NIGMS Predoctoral Training Program Guidelines 2014

1. NIGMS Predoctoral Training Program Guidelines 2014

2. Ph.D. Training Continues to Evolve NIH has supported research training since 1930s fellowships thru the 1950s 1975 National Research Service Award (i.e. T32, F30/31, F32; MARC U-STAR) Ruth L. Kirschstein -funding to scientists, not health professionals -to enhance research training -in scientific areas with need for researchers -good curricula, facilities, program in add’n to research -dedication to developing talent

3. NIGMS Predoctoral Research Training Programs • Major mission of NIGMS • Predoctoral training grants • No combined pre- and postdoctoral grants • 11 pre Ph.D. areas • 1 pre M.D.-Ph.D. area (the MSTP) • Support for ~2,900 trainees annually

4. Trainee-Based Program Features • T32 supports early years of graduate training • Provides enhanced training and oversight • Students nominated and selected from several academic units, umbrella program(s) or broad interdisciplinary program • Value added for trainee in rotations, selection of courses, research fields, research mentors, career development opportunities • Trainees selected by training program PD/PI • Involves many faculty, multiple departments

5. Training Goals • Enhance research training through a coordinated programmatic approach • Multidisciplinary and multi-departmental • Faculty provide breadth of research • Master core scientific areas for future • Acquire skills and knowledge of related fields

6. Typical Program Elements • Laboratory rotations • Interdisciplinary training • Broad research skills and multiple approaches • Strong mentoring and high expectations • Curriculum of courses and seminars, with flexibility • Retreats, journal clubs, annual meetings • Communication skills, opportunities for presentation, networks with experts • Career exposure and development, IDP • Responsible conduct of research

7. Program Responsibilities • Advise and monitor progress throughout the graduate training period • Ensure timely completion and productivity • Develop methods for ongoing evaluations of quality • Provide trainees with skills and knowledge about careers • Provide information on career outcomes of graduates

8. Potential Features • Programs design plan of activities to achieve desired outcomes • May offer teaching opportunities or internships in career sectors relevant to research area • Programs encouraged to recruit trainees from various backgrounds, including mathematics, engineering, and physical sciences and deploy activities necessary for students from different backgrounds

9. NIGMS Predoctoral Training Programs • Behavioral-Biomedical Sciences Interface • Bioinformatics and Computational Biology • Biostatistics • Biotechnology • Cellular, Biochemical, and Molecular Biology • Chemistry-Biology Interface • Genetics • Medical Scientist Training Program • Molecular Biophysics • Molecular Medicine • Pharmacological Sciences • Systems and Integrative Biology

10. Behavioral-Biomedical Sciences Interface (BBI) Program Director: Shiva Singh • To develop basic behavioral scientists with rigorous training in biology/biomedical science • Curriculum and activities reinforce training at this interface • Significant participation of faculty and leadership from both sides of interface • Students primarily from behavioral departments or with behavioral backgrounds • Examples of behavioral depts: psychology, anthropology, demography, behavior, economics

11. Bioinformatics and Computational Biology (BI) Program Director: Veerasamy Ravichandran • To train a new class of scientists with a primary identity as computational biologist or bioinformatician who apply theoretical, mathematical and computational approaches in biomedical research • Training should include the use of theory and computer applications in hypothesis generation and project execution • Students should be familiar with experimental methods and feel comfortable collaborating with bench scientists

12. Biostatistics (BS) Program Director: Paul Brazhnik • To ensure that a workforce of biostatisticians with a deep understanding of both statistical and biological theories and methodologies is available to biomedical, clinical and behavioral research needs • Training should integrate biostatistical theories and evolving methodologies with basic biomedical research including, but not limited to, bioinformatics, genetics, molecular biology, cell biology and physiology, as well as epidemiological, clinical and behavioral studies

13. Biotechnology (BT) Program Director: Barbara Gerratana • Training to provide technical and intellectual skills in fields which utilize biotechnology (e.g., molecular biology, tissue engineering, bioengineering, biochemistry, metabolic engineering, biomaterials and drug delivery) • Trainees are expected to participate in seminar series, journal clubs and retreats, which augment their training and promote interactions with students from differing disciplines • Trainees are required to participate in an industrial internship to gain research experience in a biotechnology or pharmaceutical firm

14. Cellular, Biochemical, and Molecular Sciences (CBMS) Program Director: Joe Gindhart • Broadest of interdisciplinary training programs • May include: biochemistry, bioinformatics, biophysics, chemistry, cell biology, developmental biology, genetics, immunology, microbiology, molecular biology, molecular medicine, neurobiology and pathology • Wide range of numbers of appropriate trainees based on breadth of program

