NIGMS Predoctoral Training NIGMS Predoctoral Training Program Guidelines Program Guidelines

20142014

Ph.D. Training Continues to EvolvePh.D. Training Continues to Evolve

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NIH has supported research training since 1930s fellowships thru the 1950s 1975National Research Service Award (i.e. T32, F30/31, F32; MARC U-STAR)Ruth L. Kirschstein

-funding to scientists, not health professionals-to enhance research training-in scientific areas with need for researchers-good curricula, facilities, program in add’n to research-dedication to developing talent

NIGMS Predoctoral Research NIGMS Predoctoral Research Training ProgramsTraining Programs

Major mission of NIGMS Predoctoral training grants

No combined pre- and postdoctoral grants

11 pre Ph.D. areas 1 pre M.D.-Ph.D. area (the MSTP) Support for ~2,900 trainees annually

Trainee-Based Trainee-Based Program Features Features

T32 supports early years of graduate training Provides enhanced training and oversight Students nominated and selected from

several academic units, umbrella program(s) or broad interdisciplinary program

Value added for trainee in rotations, selection of courses, research fields, research mentors, career development opportunities

Trainees selected by training program PD/PI Involves many faculty, multiple departments

Training GoalsTraining Goals

Enhance research training through a coordinated programmatic approach

Multidisciplinary and multi-departmental Faculty provide breadth of research Master core scientific areas for future Acquire skills and knowledge of related

fields

Typical Program ElementsTypical Program Elements Laboratory rotations Interdisciplinary training Broad research skills and multiple approaches Strong mentoring and high expectations Curriculum of courses and seminars, with

flexibility Retreats, journal clubs, annual meetings Communication skills, opportunities for

presentation, networks with experts Career exposure and development, IDP Responsible conduct of research

Program ResponsibilitiesProgram Responsibilities

Advise and monitor progress throughout the graduate training period

Ensure timely completion and productivity

Develop methods for ongoing evaluations of quality

Provide trainees with skills and knowledge about careers

Provide information on career outcomes of graduates

Potential FeaturesPotential Features

Programs design plan of activities to achieve desired outcomes

May offer teaching opportunities or internships in career sectors relevant to research area

Programs encouraged to recruit trainees from various backgrounds, including mathematics, engineering, and physical sciences and deploy activities necessary for students from different backgrounds

NIGMS Predoctoral Training ProgramsNIGMS Predoctoral Training Programs Behavioral-Biomedical Sciences Interface Bioinformatics and Computational Biology Biostatistics Biotechnology Cellular, Biochemical, and Molecular Biology Chemistry-Biology Interface Genetics Medical Scientist Training Program Molecular Biophysics Molecular Medicine Pharmacological Sciences Systems and Integrative Biology

Behavioral-Biomedical Sciences Behavioral-Biomedical Sciences Interface (BBI)Interface (BBI)

Program Director: Shiva Singh To develop basic behavioral scientists with

rigorous training in biology/biomedical science

Curriculum and activities reinforce training at this interface

Significant participation of faculty and leadership from both sides of interface

Students primarily from behavioral departments or with behavioral backgrounds

Examples of behavioral depts: psychology, anthropology, demography, behavior, economics

Bioinformatics and Computational Biology Bioinformatics and Computational Biology (BI)(BI)

Program Director: Veerasamy Ravichandran To train a new class of scientists with a

primary identity as computational biologist or bioinformatician who apply theoretical, mathematical and computational approaches in biomedical research

Training should include the use of theory and computer applications in hypothesis generation and project execution

Students should be familiar with experimental methods and feel comfortable collaborating with bench scientists

Biostatistics (BS)Biostatistics (BS)

Program Director: Paul Brazhnik To ensure that a workforce of biostatisticians

with a deep understanding of both statistical and biological theories and methodologies is available to biomedical, clinical and behavioral research needs

Training should integrate biostatistical theories and evolving methodologies with basic biomedical research including, but not limited to, bioinformatics, genetics, molecular biology, cell biology and physiology, as well as epidemiological, clinical and behavioral studies

Biotechnology (BT)Biotechnology (BT)

Program Director: Barbara Gerratana Training to provide technical and intellectual

skills in fields which utilize biotechnology (e.g., molecular biology, tissue engineering, bioengineering, biochemistry, metabolic engineering, biomaterials and drug delivery)

Trainees are expected to participate in seminar series, journal clubs and retreats, which augment their training and promote interactions with students from differing disciplines

Trainees are required to participate in an industrial internship to gain research experience in a biotechnology or pharmaceutical firm

Cellular, Biochemical, and Molecular Cellular, Biochemical, and Molecular Sciences (CBMS)Sciences (CBMS)

Program Director: Joe Gindhart Broadest of interdisciplinary training programs May include: biochemistry, bioinformatics,

biophysics, chemistry, cell biology, developmental biology, genetics, immunology, microbiology, molecular biology, molecular medicine, neurobiology and pathology

Wide range of numbers of appropriate trainees based on breadth of program

Chemistry Biology Interface (CBI)Chemistry Biology Interface (CBI)

Program Director: Miles Fabian Training focus is the use of synthetic and

mechanistic chemistry to explore biological problems

One requirement: chemistry students receive significant training in biology in addition to in depth training in chemistry, and biology students receive significant training in chemistry in addition to in depth training in biology

