Predoctoral grant writing among physician-scientist trainees: A national survey of barriers and facilitators of success

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Abstract

Effective grant writing is an essential skill for physician-scientists to achieve academic independence and long-term career success. Previous studies have established that receiving an NIH F30 or F31 during predoctoral training is correlated with success in subsequent training stages and contributes to the retention of physician-scientists in academia. However, many trainees experience challenges in predoctoral grant writing that prevent them from submitting a grant or developing a well-rounded application. Identifying and addressing these challenges remains crucial; however, limitations in NIH public reporting exclude data on prospective applicants and applicants who were not awarded grants. In this study, we employed a national survey of trainees to identify perceived needs and barriers to grant writing as well as factors associated with NIH predoctoral grant funding success. We found that limited mentor and sponsor support to developing quality applications, constrained eligibility timelines, and limited available awards were prominent barriers to submission, while access to previously funded applications was the most valued resource among respondents. Using these findings, we highlight opportunities for interventions at the federal, institutional, applicant, and medical and scientific society levels to improve predoctoral grant writing feasibility and success.

Authors

Brian J. Thomas, Tiger S. Zhang, Daniel C. Brock, Timothy J. Ley, William D. Arnold, Cynthia Y. Tang