15. Chemistry Biology Interface (CBI) Program Director: Miles Fabian • Training focus is the use of synthetic and mechanistic chemistry to explore biological problems • One requirement: chemistry students receive significant training in biology in addition to in depth training in chemistry, and biology students receive significant training in chemistry in addition to in depth training in biology • Goal is to produce scientists that can work effectively at the interface, speaking the language of both disciplines • Offer interested students industrial internships

16. Genetics (GN) Program Director: Anthony Carter • Programs should provide dissertation opportunities and in-depth didactic training in all aspects of modern genetics • Trainees should also be exposed to closely related fields and be able to apply genetic approaches to problems in other areas of biology

17. Medical Scientist Training Program (MSTP) Program Director: Peter Preusch • Program must integrate medical and scientific training • There must be training compression so that duration is reasonable • There should be MSTP-specific activities for specialized training and to create a strong group identity • There should be career counseling at many points in the training • The graduates should be going to strong academic residencies with a commitment to research careers • The expectation is that a large majority of the graduates will become physician-scientists

18. Molecular Biophysics (MB) Program Director: Paula Flicker • Training should focus on the applications of physics, mathematics, chemistry and engineering to problems in cell and molecular biology • Programs often bring together departments of chemistry, physics or engineering and those departments offering training in the various areas of biology • Students commonly work in a number of areas, including structural biology, the biophysical characterization of biological macromolecules, single molecule detection and electron microscopy • Programs typically bring in students with diverse educational backgrounds and need to provide appropriate training to each student such that all students understand quantitative biological sciences

19. Molecular Medicine (MM) Program Director: Alison Cole • Training focus on basic biomedical sciences and concepts and knowledge of molecular basis of disease • Didactic training in areas such as pathophysiology and molecular pathogenesis • Program activities that provide students with understanding of disease mechanisms, e.g. seminar series, journal clubs, participation in grand rounds or autopsy internships, dual mentors in basic and clinical science • Training program intended primarily for Ph.D. candidates • Goal: prepare scientists to work at interface of basic biomedical and clinical research (translational research)

20. Pharmacological Sciences (PS) Program Director: Richard Okita Provide exposure to cutting-edge research relevant to the discovery and development of therapeutic agents and to the basic understanding of drug targets and mechanisms of action Training in broad subject areas that include pharmacology, toxicology, pharmaceutical chemistry, medicinal chemistry, pharmaceutics, pharmacokinetics and related areas Programs are not expected to cover the entire range of PS research activities: some may have strength in molecular and cellular pharmacology, others in whole animal and human in vivo studies; some may emphasize toxicology, others may emphasize medicinal chemistry and pharmaceutics Administrative center may be in a school of medicine, pharmacy, veterinary medicine or other appropriate academic unit

21. Systems and Integrative Biology (SIB) Program Director: Stefan Maas • Integrative, regulatory and/or developmental processes of higher organisms and their functional components • Diverse experimental approaches- molecular and cellular to behavioral and computational- to explore integrated and complex biological problems • Strong emphasis on systems/integrative biology through coursework, seminars or other programmatic activities • Research opportunities including, but not limited to, physiology, biomedical engineering, behavioral sciences and cellular signaling • New programs focused on neuroscience should apply to the jointly sponsored neuroscience program

22. Common Review Questions • How do you weigh the value-added or impact of the T32 training program against other factors? • How do you determine the number of recommended trainee positions? • How do you evaluate the rationale for the use of trainee positions, i.e. number of years on grant and when supported? • How do you weigh the breadth of a program vs. its scientific focus?

23. Common Reviewer Questions How do you weigh the value-added or impact of the T32 training program against other factors? Comments: It depends on how the T32 program fits into the institution’s broader training efforts. In some cases the T32 program has a distinct impact for its trainees. In other cases the features of a T32 training program may be reflected by a larger program that meets NIGMS objectives. NIGMS recognizes the value of established programs that provide effective interdisciplinary training and programmatic activities to trainees and other students in a broader program. Established programs must ensure training evolves with the field of science and responds effectively to student needs and outcomes.

24. Common Reviewer Questions How do you determine the number of recommended trainee positions? Comments: The reviewer recommendation depends on both the size and quality of the relevant matriculant pool and for renewals, on recent trainee outcomes. In general, the maximum recommendation should be no more than half the number of eligible students, considering other sources of training support for the pool.

25. Common Reviewer Questions How do you evaluate the rationale for the use of trainee positions, i.e. number of years on grant and when supported? Comments: The number of years and timing of support varies from program to program, but should be justified. Early graduate year support is strongly recommended to provide common training, cohesiveness, and time of greatest impact on training. It is common for programs to support students in years 1 and 2, or 2 and 3. Strong justification is required for other options.

26. Common Reviewer Questions How do you weigh the breadth of a program vs. its scientific focus? Comments: NIGMS strongly encourages applications that propose fundamental, interdisciplinary training essential for future biomedical researchers. All programs should include development of contemporary quantitative or computational skills. Predoctoral training programs should offer broad training that may lead to one or more specialized scientific areas.