Program Director - NIGMS Publications


21 Φεβ 2013 (πριν από 5 χρόνια και 4 μήνες)

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NIGMS Predoctoral Training
Program Guidelines


NIGMS Predoctoral
Research Training Program

Major mission of NIGMS

only training grants

11 pre

Ph.D. areas

1 pre


Ph.D. area

Support for 3,100 trainees annually

Based Program Features

Support for early years of graduate

Students selected for quality from several
academic units, umbrella program(s), or
broad interdisciplinary program

Provide maximum flexibility to trainees
for selection of courses, rotations,
research fields, and mentors

Training Goals

Multidisciplinary and multi
departmental training

Faculty from different academic units
provide breadth of research

Training to master a core scientific
area in depth

Acquire skills and knowledge of
related fields

Program Activities

Interdisciplinary training activities

Broaden research skills and approaches

edge research opportunities

Courses and seminars

Laboratory rotations

Retreats, journal clubs, annual

Opportunities for trainees to present
their research progress

Program Responsibilities

Monitor trainee progress
throughout their training

Ensure timely completion

Develop methods for ongoing
evaluations of quality

Provide trainees and prospective
applicants information on career
outcomes of graduates; provide
career guidance for trainees

Special NIH Requirements

Recruitment and retention for diversity

Students from underrepresented racial and
ethnic groups

Students with disabilities

Students from disadvantaged backgrounds
(Note: most appropriate for training at high
school/undergraduate level)

Training in the responsible conduct of

NIGMS Predoctoral Training Programs

Biomedical Sciences Interface

Bioinformatics and Computational Biology



Cellular, Biochemical and Molecular Biology

Biology Interface


Medical Scientist Training Program

Molecular Biophysics

Molecular Medicine

Pharmacological Sciences

Systems and Integrative Biology

Biomedical Sciences Interface

Program Director: Juliana Blome

To develop basic behavioral scientists with rigorous
training in biology/biomedical science

Curriculum and activities reinforce training at this

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

Bioinformatics and Computational Biology (BI)

Program Director: Karin Remington

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

Biostatistics (BS)

Program Directors: Shawn Drew

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

Biotechnology (BT)

Program Director: Warren Jones

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

Cellular, Biochemical and Molecular
Sciences (CBMS)

Program Directors: Marion Zatz and Peter Preusch

Broadest of interdisciplinary training programs

May include: biochemistry, bioinformatics, biophysics,
chemistry, cell biology, developmental biology,
genetics, immunology, microbiology, molecular
biology, molecular medicine, neurobiology, and

Wide range of numbers of appropriate trainees based
on breadth of program

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

Offer interested students industrial internships

Genetics (GN)

Program Director: Susan Haynes

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

Medical Scientist Training Program (MSTP)

Program Director: Bert Shapiro

Program must integrate medical and scientific training

There must be training compression so that duration is

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

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

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

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

Molecular Medicine (MM)

Program Director: Marion Zatz

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

Training program intended primarily for Ph.D. candidates

Goal: prepare scientists to work at interface of basic
biomedical and clinical research (translational research)

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

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

Systems and Integrative Biology (SIB)

Program Director: Bert Shapiro

Broad research competence required to investigate
integrative, regulatory, and/or developmental processes
of higher organisms and their functional components

Train in 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 in multiple disciplines including,
but not limited to, physiology, biomedical engineering,
neuroscience, behavioral sciences, clinical sciences, and
cell and developmental biology

NIGMS Special


Describe the mission and objectives
of the program to be supported by
the training grant in relation to one
or more of the identified NIGMS
training grant program areas.

Describe how the proposed training
grant fits into the institution’s
overall graduate training programs:
how is it unique from other existing
predoctoral training programs?


NIGMS Requirements


Describe collaborative and
interdisciplinary features of the
proposed training program. For
ongoing programs, has training in
any scientific disciplines or fields
been added or deleted?


Describe any innovative features or
activities that will be provided for


NIGMS Requirements

Describe what the training program
does to ensure that students have
appropriate quantitative graduate
training to pursue cutting
biomedical research.

Describe how the training program
provides opportunities for exposure
to topics related to human health,
physiology, and disease.

Suggested Features

Programs may offer opportunities for
experience in teaching

Programs may recruit trainees from
various backgrounds, including
mathematics, engineering, and physical

Common Reviewer Questions

How do you weight 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 weight the breadth of a program vs.
its scientific focus?

Common Reviewer Questions

How do you weight the value
added or impact of the T32
training program against other factors?


It depends on how the T32 program fits into the institution’s
broader training efforts. In some cases the T32 program will be
unique and have distinct value added or impact for its trainees.
In other cases the special features of a T32 training program
may have been incorporated into a broader training program so
that T32 trainees are a subset of a larger program that meets
NIGMS objectives. NIGMS recognizes the value of established
programs that are providing effective interdisciplinary training
and programmatic activities to their own trainees and including
other students who may be part of a broader program. NIGMS
also recognizes the impact that a T32 program has had by
serving as a model for the development of an institutional
training program.


strongly encourages innovation in its training programs and recognizes the value of established
programs that are providing effective interdisciplinary training and programmatic activities to their own trainees and are se
ng as models for other

training programs in the institution.

into in the institution’s overall graduate training programs. In some cases

Common Reviewer Questions

How do you determine the number of
recommended trainee positions?


The r
ndation should depend on both the
size and quality of the relevant pool (applicant and
), and for renewals, on the recent
outcomes. In general, the maximum
recommendation should be no more than the
number of incoming eligible students, considering
other sources of training support for the pool.

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?


The number of years and timing of support is very variable
from program to program. Each training program should
provide its rationale. Earlier year support is emphasized 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 but other
options are allowed if well justified.

Common Reviewer Questions

How do you weight the breadth of a
program vs. its scientific focus?


This depends, to a large extent, on which of the
NIGMS program areas is under consideration. The
least specific and most general programs, e.g.
CBMS, can be quite broad. Other programs, e.g.
MB, CBI, Genetics, are more targeted and need to
provide a focus responsive to the NIGMS
guidelines for that program.

NIGMS Predoctoral Guidelines Including
Expanded Descriptions of Specific

NIGMS Web Site