By National Research Council, Policy and Global Affairs, Institute of Medicine, Board on Health Sciences Policy, Committee on Women in Science and Engineering, Committee on Opportunities to Address Clinical Research Workforce Diversity Needs for 2010, Alexan

In keeping with a 2003 workshop, this research describes present private and non-private courses and recommends how you can recruit and continue extra ladies and underrepresented minorities into medical examine, in particular physician-scientists and nurses. Federal sponsors may still increase information assortment, review current education courses, and elevate the variety of research part evaluate panels. private and non-private sponsors may still create investment mechanisms with versatile occupation paths, and universities societies may still either play greater roles in fostering range. an important push is required to recruit minorities into nursing and supply extra scientific examine education for nurse-scientists, nursing scholars, and nursing college.

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Gov. 46 CLINICAL RESEARCH WORKFORCE DIVERSITY NEEDS FOR 2010 TABLE 3-3 Distribution of Loan Repayment Program Applicants by Sex, FY 2003 Sex Clinical Research LRP Unknown Female Male Number of Applications Number Funded 33 519 541 18 347 362 Clinical Research LRP for Individuals from Disadvantaged Backgrounds Unknown 3 2 Female 26 21 Male 13 10 Success Rate (%) 55 67 67 67 81 77 Health Disparities LRP Unknown Female Male 2 112 68 2 79 40 100 71 59 Pediatric Research LRP Unknown Female Male 15 246 219 5 148 146 33 60 67 SOURCE: David Conboy, associate director for policy and liaison activities, Office of Loan Repayment, National Institutes of Health.

Today fewer capable mentors are available because fewer clinical researchers were trained in the past. Academic institutions’ mission to train the next generation of clinical scientists will erode if this trend is not reversed (Wolf, 2002). A study by Buckley et al. (2000a) found less time, less mentoring, and fewer resources for an academic career available to physician faculty who spent the majority of their time in clinical activities. Receiving Academic Promotions The promotion standards of academic institutions are uniform across all types of research, despite the slower pace of clinical research (Wolf, 2002).

The situation also affects the medical students. There is less likelihood of underrepresented students finding an underrepresented faculty member to serve as an advocate and provide survival strategies. For those underrepresented faculty who are on staff, serving as a role model should be added to their roles as advocates and providers of survival strategies. S. medical school class 2,013 students identified themselves as underrepresented minorities. The acceptance rates for underrepresented minority students were slightly below those of Asians and whites, and distinct Hispanic groups had higher acceptance rates than “other Hispanic” groups (see Table 3-2).

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