NIH Institutional Training Programs:
Preparing a Successful T32 Application


Michael A. Sesma, Ph.D.

Chief, Postdoctoral Training Branch
Division of Training, Workforce Development and Diversity

National Institute of General Medical Sciences

National Institutes of Health

June, 2013
Ruth L. Kirschstein National Research
Service Awards
Overview:
The overall goal of the NIH Ruth L.
Kirschstein National Research Service
Award (NRSA) program is to help ensure
that a diverse pool of highly trained
scientists is available in appropriate
scientific disciplines to address the
Nation's biomedical, behavioral, and
clinical research needs.





funding to scientists, not health professionals
to enhance research training
in scientific areas with need for researchers
good curricula, facilities, program in addition
to research
dedication to developing talent
NIH Regional Grant Seminar, June 2014
NRSA Opportunities:
 Training grants (Ts): Multi-slot
awards that are used to support
research training activities for
several individuals selected by the
institution.
 Fellowships (Fs): Individual awards
for graduate students pursuing a
doctoral degree and researchers
who have just earned their
doctorates (postdocs).
Student “training” depends on funding
Research Grant
Training Grant
Fellowship
“Research work”
Early or Dissertation
Phase Training
Dissertation phase
training
Project Focused
Value-added for Trainee
Fellow’s project
Benefit to RPG PI
Benefit to program PIs
Trajectory for
Independence
Institutional Change
• T32 Institutional Training Grant (PA-14-015)
Predoctoral and/or Postdoctoral Traineeships
• F30 (MD PhD) fellowship (PA-14-150)
• F31 (PhD) fellowship (PA-14-147; PA-14-148 (diversity))
• F32 Postdoctoral fellowship (PA-14-149)
NIH Regional Grant Seminar, June 2014
Predoctoral support is largely from research grants
“Training” differences in apprenticeship vs a program
Primary mechanisms of NIH
Predoctoral Training support
NIH Regional Grant Seminar, June 2014
Kirschstein-NRSA Training Grants and Fellowships
Distribution of FTTPs X Activity and Career Stage
NIH Regional Grant Seminar, June 2014
NIH Predoc Trainees finish the PhD, have earlier success
Median Time
to Degree
(TTD)
10 Yr PhD
Completion
rate
NIH Trainees
6.3 yrs
80.1%
Life Science PhD
6.9 yrs
62.9%
Social Science PhD
7.7 yrs
55.9%
Applied for NIH RPG
within 15 yrs of degree
Received NIH RPG Award
within 15 yrs of degree
NIH Trainees &
Fellows
36.7%
23.6%
Other PhDs: same
fields, institutions
12.8%
7.0%
Other PhDs: same
fields and institutions
without NIH Training
Grants
5.9%
2.6%
Encourage institutions to accelerate time to scientific independence
Sources: IMPAC II and the Doctorate Records File--Includes MSTP trainees
NIH Regional Grant Seminar, June 2014
Training in light of limited diversity in workforce
Biomedical Workforce
US Population
100%
100%
90%
90%
80%
80%
70%
70%
60%
60%
50%
50%
40%
40%
30%
30%
20%
20%
10%
10%
0%
0%
2008
2050
Source: US Census; NSF, 2007
NIH Regional Grant Seminar, June 2014
Temp. Res.
non-URM
URM
Trends in race/ethnicity of NIH-supported Ph.D. recipients
NIH Regional Grant Seminar, June 2014
Do training grants help build diversity?
African American
NIH
406 (5.6%)
Other URM
46
Hispanic
517 (7.2%)
Total Trainees
7212
as many as 969 URM trainees or 13.4%* supported by T32
*Some individuals may report multiple backgrounds;
T32 predoc appointees 2011; ImpacII, Off Res Info/Off Stat Anal & Report/ OER Stats
Comparison of the
Number of Training
Grant Awards and the
Number of URM
Trainees by Institution.
The correlation between
training grants and
number of URM students
is 0.748.
National Academies Press 2011;
Research Doctorate Programs in
the biomedical sciences: Selected
findings from the NRC
Assessment (2011) Board on
Higher Education and Workforce
NIH Regional Grant Seminar, June 2014
Snapshot of the PhD Biomedical Workforce
College Graduates
NOTE: The color
of the numbers
reflects the
confidence in the
accuracy of the
data.
