The NIH "BEST" programs: Institutional programs, the program evaluation, and early data.

Autor: Lenzi RN; Division of Program Coordination, Planning, and Strategic Initiatives, National Institutes of Health, Bethesda, MD, USA., Korn SJ; Office of Training & Workforce Development, National Institute of Neurological Disorders and Stroke (NINDS), National Institutes of Health, Bethesda, MD, USA., Wallace M; Windrose Vision, LLC, Fairfax, VA, USA., Desmond NL; Previously at Division of Neuroscience & Basic Behavioral Science, National Institute of Mental Health (NIMH), National Institutes of Health, Bethesda, MD, USA., Labosky PA; Division of Program Coordination, Planning, and Strategic Initiatives, National Institutes of Health, Bethesda, MD, USA.
Jazyk: angličtina
Zdroj: FASEB journal : official publication of the Federation of American Societies for Experimental Biology [FASEB J] 2020 Mar; Vol. 34 (3), pp. 3570-3582. Date of Electronic Publication: 2020 Jan 20.
DOI: 10.1096/fj.201902064
Abstrakt: Biomedical research training has undergone considerable change over the past several years. At its core, the goal of graduate and postdoctoral training is to provide individuals with the skills and knowledge to become outstanding scientists and expand knowledge through the scientific method. Historically, graduate school training has focused on preparation for academic positions. Increasingly, however, a shift toward preparation for a wider range of career options has emerged. This is largely because most biomedical PhD graduates do not become Principal Investigators in academic laboratories. Here we describe an National Institutes of Health Common Fund program with the major goal of culture change for biomedical research training and training that prepares individuals for a broader expanse of careers in the biomedical research enterprise. These "Broadening Experiences in Scientific Training" (BEST) awards, issued in 2012 and 2013, provided support to institutions to develop innovative approaches to achieving these goals, as a complement to traditional training. Awardees were tasked with catalyzing change at their institutions and sharing best practices across the training community. Awardees were required to participate in a cross-site evaluation that assessed the impact of BEST activities on three main areas: (a) trainee confidence and knowledge to make career decisions, (b) influence of this added activity on time in training, and (c) ability of the institutions to sustain activities deemed to be beneficial. Here we present the fundamental approach to the BEST program and early evaluative data.
(© Published 2020. This article is a U.S. Government work and is in the public domain in the USA. The FASEB Journal published by Wiley Periodicals, Inc. on behalf of Federation of American Societies for Experimental Biology.)
Databáze: MEDLINE
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