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      Research productivity and training support for doctoral students in the biological and biomedical sciences

      research-article
      1 ,
      FASEB BioAdvances
      John Wiley and Sons Inc.
      biomedical workforce, citation, doctoral student, F31, NIH, productivity, publication

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          Abstract

          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.

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          Most cited references53

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          Rescuing US biomedical research from its systemic flaws.

          The long-held but erroneous assumption of never-ending rapid growth in biomedical science has created an unsustainable hypercompetitive system that is discouraging even the most outstanding prospective students from entering our profession--and making it difficult for seasoned investigators to produce their best work. This is a recipe for long-term decline, and the problems cannot be solved with simplistic approaches. Instead, it is time to confront the dangers at hand and rethink some fundamental features of the US biomedical research ecosystem.
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            Is Open Access

            Science PhD Career Preferences: Levels, Changes, and Advisor Encouragement

            Even though academic research is often viewed as the preferred career path for PhD trained scientists, most U.S. graduates enter careers in industry, government, or “alternative careers.” There has been a growing concern that these career patterns reflect fundamental imbalances between the supply of scientists seeking academic positions and the availability of such positions. However, while government statistics provide insights into realized career transitions, there is little systematic data on scientists' career preferences and thus on the degree to which there is a mismatch between observed career paths and scientists' preferences. Moreover, we lack systematic evidence whether career preferences adjust over the course of the PhD training and to what extent advisors exacerbate imbalances by encouraging their students to pursue academic positions. Based on a national survey of PhD students at tier-one U.S. institutions, we provide insights into the career preferences of junior scientists across the life sciences, physics, and chemistry. We also show that the attractiveness of academic careers decreases significantly over the course of the PhD program, despite the fact that advisors strongly encourage academic careers over non-academic careers. Our data provide an empirical basis for common concerns regarding labor market imbalances. Our results also suggest the need for mechanisms that provide PhD applicants with information that allows them to carefully weigh the costs and benefits of pursuing a PhD, as well as for mechanisms that complement the job market advice advisors give to their current students.
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              Improving Graduate Education to Support a Branching Career Pipeline: Recommendations Based on a Survey of Doctoral Students in the Basic Biomedical Sciences

              Today's doctoral programs continue to prepare students for a traditional academic career path despite the inadequate supply of research-focused faculty positions. We advocate for a broader doctoral curriculum that prepares trainees for a wide range of science-related career paths. In support of this argument, we describe data from our survey of doctoral students in the basic biomedical sciences at University of California, San Francisco (UCSF). Midway through graduate training, UCSF students are already considering a broad range of career options, with one-third intending to pursue a non–research career path. To better support this branching career pipeline, we recommend that national standards for training and mentoring include emphasis on career planning and professional skills development to ensure the success of PhD-level scientists as they contribute to a broadly defined global scientific enterprise.
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                Author and article information

                Contributors
                mschaller@hsc.wvu.edu
                Journal
                FASEB Bioadv
                FASEB Bioadv
                10.1096/(ISSN)2573-9832
                FBA2
                FASEB BioAdvances
                John Wiley and Sons Inc. (Hoboken )
                2573-9832
                14 February 2023
                March 2023
                : 5
                : 3 ( doiID: 10.1002/fba2.v5.3 )
                : 131-148
                Affiliations
                [ 1 ] Department of Biochemistry and Molecular Medicine West Virginia University School of Medicine Morgantown West Virginia USA
                Author notes
                [*] [* ] Correspondence

                Michael D. Schaller, Department of Biochemistry and Molecular Medicine, West Virginia University, Robert C. Byrd Health Sciences Center, 64 Medical Center Drive, P.O. Box 9142, Morgantown, WV 26506, USA.

                Email: mschaller@ 123456hsc.wvu.edu

                Author information
                https://orcid.org/0000-0003-3945-5208
                Article
                FBA21366 2022-00117
                10.1096/fba.2022-00117
                9983073
                36876299
                24a10a5b-9954-4c22-98ad-beef7f170cbc
                © 2023 The Author. FASEB BioAdvances published by Wiley Periodicals LLC on behalf of The Federation of American Societies for Experimental Biology.

                This is an open access article under the terms of the http://creativecommons.org/licenses/by-nc-nd/4.0/ License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non‐commercial and no modifications or adaptations are made.

                History
                : 12 January 2023
                : 08 November 2022
                : 26 January 2023
                Page count
                Figures: 4, Tables: 11, Pages: 18, Words: 10361
                Categories
                Research Article
                Research Articles
                Custom metadata
                2.0
                March 2023
                Converter:WILEY_ML3GV2_TO_JATSPMC version:6.2.5 mode:remove_FC converted:03.03.2023

                biomedical workforce,citation,doctoral student,f31,nih,productivity,publication

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