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
According to a 2003 workshop, this research describes present private and non-private courses and recommends how you can recruit and hold extra girls and underrepresented minorities into medical examine, specifically physician-scientists and nurses. Federal sponsors should still increase information assortment, overview current education courses, and elevate the range of analysis part overview panels. private and non-private sponsors should still create investment mechanisms with versatile occupation paths, and universities societies may still either play greater roles in fostering variety. an important push is required to recruit minorities into nursing and supply extra scientific examine education for nurse-scientists, nursing scholars, and nursing school.
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Additional resources for Opportunities to Address Clinical Research Workforce Diversity Needs for 2010
Between 1980 and 2000 the number of underrepresented minority faculty increased 279 percent (see Figure 3-1). Most underrepresented faculty are in the assistant professor and instructor ranks (see Figure 3-2). S. medical school faculty, 19802000. SOURCE: AAMC Faculty Roster. 0% Percent FIGURE 3-2 Medical school faculty by race and ethnicity, 2002. SOURCE: AAMC Faculty Roster System, December 31, 2002. , 2001; NIH, 2002a ). It is not unusual for underrepresented clinical research scientists to face institutional biases in support because of the lack of support systems—they are often the only, or among only a few, underrepresented minority members in an academic health center or research institution.
Degrees in 2001 than in 1975. In 1971-1972 only 9 percent of medical students were black, American Indian, Hispanic, or Asian or Pacific Islander (Barzansky and Etzel, 2002). Unfortunately, the number of underrepresented graduates with an expressed interest in research careers is dwindling (NIH, 2002b). Debt is a significant issue for all students, but it is a particularly daunting one for minority students. Black and Mexican American students 41 WOMEN AND UNDERREPRESENTED MINORITIES 2003 Matriculants Applicants First-Time Applicants Acceptees Matriculants 355 312 64 336 63 1,130 773 522 154 878 156 2,483 576 403 112 607 115 1,813 361 291 78 353 61 1,144 336 280 70 345 58 1,089 1,125 3,030 49 2,740 6,152 85 1,905 4,566 61 1,123 3,196 38 1,060 3,065 35 12 23 15 6 5 9,972 214 184 562 15,148 20,231 599 188 1,328 31,346 15,466 450 170 961 23,594 10,749 223 132 667 16,134 10,122 206 121 626 15,240 209 1 210 957 0 957 753 0 753 261 0 261 209 0 209 16,488 34,786 26,160 17,539 16,538 have a higher level of education debt than do Asians and Puerto Ricans (AAMC, 2004a).
Improvements in the infrastructure will be needed to revitalize the roles of GCRCs and CCRCs in clinical research and establish them as centers of innovation. S. biomedical research portfolio and takes on projects that cannot be included in the extramural program should be included in future directions. The intramural program has fewer short-term constraints than the extramural program and is particularly well equipped for the conduct of innovative and bold research. • Streamlining, regulatory reform, and standardization are needed.