MD-PhD Program.
Department of Medicine (Digestive Diseases) and Cell Biology, and.
JCI Insight. 2024 Mar 8;9(5):e175857. doi: 10.1172/jci.insight.175857.
A critical element of physician-scientist training is the development and practice of core competencies that promote success in research careers. The ability to develop compelling training and research proposals is one such foundational skill. The NIH Ruth L. Kirschstein National Research Service Award (NRSA) individual fellowship for dual-degree students (F30, F31, or F31-Diversity) creates an ideal opportunity to provide formal instruction in grant-writing skills to physician-scientists early in training. In the guided process of preparing a predoctoral fellowship application, students learn to formulate clear short- and long-term research and training goals; construct a comprehensive, well-reasoned, and rigorous proposal; become familiar with funding agency priorities; and gain strategic insights into the peer review system. Beyond building scientific writing skills, the application process for an NRSA F30 or F31 is an opportunity for trainees to strengthen mentor-mentee relationships, identify learning opportunities key to their scientific development, and build effective research and mentoring teams. These skills also apply to developing future postdoctoral mentored K applications or faculty research program grants. Here, we outline key features of the structured proposal development training developed for students in the Yale MD-PhD Program and review outcomes associated with its implementation.
医师科学家培训的一个关键要素是发展和实践核心能力，以促进研究职业的成功。制定有吸引力的培训和研究计划的能力就是这样一项基础技能。NIH 露丝 L. 基尔希斯坦国家研究服务奖（NRSA）双重学位学生（F30、F31 或 F31-Diversity）个人奖学金为医师科学家在培训早期提供了正式的资助写作技能培训提供了理想的机会。在准备博士前奖学金申请的指导过程中，学生学会制定明确的短期和长期研究和培训目标；构建全面、合理和严格的提案；熟悉资助机构的优先事项；并深入了解同行评审系统的策略。除了提高科学写作技能外，NRSA F30 或 F31 的申请过程也是学员加强导师-学员关系、确定对其科学发展至关重要的学习机会以及建立有效的研究和指导团队的机会。这些技能也适用于未来博士后指导 K 申请或教师研究计划资助。在这里，我们概述了为耶鲁大学 MD-PhD 课程的学生制定的结构化提案发展培训的主要特点，并回顾了其实施的相关成果。
