To capitalize on the opportunities presented by advances in data science, the National Institutes of Health (NIH) is developing a Strategic Plan for Data Science. This plan describes NIH’s overarching goals, strategic objectives, and implementation tactics for promoting the modernization of the NIH-funded biomedical data science ecosystem. As part of the planning process, NIH has published a draft of the strategic plan [PDF 490KB], along with a Request for Information to seek input from stakeholders, including members of the scientific community, academic institutions, the private sector, health professionals, professional societies, advocacy groups, patient communities, as well as other interested members of the public.
As co-chair of the NIH Scientific Data Council, which is overseeing development of the Strategic Plan for Data Science, I encourage your comments and suggestions. Responses should be submitted via an online form by April 2, 2018.
NIGMS has a longstanding commitment to developing the next generation of biomedical scientists through a variety of programs, including the M.D.-Ph.D. dual degree Medical Scientist Training Program (MSTP). This program provides Ruth L. Kirschstein Institutional Predoctoral Training Grant (T32) awards to medical institutions that are responsible for training physician scientists. The Physician-Scientist Workforce Working Group Report [PDF, 6.2 MB] of NIH’s Advisory Committee to the Director highlighted the decline of physician scientists as a percentage of overall NIH principal investigators. NIH data presented at the 50th Anniversary Medical Scientist Training Program Symposium showed that while earlier cohorts of MSTP trainees were highly successful in achieving independent research careers and NIH grant support, more recent graduates have been less successful. Many factors may contribute to this difference, including lengthening of the post-M.D.-Ph.D. training period before achieving independence and increased competition of investigators for limited research funds and positions.
We are seeking input from the biomedical research community and other interested groups through a Request for Information (RFI) on strategies and ideas for the modernization of physician-scientist training that can be addressed through the MSTP.
More specific topics are included in the RFI, but examples of broad areas of interest are:
- Trainees (e.g., time of recruitment to the MSTP, diversity of the applicant pool and selection criteria)
- Financing/funding (e.g., how different M.D.-Ph.D. funding models influence the range of institutions that apply for MSTP support, the pool of trainees and the trainees’ commitment to research careers)
- Dual-degree training (e.g., time-to-degree, integration of curriculum, training areas, mentoring and career advising)
- NIGMS management of MSTP grants (e.g., size, number and distribution of training programs; evaluation of outcomes; and peer review)
- Anything else specific to MSTP training that you feel is important for NIH to consider with respect to enhancing M.D.-Ph.D. training and the persistence of physician-scientist trainees in research careers (note that changes in post-M.D.-Ph.D. training and future research support are outside of the scope of this RFI)
Responses can be submitted via an online form and can be anonymous. The due date for providing input is August 9, 2017.
NIGMS actively supports efforts to catalyze the modernization of biomedical graduate education. We have undertaken a number of initiatives to stimulate this process, including hosting a symposium to showcase innovations in biomedical graduate education and providing administrative supplements to T32 predoctoral training grants to enhance rigor and reproducibility, career development and skills development.
On June 8, 2016, we took another step to encourage such change with the release of a Request for Information (RFI) seeking input on how our institutional predoctoral training grants program can be used to promote innovations in training. The RFI asked members of the community to weigh in on the strengths and weaknesses of the current system, the skills the next generation of graduate students should acquire, barriers to change and strategies to promote change through our institutional predoctoral research training grants.
We received 90 unique responses from stakeholders ranging from students and faculty to institutions and professional societies. Themes represented in the responses were organized around five major categories:
- Institutional and training-related issues,
- Skills development,
- Systemic issues within the research enterprise,
- Careers, and
- Administrative and review issues.
Figure 1. Major Categories in Graduate Education RFI Responses. Bar chart showing the number of RFI responses in which one of the major categories was represented. A total of 90 unique responses were received for the RFI.
While NIGMS recognizes that those who responded to the RFI are unlikely to represent a random subset of the individuals and organizations who have a stake in graduate biomedical education, these responses provide insights regarding how members of the extramural community view the current challenges and opportunities in graduate biomedical education. As such, these comments will inform NIGMS’ ongoing efforts to catalyze the modernization of graduate education through a new predoctoral T32 funding announcement, which is currently under development. For more details about the analysis, we encourage you to explore the report.
