interdepartmental Graduate Program in Genetics
2005 122 (85) 5
21 (19) 0
17 (16) 0/0/0
14 (14) 0/0/0
0 (0) 0/0/0
MS 1 0/0/0
2 (1) 0/0/0
1 left for job in industry; 1 enrolled in dental school
Interdepartmental Graduate Program in Genetics
2006 130 (83) 5
35 (22) 4
20 (19) 3/0/0
18 (17) 2/0/0
0 (0) 0/0/0
0 (0) 0/0/0
2 (2) 1/0/0
1 transferred to neuroscience training program; 1 teaching science in high school
NIH Regional Grant Seminar, June 2014
Table 8A. Qualifications of Recent Predoctoral ApplicantsTable 8A. Qualifications of Recent Predoctoral Applicants
Year Department /
Program
Applicant (List by
Number) Previous
Institution(s) Degree(s) & Year(s)
GRE Scores V, Q, Adv
(Percentiles) and/or MCAT
Scores Undergrad
GPA Interviewed
(Y/N) Accepted
(Y/N) Enrolled
(Y/N)
Support from this
Grant (Y/N)
2007 Medical Scientist Training Program
1* U. of WI BSN '06 12, 11, Q, 10 3.63 Y Y Y Y
2007 Medical Scientist Training Program
2* Stanford BS '06 11, 13, N, 11 3.72 Y Y N JHU
N
2007 Medical Scientist Training Program
3 Yale U. Wash. U.
BA '05 MS '06
10, 9, O, 11 660 680 740
3.78 Y N N N
2007 Molecular Biophysics Program
1* U. of IL BS '06 700 730 720 4.0 Y Y Y Y
2007 Molecular Biophysics Program
2* Rutgers BS '07 710 690 680 3.36 Y Y Y Y
2007 Molecular Biophysics Program
3 Berkeley BS '07 680 710 720 3.68 Y Y N UCSF
N
2007 Molecular Biophysics Program
4* U. of TX BS '07 720 690 750 (97%) (79%)
(85%)
3.73 Y Y N JHU
N
2007 Molecular Biophysics Program
5* Tufts U. BS '06 650 670 630 3.32 N N N N
2007 Molecular Biophysics Program
6 U. of Kyoto BS '05 480 710 720 N/A N N N N
Program Statistics
Total Number of Applicants
Number of TGE Applicants
Applicants Interviewed
Applicants Accepted
Applicants Enrolled
Applicants Supported By
This Grant Average GRE / MCAT Scores Average GPA
9 6 7 6 3 3 11, 11,11
702 705 718 3.65
Similar table (8B) for Postdoctoral Applicants
NIH Regional Grant Seminar, June 2014
Table 9A. Qualifications of Current Predoctoral Trainees
Table 9A. Qualifications of the Current Predoctoral Trainees Clearly Associated with the Training Program
Department / Program
Trainee (List by Number)
Previous Institution(s)
Degree(s) & Year(s)
GRE Scores / (Percentiles)
V, Q, Adv and/or
MCAT Scores Undergraduate
GPA
Current Research
Mentor Years in Program
Calendar Years
Appointed to This Grant
Biochem 1* U. of WI BSN '06 680 720 750 3.63 Jones, J. '07-present None
Genetics 2* MIT BS '06 12, 12, R, 14 3.72 Huerta, X. '05-present '06-'07
Genetics 3* U. Penn. Wash. U.