16,000 in 2009
Graduate Education
& Training
2009 Total: 83,000
Time to Degree :5.5-7yrs
2009 Graduates: 9,000
Of graduates who stay in the
US
5,800 in 2009
4,000
in 2009
8% of
International
graduates
leave the US
skip a postdoc
Postdoctoral Training
do a postdoc
2009 Total: 37,000 to 68,000
Median Length: 4 years
Post-Training Workforce
Government
Research
18%
6%
43%
18%
Biomedical UStrained PhD,
2008 ~7,000
(23% tenured)
Biomedical UStrained PhD,
Biomedical
US-trained
PhD
2008~22,500
Biomedical
US- trained
PhD, 2008
~24,000
Academic
Research or
Teaching
Industrial
Research
Science
Related NonResearch
2008 ~55,000
1,900 to 3,900
in 2009
(128,000 Biomedical US-trained PhDs)
Non-Science
Related
Unemployed
13%
2%
Biomedical UStrained PhD,
2008 ~17,000
Biomedical UStrained PhD,
2008 ~2,500
http://acd.od.nih.gov/Biomedical_research_wgreport.pdf
NIH Regional Grant Seminar, June 2014
Training In light of Multiple Career Outcomes
Employment of Biomedical Science PhDs by Sector
Number
140,000
120,000
Other
Government
100,000
Industrial
All Academic
80,000
60,000
40,000
20,000
-
1973 1977 1981 1985 1989 1991 1993 1993 1995 1997 1999 2001 2003 2006 2008
NEW
Source: http://sestat.nsf.gov/
NIH Regional June 2013
What’s Next? Attention to multiple careers
Graduate students in basic biomedical
sciences
• Initially have goal of academic research
• Midway thru PhD consider multiple
careers
Individual Development Plans (IDPs)
self assessment and planning
To be used in training, fellowships, RPGs…
Student and Mentor Engagement
myidp.sciencecareers.org
Fuhrmann et al 2011 CBE Life Sci Educn 10: 239-249
NIH Regional Grant Seminar, June 2014
The IDP involves
The scholar
The mentor
Self Assessment
Survey opportunities
Write IDP
Implement plan
Familiarity with opportunities
discuss opportunities
Review IDP, help revise
Assess New Tasks, Progress
in light of the plan
1. Skills assessment - strengths and weaknesses
2. Career match - do goals match skills and interest?
3. Do it again next year
NIH Regional Grant Seminar, June 2014
Kirschstein-NRSA institutional research training grants
Applications, Awards, and Success Rates
NIH Regional Grant Seminar, June 2014
Institutional Training Grants FY2013
 Competing:
 672 Applications
 57 Type 1 (new) awarded
 223 Type 2 (renewal) awarded
 Non-Competing:
 1,409 Type 5 (non-competing) awarded
 Total Number of T32s in 2013 = 1,689
 Total Success Rate = 42%
 23% for New Applications
 49% for Competing Renewal Applications
NIH Regional Grant Seminar, June 2014
15
Institutional Training Programs:
Strategies for Preparing a Successful Application
• Understand the role of training programs
• Goal to enhance research training through a
coordinated programmatic approach
• Involve many faculty, multiple departments
• Trainees selected by the institution
• PA-14-015 T32 Parent Announcement
• Clarify value-added, careers
• Evolution of review criteria
NIH Regional Grant Seminar, June 2014
Strategies to Develop a Competitive T32 Application
1. Start Early
2. Consider why a Training Grant is important
3. Be very sure there is a PROGRAM
4. Consider how your training is innovative
5. Complete tables before finalizing narrative
6. Read and respond to the review criteria
7. Explain, explain, explain.
8. Remember reviewers are expert faculty
familiar with training
NIH Regional Grant Seminar, June 2014
Strategy for T32 Preparation
Organize
Faculty
Group
Design the
Program
NIH Regional Grant Seminar, June 2014
Get
Institutional
Support
Review
Table Data
Write the
Narrative
Training Programs Rely on Faculty Strengths
Organize
Faculty
Group
Design the
Program
Get
Institutional
Support
Review
Table Data
Write the
Narrative
Use NIH Reporter - search your School’s Faculty Research
Faculty in research area of proposal
Faculty funded by particular Institute
Examine Your Institution - Training History
Critical mass of Faculty
Current “pool” of potential trainees
Faculty history with pre- or post-doc training
Training career outcomes, fellowships, publications
Faculty mentor development
NIH Regional Grant Seminar, June 2014
Organize
Faculty
Group
Design the
Program
Get
Institutional
Support
Review
Table Data
Write the
Narrative
Who is the Program for?
Many interdisciplinary, not departmental
How to manage nomination, selection?
Why do you need a training program?
How will the trainee benefit from the program?
What are the Program Elements?
Every student will..
Can students complete what you outline?
What Outcome do you want and expect?
What is the most Important Outcome?
NIH Regional Grant Seminar, June 2014
Organize
Faculty
Group
Design the
Program
Clarify
Institutional
Support
Review
your
Tables
Write the
Narrative
The “value added” from training is an
Intentional program beyond research in the PI labs
Active nomination, selection of candidates from pool
Planned research and academics, with flexibility
Seminars, enhancement activities
Longitudinal program beyond funding period
Faculty trainer responsibilities make program strong
NIH Regional Grant Seminar, June 2014
Training Programs are Developmental, more than
Selection of Talent
Potential Trainees
Select for TG and why
Matriculant
UG major
Research Interest
Courses taken
Lab affiliation
PhD Program
Pilot research
NIH Regional Grant Seminar, June 2014
Program Activities
Planned interventions
Mentored Research
PI, advisory cmte
research design
new techniques
Planned Curriculum
knowledge
teaching
Skill building
oral communication
writing workshops
new collaborations
Contemporary science
meet new scientists
Career Exposure
know next steps
Milestone/ Outcomes
Intended changes
Short term
Research publications
Poster, meeting
Fellowship
Longer term
Next position
Biomedical career
Research grants
Mentoring others
Organize
Faculty
Group
Design the
Program
Clarify
Institutional
Support
Review
your
Tables
Review
Criteria,
Get Advice
Write the
Narrative
Who will “run” the program?