NIGMS’ longstanding support of and commitment to programs that promote workforce diversity have contributed to significant progress , but persistent representation gaps along demographic lines remain in the ranks of both independent investigators and scientific leadership. These gaps lead to the loss of valuable contributors from the talent pool and limit the ability of the biomedical community to identify and address critical scientific and societal concerns. A special issue of CBE-Life Sciences Education , published September 1, provides the broader community with a chance to assess the progress made and plan for a future in which we cultivate and harness all available talent.
Attendees at the INBRE-sponsored Mississippi Academy of Sciences annual meeting are featured on the cover of this special issue.
The papers in this issue, which I edited with Pat Marsteller of Emory University, fit four main themes:
- Innovative and effective interventions or approaches for broadening participation.
- Mechanistic explanations for why certain approaches have been effective.
- Novel insights about institutional and systemic factors that influence broadening participation efforts.
- Syntheses of research and practices that provide a “plan of action” heading forward.
NIGMS leadership, staff and grantees authored 11 of the 35 features, editorials, essays and articles in the special issue. While all of the papers focus on topics of importance to developing a diverse scientific workforce, I wanted to call your attention to a few representative articles:
Not long ago, Jon Lorsch and I and several other NIGMS staff met with the leadership of one of the professional societies that represents many of our grantees. It was an opportunity to discuss NIGMS’ policies and grant mechanisms, hear about challenges that investigators face, and share ideas about how the biomedical research and training environment can be improved.
Meetings of this kind are not unusual, but they are just one of the ways we interact with the society partners related to NIGMS’ mission and, through them, communicate with their members. Another way is by attending the societies’ scientific meetings, where our staff learn about the latest research in the field, conduct grantsmanship workshops, and answer questions about the funding process.
The professional societies help us disseminate—and receive—information. For instance, they share our notices about funding opportunities and changes in NIH policies as well as respond to our requests for information. Leadership from the professional societies attend the open sessions of our Advisory Council meetings and sometimes speak during the public comment period, enhancing the exchange of information between the Institute and our constituency.
We also collaborate with professional societies on specific activities. Recent examples include meetings convened by FASEB on rigor and reproducibility and by ASBMB on research training. With ASCB, we co-organized the Life: Magnified exhibit, which brought biomedical science to a public place.
We greatly value our interactions with the societies and invite suggestions for additional ways we can partner.
We’ve been examining how best to support the modernization of graduate education at the national level to ensure that trainees gain the skills, abilities and knowledge they need to be successful in the biomedical research workforce.
We’re involved in a variety of efforts. For example, we and other NIH institutes and centers provided support for the development of training modules on rigor and reproducibility. We encouraged graduate programs at institutions that receive predoctoral T32 support from us to make their alumni career outcomes publicly available to prospective and current students. We’ve also offered administrative supplements to predoctoral T32 training grants to support innovative approaches in the areas of rigor and reproducibility, career outcomes and graduate education. In April, we held a symposium covering these and other topics in graduate education. Finally, we plan to write a new predoctoral T32 funding announcement.
We’re now soliciting input from the biomedical research community and other interested groups in response to a new request for information (RFI) on strategies for modernizing biomedical graduate education. We’d like to know your thoughts on:
- Current strengths, weaknesses and challenges in graduate biomedical education.
- Changes that could enhance graduate education to ensure that scientists of tomorrow have the skills, abilities and knowledge they need to advance biomedical research as efficiently and effectively as possible.
- Major barriers to achieving these changes and potential strategies to overcome them.
- Key skills that graduate students should develop in order to become outstanding biomedical scientists and the best approaches for developing those skills.
- Potential approaches to modernizing graduate education through the existing NIGMS institutional predoctoral training grants.
- Anything else you feel is important for us to consider.
Responses can be submitted via an online form and can be anonymous. They can also be emailed to modernPhD@mail.nih.gov. The due date for responses is August 5, 2016.
In a new video on iBiology, NIGMS Director Jon Lorsch discusses the relationship of lab size and funding levels to productivity, diversity and scientific impact.
The talk covers information detailed in previous Feedback Loop posts:
Read the Molecular Biology of the Cell paper mentioned at the end of the video for more discussion of lab size and other topics related to maximizing the return on taxpayers’ investments in fundamental biomedical research .