BA '05 MS '07
700 710 640 (96% 82% 84%)
3.75 Felman, R. '07-present '06-present
Genetics 4 U. Mich. BA '07 650 710 630 (80% 92% 83%)
3.34 TBN '07-present None
Program Statistics
Total Number of Trainees
Number of TGE Trainees
Average GRE / MCAT Scores Average GPA
4 3 690, 705, 695 12, 12, R, 14
3.61
NIH Regional Grant Seminar, June 2014
Table 9A. Qualifications of Current Postdoctoral Trainees
NIH Regional Grant Seminar, June 2014
Table 10. Admissions and Completion Records of Underrepresented Individuals
Table 10: Admissions and Completion Records for Underrepresented Minority (URM) Trainees, Trainees with Disabilities, and Trainees from Disadvantaged Backgrounds Clearly Associated With the Training Program
Diversity Recruitment
Group
Trainee (List by
Number)
Entering Year
(Pre/Post) Department /
Program
Source of Support and if Support by
NRSA Grant In
Training Completed
Training
Left Without Completing
Training
Current Status Career or
Employment
URM Trainees 1* 2006 (Pre)
Genetics T32 GM001122 F31
Y Postdoctoral Trainee UCSF
URM Trainees 1* 2007 (Post)
Cell Biology University Fellowship Research
Y Mentor and student both moved to another institution
URM Trainees 1* 2007 (Post)
Chemistry Lectureship Y
Trainees With Disabilities
1* 2004 (Pre)
Pharmacology T32 GM001144 F31
Y Postdoctoral Trainee NYU
Trainees With Disabilities
2* 2006 (Post)
Cell Biology R01 Y Career Change
Trainees With Disabilities
3 2007 (Post)
Medicine Research Associate Y
Trainees From Disadvantaged Backgrounds
1* 2005 (Pre)
Genetics T32 GM001155 F31
Y Postdoctoral Trainee U. Chicago
C—usually not for grad, postdoc
A
B
NIH Regional Grant Seminar, June 2014
Table 11. Appointments to the Training Grant for each Year of Past Award
Table 11. Appointments to the Training Grant For Each Year of the Past Award (Renewal Applications Only)
Grant Year 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008
Predoctoral Positions Awarded (Months of Support) 10 (120) 12 (144) 14 (168) 14 (168) 14 (168)
Predoctoral Trainees Appointed (Months of Support Used) 10 (120) 131 (144) 14 (168) 132 (156) 14 (168)
Predoctoral URM Trainees Appointed (Months of Support) 1 (12) 2 (24) (0) 1 (12) 1 (12)
Predoctoral Trainees with Disabilities Appointed (Months of Support) 1 (12) 0 (0) 1 (12) 2 (12) 0 (0)
Predoctoral Trainees from Disadvantaged Background Appointed (Months of Support)
0 (0) 0 (0) 0 (0) 0 (0) 1 (12)
Postdoctoral Positions Awarded (Months of Support) 4 (48) 4 (48) 4 (48) 4 (48) 4 (48)
Postdoctoral Trainees With MD Appointed 1 1 2 1 2
Postdoctoral Trainees With MD/PhD Appointed 2 1 1 0 0
Postdoctoral Trainees With PhD Appointed 1 1 0 1 2
Postdoctoral Trainees With Other Degree Appointed 0 DrPH DrPH PharmD 0
Postdoctoral Trainees Appointed (Months of Support Used) 4 (48) 4 (48) 4 (48) 3 (38)3 4 (48)
Postdoctoral URM Trainees Appointed (Months of Support) 1 (12) 2 (24) 0 (0) 1 (12) 1 (12)
Postdoctoral Trainees with Disabilities Appointed (Months of Support) 0 (0) 0 (0) 0 (0) 0 (0) 0 (0)
Postdoctoral Trainees from Disadvantaged Background Appointed (Months of Support)
0 (0) 0 (0 0 (0) 0 (0) 1 (12)
1 One trainee left after 6 months and a second trainee was appointed for the remainder of the year. 2 One position was not filled. 3 A fourth trainee was appointed, but fell ill and dropped out after 2 months. It was then too late to recruit a replacement trainee.
NIH Regional Grant Seminar, June 2014
12A. Predoc Trainees Supported by this Training Grant
Program Statistics
Percentage of Trainees Entering 10 Years Ago That Completed Ph.D.s
Average Time to Ph.D. for Students in the Last 10 Years (not including leaves of absence)
50% 6.5 years
TG1, TG2...Early, late…Explain use of slots!
NIH Regional Grant Seminar, June 2014
12B. Postdoc Trainees Supported by this Training Grant
Notes on the Narrative
NIH Regional Grant Seminar, June 2014
BackgroundDescribe a good environment for trainingDescribe data in Tables 1, 2, 3:Departmental Membership, Participating Faculty Members, Other TG Support
Program Administration and FacultyDescribe data in Tables 4, 5, 6:Faculty Grant Support, Trainees, Publication of Trainees
Program PlanWho are students and how are they selectedWhat students will do & whyIDP?
