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100   $a20110119d2011      uy         0
101 0 $aeng
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200 10$aResearch training in the biomedical, behavioral, and clinical research sciences /$fNational Research Council of the National Academies
205   $a1st ed.
210   $aWashington, D.C. $cNational Academies Press$d2011
215   $a1 online resource (207 p.)
300   $a"Committee to Study the National Needs for Biomedical, Behavioral, and Clinical Research Personnel; Board on Higher Education and Workforce Policy and Global Affairs."
311 08$a9780309159654 
311 08$a0309159652 
327   $a""Front Matter""; ""Preface""; ""Contents""; ""Figures, Tables, and Boxes""; ""Summary""; ""1 Context and Issues""; ""2 Crosscutting Issues""; ""3 Basic Biomedical Sciences""; ""4 Behavioral and Social Sciences Research""; ""5 Clinical Sciences Research""; ""6 Oral Health""; ""7 Nursing Research""; ""8 Health Services Research""; ""Appendixes""; ""Appendix A: Committee Biographies""; ""Appendix B: Ruth L. Kirschstein National Research Service Award Training Grants and Fellowship""; ""Appendix C: Classification of Ph.D. Fields""
327   $a""Appendix D: Demographic Projections of the Research Workforce in the Biomedical, Clinical, and Behavioral Sciences, 2006-2016""""Appendix E: Demographic Projections of the Research Workforce in the Biomedical, Clinical, and Behavioral Sciences, 2006-2016 (Using the System Dynamics Simulation Methodology)""; ""Appendix F: Characteristics of Doctorates""
330   $a"Comprehensive research and a highly trained workforce are essential for the improvement of health and health care both nationally and internationally. Over the past 40 years the National Research Services Award (NRSA) Program has played a large role in training the workforce responsible for dramatic advances in the understanding of various diseases and new insights that have led to more effective and targeted therapies. In spite of this program, the difficulty obtaining jobs after the postdoc period has discouraged many domestic students from pursuing graduate postdoc training. In the United States, more than 50 percent of the postdoc workforce is made up of individuals who obtained their Ph. D.s from other countries. Indeed, one can make a strong argument that the influx of highly trained and creative foreigners has contributed greatly to U.S. science over the past 70 years. Research Training in the Biomedical, Behavioral, and Clinical Research Sciences discusses a number of important issues, including: the job prospects for postdocs completing their training; questions about the continued supply of international postdocs in an increasingly competitive world; the need for equal, excellent training for all graduate students who receive NIH funding; and the need to increase the diversity of trainees. The book recommends improvements in minority recruiting, more rigorous and extensive training in the responsible conduct of research and ethics, increased emphasis on career development, more attention to outcomes, and the requirement for incorporating more quantitative thinking in the biomedical curriculum."--Publisher's description.
606   $aMedical sciences$xResearch
606   $aBiology$xResearch
606   $aMedicine$xResearch
606   $aPsychology$xResearch
606   $aSocial sciences$xResearch
606   $aResearch
615  0$aMedical sciences$xResearch.
615  0$aBiology$xResearch.
615  0$aMedicine$xResearch.
615  0$aPsychology$xResearch.
615  0$aSocial sciences$xResearch.
615  0$aResearch.
676   $a610.724
712 02$aNational Research Council (U.S.).$bCommittee to Study the National Needs for Biomedical, Behavioral, and Clinical Research Personnel.
712 02$aNational Research Council (U.S.).$bBoard on Higher Education and Workforce Policy and Global Affairs.
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910958111403321
996   $aResearch training in the biomedical, behavioral, and clinical research sciences$94359325
997   $aUNINA