Effort, administrative support, record-keeping
interface with Grad Studies, PhD program, etc.
If trainees and mentors at different sites
where do they meet? Socialize? Retreat?
how do you form a cohort?
Student Council groups attractive
NIH Regional Grant Seminar, June 2014
Organize
Faculty
Group
Design the
Program
Clarify
Institutional
Support
Review
your
Tables
Review
Criteria,
Get Advice
Write the
Narrative
Institutional Support
Grants and Contracts submits grant
need faculty data, postdoc office, student information
For PI/PD and faculty
effort (salary), research support
administrative support for training program
central graduate office support
For Trainees
top-up stipend, perks?
support for other students in program
access to resources (research cores, RCR courses,
recruiting)
NIH Regional Grant Seminar, June 2014
Organize
Faculty
Group
Design the
Program
Clarify
Institutional
Support
Review
your
Tables
Review
Criteria,
Get Advice
12 required tables
Some schools have central office for data
PD is responsible for content, understanding
even if assistant helps prepare the tables!
Analyze information and describe in narrative
Be sure to have at least a paragraph on each table
explain, don’t bury, data. Have a plan!
NIH Regional Grant Seminar, June 2014
Write the
Narrative
Organize
Faculty
Group
Design the
Program
Clarify
Institutional
Support
Review
your
Tables
Review
Criteria,
Get Advice
Write the
Narrative
Scored Review Criteria:
1. Training Program and Environment
2. Training Program Director/Principal Investigator
3. Preceptors/Mentors
4. Trainees
5. Training Record
Overall Impact Score: 1-9
NIH Regional Grant Seminar, June 2014
Review of Training Grants
Two Levels of Review:
 Initial Review - Study Section- Scientific Merit
 Appropriate Scientific Expertise
 Established Scientists
 Many Participate in Training Programs
 Institute or Center Council- Program Relevance
 Broader Scientific Coverage
 Established Senior Scientists
 Leaders in Community (Scientific, Business, Philanthropic)
Provide Guidance to Program Staff
27
Your Grant Application
 Electronic Submission ---May (Sept, Jan)
 Received Centrally by the Center for Scientific Review






and Referred to Appropriate Institute
Assigned to Appropriate Initial Review Group (20 to 30
members) by the Institute
Each Application Assigned to Three to Four Primary
Reviewers in Group
Initial Review Group Meeting --- September
Advisory Council --- January
Funding Decisions --- March
Award Issued --- July
28
4. Trainees
Is a recruitment plan proposed with strategies likely to attract
well-qualified candidates for the training program?
Proactive recruitment or dependent on umbrella
admissions?
Are there well-defined and justified selection and reappointment criteria as well as retention strategies?
Nomination, re-appointment criteria, process
Is there evidence of a competitive applicant pool of sufficient
size and quality, at each of the proposed levels (pre, post,
short-term) to ensure a successful training program?
TG is catalytic, supports a third(?) of relevant TGE students
NIH Regional Grant Seminar, June 2014
5. Training Record
To what extent do trainees’ subsequent positions in industrial, academic,
government, non-profit, or other sectors benefit from their NRSA-supported
research training and directly benefit the broader biomedical research
enterprise?
Preparation for multiple career paths?
Does the program propose a rigorous evaluation plan to assess the quality
and effectiveness of the training?
Annually assess outcomes? What do you measure?
Evidence that adapt to changes?
Are effective mechanisms in place for obtaining feedback from current and
former trainees?
student council, social media, LinkedIn, etc.
alumni lectures
Is there a record of retaining health professional trainees in research training
or other research activities for at least two years?
NIH Regional Grant Seminar, June 2014
Additional Review Criteria & Considerations
Additional Review Criteria
Protection for Human Subjects
Inclusion of Women, Minorities, and Children
Vertebrate Animals
Biohazards
Resubmission, Renewal, Revision factors
Additional Review Considerations:
Diversity Recruitment Plan
Training in Responsible Conduct of Research
Select Agent Research
Budget and Period of Support
NIH Regional Grant Seminar, June 2014
Additional Review Criteria & Considerations
Budget – FTTPs (Program Slots)
Most TGs support two years of training
slots are described per year
justify slots at about 25-33% of TGE trainee pool in a year
Responsible Conduct of Research
Mandatory; describe hours, topics, when occurs, refresh
Online is not sufficient
Institutional program okay, IF also
TG faculty participate in small groups
Rated as: Acceptable or Unacceptable
Each IC will review plans before funding
NIH Regional Grant Seminar, June 2014
Additional Review Criteria & Considerations
DIVERSITY
Recruitment and retention plan to enhance diversity evaluated
after the overall score has been determined
Goal is diversity and inclusion in the program especially for
individuals from groups underrepresented in biomedical and
behavioral science
US minorities, Individuals with disabilities
Be aware of NSF data, know your institutional record
Plans to recruit
Plans to retain
Report Progress
Rated as: Acceptable or Unacceptable
Each IC will review plans before funding
NIH Regional Grant Seminar, June 2014
Table 2. Participating Faculty Members
Do right away, its easy to modify as you collect biosketches:
Start here
Table 2. Participating Faculty Members
(Alphabetically by Faculty Member)
Name/Degree(s)
Rank
Primary (& Secondary) Appointment(s)
Role in Program
Research Interest
Abrams-Johnson, Jane, PhD Asst. Prof.
