scholarly journals Research Workforce Diversity: The Case of Balancing National versus International Postdocs in US Biomedical Research

2013 ◽  
Vol 31 (2) ◽  
pp. 301-315 ◽  
Author(s):  
Navid Ghaffarzadegan ◽  
Joshua Hawley ◽  
Anand Desai
Keyword(s):  
Biomedical Research ◽  
Workforce Diversity ◽  
Research Workforce

scholarly journals From the NIH: A Systems Approach to Increasing the Diversity of the Biomedical Research Workforce

2016 ◽  
Vol 15 (3) ◽  
pp. fe4 ◽  
Author(s):  
Hannah A. Valantine ◽  
P. Kay Lund ◽  
Alison E. Gammie
Keyword(s):  
Human Health ◽  
Biomedical Research ◽  
Systems Approach ◽  
National Institutes Of Health ◽  
Workforce Diversity ◽  
Full Spectrum ◽  
The Past ◽  
Research Workforce

The National Institutes of Health (NIH) is committed to attracting, developing, and supporting the best scientists from all groups as an integral part of excellence in training. Biomedical research workforce diversity, capitalizing on the full spectrum of skills, talents, and viewpoints, is essential for solving complex human health challenges. Over the past few decades, the biomedical research workforce has benefited from NIH programs aimed at enhancing diversity. However, there is considerable room for improvement, particularly at the level of independent scientists and within scientific leadership. We provide a rationale and specific opportunities to develop and sustain a diverse biomedical research workforce through interventions that promote the successful transitions to different stages on the path toward completion of training and entry into the biomedical 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 Toward a sustainable biomedical research enterprise: Finding consensus and implementing recommendations

2015 ◽  
Vol 112 (35) ◽  
pp. 10832-10836 ◽  
Author(s):  
Christopher L. Pickett ◽  
Benjamin W. Corb ◽  
C. Robert Matthews ◽  
Wesley I. Sundquist ◽  
Jeremy M. Berg
Keyword(s):  
Biomedical Research ◽  
Workforce Diversity ◽  
Consensus Recommendations ◽  
The Us ◽  
Critical Issues ◽  
Stakeholder Interactions

The US research enterprise is under significant strain due to stagnant funding, an expanding workforce, and complex regulations that increase costs and slow the pace of research. In response, a number of groups have analyzed the problems and offered recommendations for resolving these issues. However, many of these recommendations lacked follow-up implementation, allowing the damage of stagnant funding and outdated policies to persist. Here, we analyze nine reports published since the beginning of 2012 and consolidate over 250 suggestions into eight consensus recommendations made by the majority of the reports. We then propose how to implement these consensus recommendations, and we identify critical issues, such as improving workforce diversity and stakeholder interactions, on which the community has yet to achieve consensus.

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 An Institutional Coordinated Plan for Effective Partnerships to Achieve Health Equity and Biomedical Workforce Diversity

2019 ◽  
Vol 29 (Suppl 1) ◽  
pp. 129-134 ◽  
Author(s):  
Jamboor K. Vishwanatha ◽  
Riyaz Basha ◽  
Maya Nair ◽  
Harlan P. Jones
Keyword(s):  
Health Disparities ◽  
Health Equity ◽  
Underrepresented Students ◽  
Health Science ◽  
Biomedical Science ◽  
Workforce Diversity ◽  
Career Stage ◽  
Science Center ◽  
Research Workforce ◽  
K 12

The rapid growth and accumulation of specialized knowledge in today’s biomedi­cal fields, combined with entrenched and emerging health issues that persist among certain groups within the US population, emphasizes the significant need to diversify the nation’s biomedical science workforce. The under-representation of minorities in science results in inadequate scientific input from divergent social or cultural perspec­tives and detracts from our nation’s ability to resolve health disparities. The University of North Texas Health Science Center at Fort Worth has developed a coordinated approach with local, regional, and na­tional partners to increase participation of underrepresented students along the career pathway from K-12 to faculty level. Career stage specific activities that include research, mentoring, networking, career development, grantsmanship and health disparities curriculum are provided for participants. Successful outcomes from our coordinated plan includes an increase in participant self-efficacy, research presenta­tion awards, increase in grant awards and publications, and career advancement. Through partnerships within our institution, local school districts, and minority serving institutions nationwide, our coordinated plan provides mutually beneficial co-learning experiences to increase the number of under-represented individuals entering translational research focused on increasing the biomedical research workforce diversity and achieving health equity. Ethn Dis. 2019;29(Suppl2):129-134); doi:10.18865/ed.29.S1.129.

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.

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