Internal grant review to increase grant funding for junior investigators

Outcomes of a Career Development Award (Pre-K) Mock Review Program for Postdoctoral Fellows and Early-Career Faculty

PURPOSE

Securing research funding for early-career investigators remains challenging. The authors present the results of a presubmission career development award (Pre-K) review program for postdoctoral fellows and early-career faculty.

METHOD

The Pre-K program is designed to help mentored postdoctoral fellows and early-career faculty write successful career development awards by assigning expert reviewers to score each application and provide written and oral critiques before a mock study section. Applicants and mentors attend the review and can ask questions directly to reviewers about their application. Quarterly, annual, and alumni surveys are sent to applicants who participated in the Pre-K program to assess satisfaction, confirm grant submission and status (i.e., funded and unfunded), and understand the long-term career impact of the program.

RESULTS

A total of 212 applicants (136 [64%] female; 19 [9%] from underrepresented in medicine groups) participated in the program between 2014 and 2021. Outcome data from 194 grants were available. Among these grants, 71 were awarded (37% success rate). Among underrepresented in medicine applicants, 7 of 18 submitted grants were funded (39% success rate). Of 183 Pre-K participants sent the alumni survey, 123 (67%) responded. Academic degrees included 64 PhDs (52%), 46 MDs (37%), and 14 MDs/PhDs (11%). One hundred nine respondents (90%) were employed in an academic institution, and 106 (86%) devoted more than 50% of their time to research. One hundred twelve (91%) reported receipt of an award (87 [78%] federal and 59 [53%] intramural funding), the most common being National Institutes of Health K/Career Development Awards. Pre-K was rated as very useful to their careers by 102 respondents (83%).

CONCLUSIONS

A Pre-K mock review program can assist early-career investigators in securing funding and launching their research career. Continued investment in the next generation of clinical and translational researchers should remain an institutional priority.

Building a System to Engage and Sustain Research Careers for Physicians

There are increasing needs for physician-investigators to translate the rapid expansion of knowledge, technology/interventions, and big data into the clinical realm at a time of increasing age-related disabilities and communicable diseases. Yet, the number of physician-investigators has continued to decline, and only a small number of medical school graduates in the United States are actively engaged in research. This problem may be particularly pronounced in small- and medium-sized academic institutions due to more limited educational and mentoring infrastructure. Neither efforts by the federal government nor isolated institutional programs alone have been effective yet in solving this problem. This article describes an integrated institutional strategy undertaken at Penn State College of Medicine that is focused on developing and sustaining a physician-investigator workforce. Key elements of this strategy are new programs to close gaps in the professional life cycle of physician-investigators, dedicated senior leaders collaborating with an experienced and diverse advisory committee, and a data-driven approach to programmatic evaluation. In this article, the implementation of integrated institutional programs including Institutional Mock Review for evaluation of grant proposals before submission, physician-scientist faculty mentoring, and effort matching programs are described. Detailed tactics are offered for tailoring these programs to a particular institution's background to maximize both efficiency and sustainability. The overarching strategy includes engaging multidisciplinary faculty as mentors and mentees, partnering with both clinical and basic science departments, integrating new programs with established approaches, and cultivating an emerging generation of physician-investigators as near-peer mentors and future leaders. This approach may serve as a useful paradigm for building an environment to nurture junior physician-investigators at other mid-sized academic institutions and may also have value for larger institutions in which there is fragmentation of the efforts to sustain the research careers of physicians.

Making an IMPACT on career development for early- and mid-career faculty

Nuclear receptors are critically important in normal and disease physiology. Recent advances have created opportunities to expand our success in nuclear receptor (NR) basic and translational research, but this field lacks a platform to lay the collaborative groundwork for aspiring and upcoming leaders in the field. Nuclear Receptor IMPACT (Interdisciplinary Meeting for Progress And Collaboration Together) is a new collaborative group designed specifically for early- and mid-career faculty who study nuclear receptors in their many forms. A unique goal of NR IMPACT is to also directly address career challenges for early- and mid-career faculty. NR IMPACT held an inaugural conference in September 2020 and developed a roadmap identifying five major structural and science policy challenges facing early- and mid-career faculty. NR IMPACT identified potential best practices, resources needed, and key action items to address these issues. NR IMPACT is a first-of-its-kind cohort dedicated to building a foundation for the scientific and professional growth of investigators studying nuclear receptors, and supporting new collaborations that will advance new paradigms in NR biology. Our unique focus on career development will enhance the success of current faculty and remove hurdles for new faculty, creating a robust pipeline of investigators with exciting new ideas to advance NR biology. The growth of NR IMPACT will build a strong peer-mentoring cohort that can be a unique resource for researchers and a prototype peer group for other disciplines.

A CTSA-based consultation service to advance research on special and underserved populations

In this report, we describe the implementation and short-term outcomes of a Special Populations Consultation Service within the University of California, Los Angeles (UCLA) Clinical and Translational Science Institute (CTSI). With the goal of increasing the quality and quantity of special population (SP) research, the UCLA CTSI Integrating Special Populations program designed a consultation service to support faculty and trainees conducting research involving one of three CTSI “special populations:” children, older adults, and/or minority; underserved; or health disparity populations. The Special Populations Consultation Service offers three types of activities: grant proposal studios, career consultations, and project reviews. UCLA CTSI faculty with appropriate content expertise serve as consultants. We evaluated this consultation model using satisfaction surveys and by quantifying funded grants and reported changes in career goals in SP research. Between 2016 and 2019, the Special Populations Consultation Service provided 59 consultations including 42 grant studios and was used by researchers at all levels from all four UCLA CTSI institutions. Recipients rated the consultations very highly. Funding success rates were 57% following K-level grant studios and 28% following R-level grant studios. Users of project and career consultations commonly attributed career accomplishments in part to their consultation experiences. The SP Consultation Service is feasible and acceptable and appears to enhance careers of investigators studying special populations.