Pharmacology;
(Biochemistry-Medical School)
Mentor
Regulation of Synthesis of
Biogenic Amines
Jones, Lisa S., MD
Res. Asst.
Prof.
Microbiology and Immunology
(Neuroscience Program)
Mentor
Exec Com
Protein Structure, Folding,
and Immunogenicity
Sandoz, J. Miguel, MD, PhD
Assoc. Prof.
Neuroscience Program
Mentor
Developmental Genetics in
Drosophila
Thomas, C. James, III, PhD
Prof. & Chr.
Biochemistry and Molecular Biophysics
Program Director
Molecular and Genetic
Analysis of RNA Viruses
Table 2 Instructions: List each training faculty member with his/her degree(s), academic rank, primary departmental affiliation and
secondary appointments, role in the proposed training grant program, and research interests that are relevant to this program.
Rationale: This information allows reviewers to assess the distribution of junior versus senior faculty and clinical versus basic scientists
participating in the training program, as well as their distribution by department. The data concisely summarize the scientific areas of the
training faculty.
NIH Regional Grant Seminar, June 2014
Table 1. Participating Departments
Finish this table last…its complicated
Table 1. Membership of Participating Departments/Programs
(Alphabetically)
For Renewal
For Renewal
Applications, Postdoctoral
Applications,
Predoctoral
Trainees in Postdoctoral Postdoctoral
Trainees
Department /
Trainees
Trainees
Supported by
Program
With
Supported by
This Training (Supported Participating This Training
Grant
Grant
by Any NIH
Faculty
(TGE)
Training
(TGE)
(TGE)
A/B/C
Grant)
A/B/C
A/B/C
Faculty
Members in
Department /
Program
Faculty
Members
Participating
in This
Application
Predoctoral
Trainees in
Department /
Program
(Supported
by Any NIH
Training
Grant)
Dept. of Biology
45
14
38 (15)
12 (6)
1/1/0
2 (2)
1/0/0
50 (5)
15 (7)
1/0/0
2 (2)
0/0/0
Neuroscience
Program
32
20
31 (20)
14 (7)
2/0/1
4 (4)
0/1/0
40 (7)
23 (10)
0/0/1
2(2)
1/0/0
Dept. of
Pharmacology
(Medical School)
25
5
30 (10)
5 (3)
1/0/0
3 (3)
0/0/0
28 (0)
12 (6)
0/0/1
0 (0)
0/0/0
Totals
N/A
N/A
99 (45)
31 (16)
4/1/1
9 (9)
1/1/0
108 (12)
50 (23)
4 (4)
1/0/0
Participating
Department /
Program
Predoctoral
Trainees With
Participating
Faculty
(TGE)
A/B/C
From the Table 1 Instructions Rationale: This table provides insight into the environment in which training will take place. It allows reviewers to assess whether
the program has the "critical mass" (trainees, faculty and other research personnel, and representation/distribution of scientific
disciplines) to be successful.
35
NIH Regional Grant Seminar, June 2014
Table 3. Existing Institutional Training Grants
Table 3. Institutional Training Grant Support Available to Participating Faculty Members, Department(s), or Program(s)
Title of Training Grant
Funding Source
Including
Identifying
Number
Active or
Pending
Project
Period
Program
Director
(Department)
ShortPredoctoral Postdoctoral
Term
Trainees
Trainees
Trainees Total No. of
Supported
Supported Supported Participating
This Year
This Year
This Year
Faculty
Names of
Overlapping
Faculty
Bioimmunotherapy
Training Grant
T32 CA05964-11 06/02-07/07 Baker, A.
(Pathology)
12
25
Abelson
Brown
Fields
Johnson
Sung
Watson
Pharmacological
Sciences
T32 GM04823-01 Pending
10
19
Jones
Jenson
Watson
Genetic Basis of Mental
Illness
T32 MH02708-07 06/03-07/08 Johnson, A.
(Psychiatry)
7
Johnson
Watson
Totals
N/A
N/A
James, C.
(Pharmacology)
N/A
4
4
26
4
0
51
N/A
Table 3 Instructions: List all current and pending training support available to the participating faculty members, department(s) or
programs(s). For each grant, include the title of the training grant; funding source and complete identifying number; status (active or
pending) and dates of the entire project period; name of the program director and department; number(s) of training positions (predoctoral,
postdoctoral, and short term), number of participating faculty members; and list overlapping participating faculty members, who are also
named in this application.
