Schaller Michael D
Department of Biochemistry and Molecular Medicine West Virginia University School of Medicine Morgantown West Virginia USA.
FASEB Bioadv. 2023 Feb 14;5(3):131-148. doi: 10.1096/fba.2022-00117. eCollection 2023 Mar.
Training of doctoral students as part of the next generation of the biomedical workforce is essential for sustaining the scientific enterprise in the United States. Training primarily occurs at institutions of higher education, and these trainees comprise an important part of the workforce at these institutions. Federal investment in the support of doctoral students in the biological and biomedical sciences is distributed differently than the distribution of students across different types of institutions, for example, public vs private. Institutions in states that historically receive less federal support for research also receive less support for doctoral student training. Doctorates at different types of institution exhibit little difference in research productivity, with the exception of citations, and subsequent receipt of additional NIH awards. Thus, training outcomes, which are related to the quality of the student and training environment, are similar across different institutions. Research productivity of doctoral students does not correlate with the number of F31s awarded to an institution. Factors that correlate with F31 funding include R01 funding levels and program size. The findings suggest strategies for institutions to increase success at securing F31s and modification of policy to promote more equitable distribution of F31s across institutions.
培养博士生作为下一代生物医学劳动力的一部分，对于维持美国的科学事业至关重要。培训主要在高等教育机构进行，这些受训人员构成了这些机构劳动力的重要组成部分。联邦政府对生物和生物医学科学领域博士生支持的投资分配方式与学生在不同类型机构（例如公立与私立）之间的分布不同。历史上在研究方面获得联邦支持较少的州的机构，在博士生培训方面获得的支持也较少。不同类型机构的博士在研究生产力方面几乎没有差异，但在引用次数以及随后获得美国国立卫生研究院（NIH）额外奖励方面除外。因此，与学生质量和培训环境相关的培训成果在不同机构之间是相似的。博士生的研究生产力与一个机构获得的F31资助数量无关。与F31资助相关的因素包括R01资助水平和项目规模。这些发现为机构提高获得F31资助的成功率提供了策略，并为促进F31在各机构间更公平分配的政策调整提供了依据。
