scholarly journals Diversity in the Biomedical Research Workforce: Developing Talent

2012 ◽  
Vol 79 (3) ◽  
pp. 397-411 ◽  
Author(s):  
Richard McGee Jr ◽  
Suman Saran ◽  
Terry A. Krulwich
Keyword(s):  
Biomedical Research ◽  
Research Workforce

Advisory Committees in Biomedical Research and Training

2017 ◽  
pp. 68-88
Author(s):  
Argentina Ornelas
Keyword(s):  
Graduate Education ◽  
Workforce Development ◽  
Biomedical Research ◽  
Research Training ◽  
Education And Training ◽  
Educational Training ◽  
Advisory Committees ◽  
Research Education ◽  
Research Workforce ◽  
And Training

Biomedical Research Training falls under the umbrella of Graduate Education at higher education institutions. The extent that advisory committees play in such training is not well documented, as these change from institution to institution. The National Institutes of Health (NIH), the guiding federal agency that provides the bulk of financial support to biomedical research institutions, provides input in training and workforce development based on the research of their internal advisory committees. Discussed is the background of advisory committees in guiding graduate education and the roles of advisory committees in biomedical research education and training. Discussed are the roles of advisory committees at various levels of biomedical research education and training, from funding agencies (NIH), to advisory committees guiding training programs and delivering trainee advice at individual institutions. Discussion of the challenges in establishing advisory committees to develop a productive biomedical research workforce will ensue, as we shift from educational training to workforce development.

scholarly journals Size and characteristics of the biomedical research workforce associated with U.S. National Institutes of Health extramural grants

2015 ◽  
Vol 30 (3) ◽  
pp. 1023-1036 ◽  
Author(s):  
Lindsay R. Pool ◽  
Robin M. Wagner ◽  
Lindsey L. Scott ◽  
Deepshikha RoyChowdhury ◽  
Rediet Berhane ◽  
...  
Keyword(s):  
Biomedical Research ◽  
National Institutes Of Health ◽  
Research Workforce

scholarly journals 2017 Sowing the “CEED”s of a more diverse biomedical workforce

2018 ◽  
Vol 2 (S1) ◽  
pp. 60-61
Author(s):  
Colleen A. Mayowski ◽  
Kaleab Z. Abebe ◽  
Natalia E. Morone ◽  
Doris M. Rubio ◽  
Wishwa N. Kapoor
Keyword(s):  
Biomedical Research ◽  
Health Care Research ◽  
Assistant Professor ◽  
University Of Pittsburgh ◽  
Research Education ◽  
Seminar Series ◽  
Leaky Pipeline ◽  
Study Population ◽  
Research Workforce ◽  
The University

OBJECTIVES/SPECIFIC AIMS: The need to diversify the biomedical research workforce is well documented. The Career Education and Enhancement for Health Care Research Diversity (CEED) program at the University of Pittsburgh Institute for Clinical Research Education (ICRE) promotes success and helps seal the “leaky pipeline” for under-represented background (URB) biomedical researchers with a purposefully designed program consisting of a monthly seminar series, multilevel mentoring, targeted coursework, and networking. METHODS/STUDY POPULATION: Over 10 program years, we collected survey data on characteristics of CEED Scholars, such as race, ethnicity, and current position. We created a matched set of URB trainees not enrolled in CEED during that time using propensity score matching in a 1:1 ratio. RESULTS/ANTICIPATED RESULTS: Since 2007, CEED has graduated 45 Scholars. Seventy-six percent have been women, 78% have been non-White, and 33% have been Hispanic/Latino. Scholars include 20 M.D.s and 25 Ph.D.s. Twenty-eight CEED Scholars were matched to non-CEED URB students. Compared with matched URB students, CEED graduates had a higher mean number of peer-reviewed publications (9.25 vs. 5.89; p<0.0001) were more likely to hold an assistant professor position (54% vs. 14%; p=0.004) and be in the tenure stream (32% vs. 7%; p=0.04), respectively. There were no differences in Career Development Awards (p=0.42) or Research Project Grants (p=0.24). DISCUSSION/SIGNIFICANCE OF IMPACT: Programs that support URB researchers can help expand and diversify the biomedical research workforce. CEED has been successful despite the challenges of a small demographic pool. Further efforts are needed to assist URB researchers to obtain grant awards.

scholarly journals Developing a Training Program to Diversify the Biomedical Research Workforce

2019 ◽  
Vol 94 (8) ◽  
pp. 1115-1121
Author(s):  
Doris M. Rubio ◽  
Megan E. Hamm ◽  
Colleen A. Mayowski ◽  
Seyed Mehdi Nouraie ◽  
Alexander Quarshie ◽  
...  
Keyword(s):  
Training Program ◽  
Biomedical Research ◽  
Research Workforce

scholarly journals Improving support for young biomedical scientists

2018 ◽  
Author(s):  
Bruce Alberts ◽  
Tony Hyman ◽  
Chris Pickett ◽  
Shirley Tilghman ◽  
Harold Varmus
Keyword(s):  
Biomedical Research ◽  
Constant Infusion ◽  
Policy Changes ◽  
Major Threat ◽  
Innovative Research ◽  
Two Factors ◽  
Research Workforce ◽  
The U.S

A vibrant American biomedical research enterprise requires a constant infusion of young scientists proposing and conducting important, innovative research. Demographic analyses indicate that the biomedical research workforce has been aging, with scientists launching independent academic laboratories much later in their lives than previously. In addition, those starting new laboratories encounter strong pressures discouraging novel, potentially groundbreaking research. These two factors represent a major threat to the vitality of biomedical research in the U.S. Based on recent analyses demonstrating the success of such programs, we propose that the NIH expand by ten-fold its use of the New Innovator award—an award available only to young scientists proposing innovative research. We argue that this action, accompanied by two related policy changes, would dramatically improve the U.S. biomedical research enterprise.

Development of a Biomedical Research Workforce Through the Support of Advisory Committees

2017 ◽  
pp. 89-104
Author(s):  
Argentina Ornelas
Keyword(s):  
Workforce Development ◽  
Biomedical Research ◽  
Research Training ◽  
Education And Training ◽  
Advisory Committees ◽  
Research Education ◽  
Educational Relationships ◽  
Research Workforce ◽  
Training Demands ◽  
And Training

Workforce development has not always been a set goal in biomedical research education and training. The highly-specialized training in biomedical research has often focused on the development of academic focused scientists, however, in the past 20 years this has been observed as unsustainable. A discussion ensues of the key areas of improvement to develop a sustainable biomedical workforce, and improve dispersion of diverse talent in all areas of biomedical research training (academic, industrial and government). The roles of advisory committees in biomedical research education and training demands that these be extended to additional venues to improve workforce challenges as individuals leave the training phase. Involvement of stakeholder roles in training opportunities by opening collaborations with training institutions opens venues for improvements in educational relationships, and workforce improvements. This chapter will also address the value of biomedical research (VOBR) and discuss recommendations to address workforce diversity and development.

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