Rationale: This table will permit an evaluation of the level of support for training available to each of the participating
departments/programs and the extent to which the proposed training grant overlaps with or duplicates available training grant support. It is
useful in determining the number of training positions to be awarded.
Explain overlapping faculty, esp if overlap trainee stage
NIH Regional Grant Seminar, June 2014
Table 4. Grant Support of Faculty
Table 4. Grant and Contract Support of the Participating Faculty Members
(Alphabetically by Faculty Member)
Faculty
Member
Source of Support, Grant
Number and Status
Current Year Direct
Costs Awarded
(Total Direct Costs for
Awards With Substantial
Future Changes)
Faculty Member Role on Project and Grant Title
Project Period
Active
05/09-05/014 *
$190,000
Jones, J.
NIH 1 R01 CA76259-01 *
PI - Structure and Function of Acetylcholine Receptors
Jones, J.
NIH 5 K08 AI00091-03
PI - Purification & Identification of Receptors
11/03-11/08
$140,000
Mack, T.
American Heart Assoc.
PI - Control of Angiogenesis
03/05-03/08
$185,000
Mack, T.
NSF PCM 80-12935
(D. Stockton, PD/PI)
Co-PI - Cell Culture Center
12/06-12/09
$180,000
Mack, T.
NIH 1 P01 CA71802-02
(D. Stockton, PD/PI)
Project Leader of Subproject 4: "Genetic Control of
Cell Division"
10/05-10/09
$165,000
Smith, J.
None
Zachary, A.
NIH 1 U01 AI-28507-01 *
PI – Human Monoclonal Antibodies as a Therapy for
Staphyloccal Enterotoxin
07/09-07/14 *
$200,000
($3 million)
Table 4 Instructions: For each participating faculty member, list active and pending research grant and contract support from all sources
(including Federal, non-Federal, and institutional research grant and contract support) that will provide the context for research training
experiences, but excluding research training grants. If none, state "None." Include the source of support and grant number; role of the
participating faculty member (PD/PI, co-PD/PI, etc.) in the grant; title, status (use an asterisk (*) to indicate pending sources of support)
and dates of the entire project period; and the current year annual direct costs. If the source of support is part of a multiple project grant (for
example, a P01), additionally identify the PD/PI of the overall project, and provide the above information for that component of the grant
with which the faculty member is associated. For grants with major budget changes in future years such as clinical trials, include the total
direct costs of the award in parentheses.
Rationale: This table provides evidence of the strength of the research environment, the availability of funds to support research
conducted by the trainees, and the appropriateness of the participating faculty members in terms of their active research support.
current and pending research funding only. If none…worry
NIH Regional Grant Seminar, June 2014
Table 5. Training Record of Faculty
If no previous trainees, what is plan to mentor initial trainer?
If poor outcomes, you may not want this trainer!
NIH Regional Grant Seminar, June 2014
Table 6. Publications of Trainees
Comment on first author, and total publications with mentor
Discuss program policies on pubs
Notice TTD here…
For renewals attend to Public Access Compliance
NIH Regional Grant Seminar, June 2014
Table 7A. Admissions and Completion Records for Participating
Departments and Programs
Table 7A. Admissions and Completion Records for the Participating Departments and Programs During the Past Five Years
(Predoctoral Applicants)
Department /
Program
Applicants Applicants Applicants
Enrolled
Accepted
Applied
(TGE)
(TGE)
(TGE)
Entering
A/B/C
A
A
Year
Trainees
Still in
Program
(TGE)
A/B/C
Trainees
Trainees
Completed
Completed
Trainees
Program
Program
Left