Training Program Evaluationthe mechanisms to be used in evaluating the quality and success of the training effort, outcome measures?
Notes on the Narrative
NIH Regional Grant Seminar, June 2014
Trainee Candidates - who are theyRecruitment, pool size, quality
Admissions and Completion Records of Trainees Tables 7A and/or 7B
Qualifications of Trainee Applicants Tables 8A and/or 8B
For Renewals, Current Trainee Qualifications Table 9A and/or 9B
Institutional Environment and Commitment to the ProgramRecruitment and Retention Plan to Enhance Diversity
Tables 1, 7A/B, Renewal application - Table 10Plan for Instruction in Responsible Conduct of ResearchFor Renewal Applications
Progress reportTables 11, 12A and/or 12B
Use advisory group to critique before submission
Notes on the Narrative
NIH Regional Grant Seminar, June 2014
Competing Renewal Applications• describe the program success in recruitment, retention
and graduation of individuals from underrepresented groups
• highlight how the program has evolved in response to changes in relevant scientific and technical knowledge, educational practices, and to evaluation of the training program
NIH Regional Grant Seminar, June 2014
NIGMS suggests ways to enhance the training experience of their programs. These activities would be appropriate to include in the program plan:
• offer opportunities for interested trainees to obtain experience in teaching
• if appropriate, offer opportunities for trainees to take industrial or other internships outside of the training institution.
• provide information to trainees and prospective applicants about career outcomes of recent graduates; organize student seminars and workshops on career opportunities and options.
• recruit trainees with a variety of undergraduate science backgrounds, including mathematics, engineering and the physical sciences.
Notes on the Narrative
Differentiate from the generic training program. Be unique.
Get up to Speed, then Innovate
Brass LF et al 2010 Are MD-PhD programs meeting their goals? An
analysis of career choices made by graduates of 24 MD-PhD
programs. Acad Med. 85: 692
Sambunjak 2006 Mentoring in Academic Medicine: A systematic review.
JAMA 296: 1103
Andrews NC 2002 The Other Physician Scientist problem: Where have
all the young girls gone? Nature Medicine 8: 439
Ciampa EJ et al. 2011 A workshop on leadership for MD/PhD students.
Med. Ed Online 16: 7075
Dickler HB et al. 2007 New Physician Investigators Receiving National
Institutes of Health Research Project Grants: A historical
perspective on the “endangered species” JAMA 297: 2496NIH Regional Grant Seminar, June 2014
Look to NSF for PhD data
Survey of Earned Doctorates, 2011
http://www.nsf.gov/statistics/srvydoctorates/
Trends in earned PhDs in different biomedical fields
Trends in diversity in PhDs………. and beyond!
NIH Regional Grant Seminar, June 2014
NIH Regional Grant Seminar, June 2014
NIH Institute Resources for T32 Applicants
NIGMS - Answers to Institutional Predoctoral Training Grants (T32) Frequently Asked Questionshttp://www.nigms.nih.gov/Training/InstPredoc/Pages/predoc-training-
grants-faqs.aspx NIAID - Advice on Research Training and Career Awards; Institutional Research Training Grants http://www.niaid.nih.gov/researchfunding/traincareer/pages/
advice.aspx#I Guide For Understanding NINDS Institutional Training Grant (T32) Applications And Their Review http://www.ninds.nih.gov/funding/areas/
training_and_career_development/T32_guide.pdf
Strategies to Develop a Strong Proposal
NIH Regional Grant Seminar, June 2014
1. Start Early2. Consider why a Training Grant is important 3. Be very sure there is a PROGRAM4. Consider how your training is innovative5. Complete tables before finalizing narrative6. Read and respond to the review criteria 7. Explain, explain, explain. 8. Remember reviewers are expert faculty
familiar with training
Preparing a Successful T32 Application
Questions?
msesma@nigms.nih.gov
NIH Regional Grant Seminar, June 2014
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