Goal is to produce scientists that can work effectively at the interface, speaking the language of both disciplines

Offer interested students industrial internships

Genetics (GN)Genetics (GN)

Program Director: Anthony Carter Programs should provide dissertation

opportunities and in-depth didactic training in all aspects of modern genetics

Trainees should also be exposed to closely related fields and be able to apply genetic approaches to problems in other areas of biology

Medical Scientist Training Program Medical Scientist Training Program (MSTP)(MSTP)

Program Director: Peter Preusch Program must integrate medical and scientific

training There must be training compression so that

duration is reasonable There should be MSTP-specific activities for

specialized training and to create a strong group identity

There should be career counseling at many points in the training

The graduates should be going to strong academic residencies with a commitment to research careers

The expectation is that a large majority of the graduates will become physician-scientists

Molecular Biophysics (MB)Molecular Biophysics (MB)

Program Director: Paula Flicker Training should focus on the applications of physics,

mathematics, chemistry and engineering to problems in cell and molecular biology

Programs often bring together departments of chemistry, physics or engineering and those departments offering training in the various areas of biology

Students commonly work in a number of areas, including structural biology, the biophysical characterization of biological macromolecules, single molecule detection and electron microscopy

Programs typically bring in students with diverse educational backgrounds and need to provide appropriate training to each student such that all students understand quantitative biological sciences

Molecular Medicine (MM)Molecular Medicine (MM)

Program Director: Alison Cole Training focus on basic biomedical sciences and

concepts and knowledge of molecular basis of disease Didactic training in areas such as pathophysiology and

molecular pathogenesis Program activities that provide students with

understanding of disease mechanisms, e.g. seminar series, journal clubs, participation in grand rounds or autopsy internships, dual mentors in basic and clinical science

Training program intended primarily for Ph.D. candidates

Goal: prepare scientists to work at interface of basic biomedical and clinical research (translational research)

Pharmacological Sciences (PS)Pharmacological Sciences (PS)Program Director: Richard Okita Provide exposure to cutting-edge research relevant

to the discovery and development of therapeutic agents and to the basic understanding of drug targets and mechanisms of action

Training in broad subject areas that include pharmacology, toxicology, pharmaceutical chemistry, medicinal chemistry, pharmaceutics, pharmacokinetics and related areas

Programs are not expected to cover the entire range of PS research activities: some may have strength in molecular and cellular pharmacology, others in whole animal and human in vivo studies; some may emphasize toxicology, others may emphasize medicinal chemistry and pharmaceutics

Administrative center may be in a school of medicine, pharmacy, veterinary medicine or other appropriate academic unit

Systems and Integrative Biology Systems and Integrative Biology (SIB)(SIB)

Program Director: Stefan Maas Integrative, regulatory and/or developmental

processes of higher organisms and their functional components

Diverse experimental approaches- molecular and cellular to behavioral and computational- to explore integrated and complex biological problems

Strong emphasis on systems/integrative biology through coursework, seminars or other programmatic activities

Research opportunities including, but not limited to, physiology, biomedical engineering, behavioral sciences and cellular signaling

New programs focused on neuroscience should apply to the jointly sponsored neuroscience program

Common Review QuestionsCommon Review Questions How do you weigh the value-added or

impact of the T32 training program against other factors?

How do you determine the number of recommended trainee positions?

How do you evaluate the rationale for the use of trainee positions, i.e. number of years on grant and when supported?

How do you weigh the breadth of a program vs. its scientific focus?

Common Reviewer QuestionsCommon Reviewer Questions

How do you weigh the value-added or impact of the T32 training program against other factors?

Comments: It depends on how the T32 program fits into the institution’s broader training efforts.

In some cases the T32 program has a distinct impact for its trainees. In other cases the features of a T32 training program may be reflected by a larger program that meets NIGMS objectives. NIGMS recognizes the value of established programs that provide effective interdisciplinary training and programmatic activities to trainees and other students in a broader program.

Established programs must ensure training evolves with the field of science and responds effectively to student needs and outcomes.

Common Reviewer QuestionsCommon Reviewer Questions

How do you determine the number of recommended trainee positions?

Comments:The reviewer recommendation depends on both the size and quality of the relevant matriculant pool and for renewals, on recent trainee outcomes.

In general, the maximum recommendation should be no more than half the number of eligible students, considering other sources of training support for the pool.

Common Reviewer QuestionsCommon Reviewer Questions

How do you evaluate the rationale for the use of trainee positions, i.e. number of years on grant and when supported?

Comments:The number of years and timing of support varies from program to program, but should be justified.

Early graduate year support is strongly recommended to provide common training, cohesiveness, and time of greatest impact on training. It is common for programs to support students in years 1 and 2, or 2 and 3. Strong justification is required for other options.

Common Reviewer QuestionsCommon Reviewer Questions

How do you weigh the breadth of a program vs. its scientific focus?

Comments:

NIGMS strongly encourages applications that propose fundamental, interdisciplinary training essential for future biomedical researchers. All programs should include development of contemporary quantitative or computational skills.

Predoctoral training programs should offer broad training that may lead to one or more specialized scientific areas.