Earned PhD or Earned Other
Program
Degree
MD/PhD
(TGE)
(TGE)
(TGE)
A/B/C
A/B/C
A/B/C
Reason for Leaving
Program
(if training was not
completed)
Changed career
interests
Department of
Biochemistry
2003
8 (5)
0
6 (4)
0
4 (3)
0/3/1
2 (1)
0/0/0
1 (1)
0/0/0
0 (0)
0/0/0
1 (1)
0/0/0
Department of
Biochemistry
2004
9 (7)
1
6 (4)
10
5 (3)
0/0/0
4 (3)
0/0/0
1 (1)
0/0/0
0(0)
0/0/0
0 (0)
0/0/0
Department of
Biochemistry
2005
10 (6)
2
8 (5)
1
5 (3)
1/0/0
4 (3)
0/0/0
0 (0)
0/0/0
MS 1
1/0/0
0 (0)
0/0/0
Went to medical
school
Department of
Biochemistry
2006
12 (9)
3
10 (6)
1
8 (5)
1/0/0
6 (4)
0/0/0
0 (0)
0/0/0
0 (0)
0/0/0
2 (1)
0/0/0
1 left for a job in
industry;
1 left for reasons
unknown
Department of
Biochemistry
2007
15 (12)
4
10 (8)
2
8 (6)
2/1/0
8 (6)
2/1/0
0 (0)
0/0/0
0 (0)
0/0/0
0 (0)
0/0/0
Interdepartmental
Graduate Program in
Genetics
2003
125 (9)
5
24 (18)
0
18 (15)
0/0/0
5 (4)
00/0
12 (11)
0/0/0
0 (0)
0/0/0
1 (0)
0/0/0
Transferred to
Bioengineering PhD
program
Interdepartmental
Graduate Program in
Genetics
2004
123 (91)
3
22 (17
1
16 (16)
1/0/0
10 (10)
0/0/0
4 (4)
0/0/0
0 (0)
0/0/0
2 (2)
1/0/0
1 transferred to
another institution; 1
enrolled in medical
school
Interdepartmental
Graduate Program in
Genetics
2005
122 (85)
5
21 (19)
0
17 (16)
0/0/0
14 (14)
0/0/0
0 (0)
0/0/0
MS 1
0/0/0
2 (1)
0/0/0
1 left for job in
industry;
1 enrolled in dental
school
Interdepartmental
Graduate Program in
Genetics
2006
130 (83)
5
35 (22)
4
20 (19)
3/0/0
18 (17)
2/0/0
0 (0)
0/0/0
0 (0)
0/0/0
2 (2)
1/0/0
1 transferred to
neuroscience training
program; 1 teaching
science in high school
NIH Regional Grant Seminar, June 2014
Table 8A. Qualifications of Recent Predoctoral Applicants
Table 8A. Qualifications of Recent Predoctoral Applicants
Department /
Program
Year
Applicant
(List by
Number)
Previous
Institution(s)
Degree(s)
& Year(s)
GRE Scores
V, Q, Adv
(Percentiles)
and/or MCAT
Scores
Support
from this
Undergrad Interviewed Accepted Enrolled
Grant
GPA
(Y/N)
(Y/N)
(Y/N)
(Y/N)
2007 Medical Scientist
Training Program
1*
U. of WI
BSN '06
12, 11, Q, 10
3.63
Y
Y
Y
Y
2007 Medical Scientist
Training Program
2*
Stanford
BS '06
11, 13, N, 11
3.72
Y
Y
N
JHU
N
2007 Medical Scientist
Training Program
3
Yale U.
Wash. U.
BA '05
MS '06
10, 9, O, 11
660 680 740
3.78
Y
N
N
N
2007 Molecular Biophysics
Program
1*
U. of IL
BS '06
700
730
720
4.0
Y
Y
Y
Y
2007 Molecular Biophysics
Program
2*
Rutgers
BS '07
710
690
680
3.36
Y
Y
Y
Y
2007 Molecular Biophysics
Program
3
Berkeley
BS '07
680
710
720
3.68
Y
Y
N
UCSF
N
2007 Molecular Biophysics
Program
4*
U. of TX
BS '07
720 690 750
(97%) (79%)
(85%)
3.73
Y
Y
N
JHU
N
2007 Molecular Biophysics
Program
5*
Tufts U.
BS '06
650
670
630
3.32
N
N
N
N
2007 Molecular Biophysics
Program
6
U. of Kyoto
BS '05
480
710
720
N/A
N
N
N
N
Program Statistics
Total Number
of Applicants
9
Number of TGE
Applicants
6
Applicants
Interviewed
7
Applicants
Accepted
6
Applicants
Enrolled
Applicants
Supported By
This Grant
3
Similar table (8B) for Postdoctoral Applicants
NIH Regional Grant Seminar, June 2014
3
Average GRE /
MCAT Scores
11, 11,11
702 705 718
Average GPA
3.65
Table 9A. Qualifications of Current Predoctoral Trainees
Table 9A. Qualifications of the Current Predoctoral Trainees Clearly Associated with the Training Program
Department /
Program
Undergraduate
GPA
Current
Research
Mentor
Years in
Program
Calendar
Years
Appointed
to This
Grant
3.63
Jones, J.
'07-present
None
12, 12, R, 14
3.72
Huerta, X.
'05-present
'06-'07
BA '05
MS '07
700 710 640
(96% 82% 84%)
3.75
Felman, R.
'07-present
'06-present
BA '07
650 710 630
(80% 92% 83%)
3.34
TBN
'07-present
None
Trainee
(List by Number)
Previous
Institution(s)
Degree(s) &
Year(s)
Biochem
1*
U. of WI
BSN '06
Genetics
2*
MIT
BS '06
Genetics
3*
U. Penn.
Wash. U.
