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Citation Information: JCI Insight. 2024;9(5):e175857. https://doi.org/10.1172/jci.insight.175857.
Abstract
A critical element of physician-scientist training is the development and practice of core competencies that promote success in research careers. The ability to develop compelling training and research proposals is one such foundational skill. The NIH Ruth L. Kirschstein National Research Service Award (NRSA) individual fellowship for dual-degree students (F30, F31, or F31-Diversity) creates an ideal opportunity to provide formal instruction in grant-writing skills to physician-scientists early in training. In the guided process of preparing a predoctoral fellowship application, students learn to formulate clear short- and long-term research and training goals; construct a comprehensive, well-reasoned, and rigorous proposal; become familiar with funding agency priorities; and gain strategic insights into the peer review system. Beyond building scientific writing skills, the application process for an NRSA F30 or F31 is an opportunity for trainees to strengthen mentor-mentee relationships, identify learning opportunities key to their scientific development, and build effective research and mentoring teams. These skills also apply to developing future postdoctoral mentored K applications or faculty research program grants. Here, we outline key features of the structured proposal development training developed for students in the Yale MD-PhD Program and review outcomes associated with its implementation.
Authors
Reiko Maki Fitzsimonds, Fred S. Gorelick, Barbara I. Kazmierczak
Usage data is cumulative from December 2024 through December 2025.
| Usage | JCI | PMC |
|---|---|---|
| Text version | 1,022 | 97 |
| 294 | 22 | |
| Figure | 516 | 10 |
| Table | 107 | 0 |
| Supplemental data | 118 | 2 |
| Citation downloads | 117 | 0 |
| Totals | 2,174 | 131 |
| Total Views | 2,305 | |
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