Genetics
4
U. Mich.
GRE Scores /
(Percentiles)
V, Q, Adv
and/or
MCAT Scores
680
Program Statistics
Total Number
of Trainees
Number of TGE
Trainees
Average GRE /
MCAT Scores
4
3
690, 705, 695
12, 12, R, 14
NIH Regional Grant Seminar, June 2014
Average GPA
3.61
720
750
Table 9A. Qualifications of Current Postdoctoral Trainees
NIH Regional Grant Seminar, June 2014
Table 10. Admissions and Completion Records of
Underrepresented Individuals
Table 10: Admissions and Completion Records for Underrepresented Minority (URM) Trainees, Trainees with Disabilities, and
Trainees from Disadvantaged Backgrounds Clearly Associated With the Training Program
Diversity
Recruitment
Group
A
B
Trainee
(List by
Number)
Entering
Year
(Pre/Post)
URM Trainees
1*
2006
(Pre)
Genetics
T32 GM001122
F31
URM Trainees
1*
2007
(Post)
Cell Biology
University Fellowship
Research
URM Trainees
1*
2007
(Post)
Chemistry
Lectureship
Trainees With
Disabilities
1*
2004
(Pre)
Pharmacology
T32 GM001144
F31
Trainees With
Disabilities
2*
2006
(Post)
Cell Biology
R01
Trainees With
Disabilities
3
2007
(Post)
Medicine
Research Associate
Trainees From
Disadvantaged
Backgrounds
1*
2005
(Pre)
Genetics
T32 GM001155
F31
Department /
Program
Source of Support
and if Support by
NRSA Grant
C—usually not for grad, postdoc
NIH Regional Grant Seminar, June 2014
In
Training
Completed
Training
Left Without
Completing
Training
Y
Current Status
Career or
Employment
Postdoctoral Trainee
UCSF
Y
Mentor and student
both moved to another
institution
Y
Y
Postdoctoral Trainee
NYU
Y
Career Change
Y
Y
Postdoctoral Trainee
U. Chicago
Table 11. Appointments to the Training Grant for each
Year of Past Award
Table 11. Appointments to the Training Grant For Each Year of the Past Award (Renewal Applications Only)
Grant Year
2003-2004
2004-2005
2005-2006
2006-2007
2007-2008
Predoctoral Positions Awarded (Months of Support)
10 (120)
12 (144)
14 (168)
14 (168)
14 (168)
Predoctoral Trainees Appointed (Months of Support Used)
10 (120)
131 (144)
14 (168)
132 (156)
14 (168)
Predoctoral URM Trainees Appointed (Months of Support)
1 (12)
2 (24)
(0)
1 (12)
1 (12)
Predoctoral Trainees with Disabilities Appointed (Months of Support)
1 (12)
0 (0)
1 (12)
2 (12)
0 (0)
Predoctoral Trainees from Disadvantaged Background Appointed
(Months of Support)
0 (0)
0 (0)
0 (0)
0 (0)
1 (12)
Postdoctoral Positions Awarded (Months of Support)
4 (48)
4 (48)
4 (48)
4 (48)
4 (48)
Postdoctoral Trainees With MD Appointed
1
1
2
1
2
Postdoctoral Trainees With MD/PhD Appointed
2
1
1
0
0
Postdoctoral Trainees With PhD Appointed
1
1
0
1
2
Postdoctoral Trainees With Other Degree Appointed
0
DrPH
DrPH
PharmD
0
Postdoctoral Trainees Appointed (Months of Support Used)
4 (48)
4 (48)
4 (48)
3 (38)3
4 (48)
Postdoctoral URM Trainees Appointed (Months of Support)
1 (12)
2 (24)
0 (0)
1 (12)
1 (12)
Postdoctoral Trainees with Disabilities Appointed (Months of Support)
0 (0)
0 (0)
0 (0)
0 (0)
0 (0)
Postdoctoral Trainees from Disadvantaged Background Appointed
(Months of Support)
0 (0)
0 (0
0 (0)
0 (0)
1 (12)
1
One trainee left after 6 months and a second trainee was appointed for the remainder of the year.
One position was not filled.
3
A fourth trainee was appointed, but fell ill and dropped out after 2 months. It was then too late to recruit a replacement trainee.
2
NIH Regional Grant Seminar, June 2014
12A. Predoc Trainees Supported by this Training Grant
Table 12A. Predoctoral Trainees Supported by This Training Grant (Renewal Applications Only)
Predoctoral (and MSTP) Trainees (Listed Sequentially by Entering Class)
Enter Source(s) of Support and Academic Year for Each Grant Year
Trainee, Year of
Entry Prior Degree & Grant Grant Grant Grant Grant Grant Grant Grant Grant Grant
Institution (Mentor – Year Year Year Year Year Year Year Year Year Year
Department /
-01
-02
-03
-04
-05
-06
-07
-08
-09
-10
Program)
95-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06 06-07 07-08
Cox, C., 1994 BA,
Cornell Univ.
(Jones-Biochem.)
TG
TG
RG
Smith, J. G., 1995 BS,
Iowa State U.
(Gordon-MCB)
TG
TG
RG
Johnson, J., 2002
BPharm, Duquesne
(Jacobs-Virology)
RG/
TG3
TG2
Smolock, Y., 2005 BS,
UCLA
(Rifkind-Genetics)
Thomas, G., 2007
DVM,
U. Penn
(unassigned)
TG
TG
RG
RG
UF
UF
TG
Title of
Research
Project or
Research
Topic
Current
Position and
Degree(s)
Institution
Received (Grant Support
(Year)
Obtained)
Cloning of
Human Globin
Genes
MD, PhD
(2002)
Asst. Prof.
Hematology,
Rutgers (50%
clinical, 50%
research, NIH
K11)
Structural
Studies of
MembraneBound Proteins
M.S.
(2001)
Parke-Davis
(Lab.
Technician)
Regulation of
EBV Gene
Expression
PhD
(2007)
Postdoctoral
Trainee w/C.
Chen, Univ. of
CA, Davis
Purine
Synthesis
Mutants in
Mammalian
Cells
TG
In Training
In Training
Program Statistics
Percentage of Trainees Entering 10 Years Ago
That Completed Ph.D.s
Average Time to Ph.D. for Students in the Last 10 Years
(not including leaves of absence)
50%
6.5 years
TG1, TG2...Early, late…Explain use of slots!
NIH Regional Grant Seminar, June 2014
12B. Postdoc Trainees Supported by this Training Grant
NIH Regional Grant Seminar, June 2014
Notes on the Narrative
Background
Describe a good environment for training
Describe data in Tables 1, 2, 3:
Departmental Membership, Participating Faculty Members, Other TG
Support
Program Administration and Faculty
Describe data in Tables 4, 5, 6:
Faculty Grant Support, Trainees, Publication of Trainees
Program Plan
Who are students and how are they selected
What students will do & why
IDP?
Training Program Evaluation
the mechanisms to be used in evaluating the quality and success of the
training effort, outcome measures?
NIH Regional Grant Seminar, June 2014
Notes on the Narrative
Trainee Candidates - who are they
Recruitment, pool size, quality
Admissions and Completion Records of Trainees
Tables 7A and/or 7B
Qualifications of Trainee Applicants
Tables 8A and/or 8B
For Renewals, Current Trainee Qualifications
Table 9A and/or 9B
Institutional Environment and Commitment to the Program
Recruitment and Retention Plan to Enhance Diversity
Tables 1, 7A/B, Renewal application - Table 10
Plan for Instruction in Responsible Conduct of Research
For Renewal Applications
Progress report
Tables 11, 12A and/or 12B
Use advisory group to critique before submission
NIH Regional Grant Seminar, June 2014
Notes on the Narrative
Competing Renewal Applications
• describe the program success in recruitment, retention
and graduation of individuals from underrepresented
groups
• highlight how the program has evolved in response to
changes in relevant scientific and technical knowledge,
educational practices, and to evaluation of the training
program
NIH Regional Grant Seminar, June 2014
Notes on the Narrative
NIGMS suggests ways to enhance the training experience of their
programs. These activities would be appropriate to include in the program
plan:
• offer opportunities for interested trainees to obtain experience in
teaching
• if appropriate, offer opportunities for trainees to take industrial or other
internships outside of the training institution.
• provide information to trainees and prospective applicants about career
outcomes of recent graduates; organize student seminars and
workshops on career opportunities and options.
• recruit trainees with a variety of undergraduate science backgrounds,
including mathematics, engineering and the physical sciences.
Differentiate from the generic training program. Be unique.
NIH Regional Grant Seminar, June 2014
Get up to Speed, then Innovate
Brass LF et al 2010 Are MD-PhD programs meeting their goals? An
analysis of career choices made by graduates of 24 MD-PhD
programs. Acad Med. 85: 692
Sambunjak 2006 Mentoring in Academic Medicine: A systematic review.
JAMA 296: 1103
Andrews NC 2002 The Other Physician Scientist problem: Where have
all the young girls gone? Nature Medicine 8: 439
Ciampa EJ et al. 2011 A workshop on leadership for MD/PhD students.
Med. Ed Online 16: 7075
Dickler HB et al. 2007 New Physician Investigators Receiving National
Institutes of Health Research Project Grants: A historical
perspective on the “endangered species” JAMA 297: 2496
NIH Regional Grant Seminar, June 2014
Look to NSF for PhD data
Survey of Earned Doctorates, 2011
http://www.nsf.gov/statistics/srvydoctorates/
Trends in earned PhDs in different biomedical fields
Trends in diversity in PhDs………. and beyond!
NIH Regional Grant Seminar, June 2014
NIH Institute Resources for T32 Applicants
NIGMS - Answers to Institutional Predoctoral Training Grants
(T32) Frequently Asked Questions
 http://www.nigms.nih.gov/Training/InstPredoc/Pages/predoctraining-grants-faqs.aspx
NIAID - Advice on Research Training and Career Awards;
Institutional Research Training Grants
 http://www.niaid.nih.gov/researchfunding/traincareer/pages/
advice.aspx#I
Guide For Understanding NINDS Institutional Training Grant (T32)
Applications And Their Review
 http://www.ninds.nih.gov/funding/areas/training_and_career_
development/T32_guide.pdf
NIH Regional Grant Seminar, June 2014
Strategies to Develop a Strong Proposal
1. Start Early
2. Consider why a Training Grant is important
3. Be very sure there is a PROGRAM
4. Consider how your training is innovative
5. Complete tables before finalizing narrative
6. Read and respond to the review criteria
7. Explain, explain, explain.
8. Remember reviewers are expert faculty
familiar with training
NIH Regional Grant Seminar, June 2014
Preparing a Successful T32 Application
Questions?
msesma@nigms.nih.gov
NIH Regional Grant Seminar, June 2014