Table 6A. Applicants, Entrants, and their Characteristics for the Past Five Years: Predoctoral

Rationale

These data permit the evaluation of the ability of participating departments, divisions, or interdepartmental programs to recruit trainees. These data are useful in assessing the selectivity of the admissions process, the competitiveness of the training program, and the appropriate number of training positions to be awarded.

Instructions

Part I. Counts

In Part I of this table, list the following counts for each participating department, division, or interdepartmental program for each of the past 5 academic years, beginning with the most recently completed year:

1. Most Recently Completed Year. Enter the most recently completed year in the format “Most Recently Completed Year: 2013-2014”.
2. Total Applicant Pool. Number of individuals who formally applied for training.
3. Applicants Eligible for Support. Number of individuals who formally applied for training and were eligible for support from this grant. (In most cases, eligible individuals will be those who are citizens or non-citizen nationals of the U.S. or permanent residents; see the Funding Opportunity Announcement for specific guidance.)
4. New Entrants to the Program. Number of new entrants to the department/division/interdepartmental program.
5. New Entrants Eligible for Support. Number of new entrants to the department/division/interdepartmental program who were eligible for support from this grant.
6. New Appointees to this Grant (Renewal/Revision Applications Only). Number of new appointees to this grant. (If this is not a Renewal/Revision application, do not include this column).

Do not include students admitted solely to obtain master’s degrees. If only one department or interdepartmental program is participating in the proposed training program, enter the overall total only for each year.

For each additional year, enter the prior year in the format “Previous Year: 2012-2013″ until all five academic years are completed, and complete the sections as described above. In the final section of Part I, provide the mean count for each column.

Part II. Characteristics

In Part II of the table, provide the following information about the characteristics of entrants and applicants, for each of the past 5 academic years, beginning with the most recently completed year:

1. Mean Months of Prior, Full-Time Research Experience (range). For each category of entrants as defined in Part I, items 4-6, enter the mean number of months of prior, full-time research experience and range. For many individuals, this value will reflect months of summer research experience or full-time research experience following college. For those with part-time, academic-year research experience for academic credit, convert the part-time experience to full time for reporting here (e.g., 15 hours/week for 8 months = 3 months). Do not include labs associated with a course (e.g. organic chemistry course with lab).
2. Prior Institutions. For each category of entrants as defined in Part I, items 4-6, enter the names of their prior institutions. For predoctorates, this will be their bachelor’s-degree granting institutions. If more than one entrant has the same prior institution, list the institution only once, followed by the number of entrants in parentheses.
3. Percent from Underrepresented Groups. For each category of entrants as defined in Part I, items 4-6, enter the percent of individuals from groups that are underrepresented in the biomedical, clinical, behavioral or social sciences, such as individuals from underrepresented racial or ethnic groups, individuals with disabilities, or individuals from disadvantaged backgrounds as defined in NIH’s Notice of Interest in Diversity. (If the participating departments, divisions, or programs do not collect information on all the groups identified in NIH’s Notice of Interest in Diversity, enter data on the groups for which information is available.)
4. Mean GPA (range). For each category of applicants and entrants as defined in Part I, items 2-6, enter the mean GPA and range, using a 4.0 scale.

For each additional year, enter the prior year in the format “Previous Year: 2012-2013″ until all five years are completed, and complete the sections as described above. In the final section of Part II, provide the mean values for all years of support.

Summarize these data in the Program Plan (Trainee Candidate Section) of the Research Training Program Plan. Analyze the data in terms of the overall numbers of potential trainees, their credentials, characteristics, and eligibility for support, and enrollment trends.

Table 6A: Medical School Guidance

Sample Table 6A

Applicants, Entrants, and Their Characteristics for the Past Five Years: Predoctoral

Part I. Counts

Part II. Characteristics

Table 6B. Applicants, Entrants, and Their Characteristics for the Past Five Years: Postdoctoral

Rationale

These data permit the evaluation of the ability of participating departments, divisions, or interdepartmental programs to recruit trainees. These data are useful in assessing the selectivity of the admissions process, the competitiveness of the training program, and the appropriate number of training positions to be awarded.

Instructions

Part I. Counts

In Part I of this table, list the following counts for each major degree type (i.e., PhDs, MDs, Dual Degree Holders, including individuals holding the MD/PhD, DDS/PhD, DVM/PhD, or other dual degrees, and Other Degree Holders) for each of the past 5 years. Depending on the grant cycle, users may choose to report by academic or grant year, but should always begin with the most recently completed year.

1. Most Recently Completed Year. Enter the most recently completed year in the format “Most Recently Completed Year: 2013-2014.”
2. Total Applicant Pool. Number of individuals who formally applied for training.
3. Applicants Eligible for Support. Number of individuals who formally applied for training and were eligible for support from this grant. (In most cases, eligible individuals will be those who are citizens or non-citizen nationals of the US or permanent residents; see the Funding Opportunity Announcement for specific guidance.)
4. New Entrants to the Program. Number of new entrants to the department/interdepartmental program.
5. New Entrants Eligible for Support. Number of new entrants to the department/interdepartmental program who were eligible for support from this grant.
6. New Appointees to this Grant (Renewal/Revision Applications Only). Number of new appointees to this grant. (If this is not a Renewal/Revision application, do not include this column.)

Include only those postdoctoral applicants who could be considered candidates for the proposed training program.

Summarize these data in the Program Plan (Trainee Candidate Section) of the Research Training Program Plan. Analyze the data in terms of the overall numbers of potential trainees, their sources, their credentials and eligibility for support, and enrollment trends. The narrative should clearly describe the recruitment process for postdoctoral trainees (e.g., whether candidates are selected from individuals in the laboratories of proposed faculty members or whether there is a formal application process to the training program).

For each additional year, enter the prior year in the format “Previous Year: 2012-2013” until all five years are completed, and complete the sections as described above. In the final section of Part I, provide the mean count for each column.

Part II. Characteristics

In Part II of the table, provide the following information about the characteristics of entrants and applicants, for each of the past 5 years (e.g., academic or grant years), beginning with the most recently completed year:

1. Mean Number of Publications (range). For each category of applicants and entrants as defined in Part I, items 2-6, enter the mean number of publications calculated to one decimal place (e.g., 2.5) and range (e.g., 0-6), at the time of application to the program.
2. Mean Number of First-Author Publications (range). For each category of applicants and entrants as defined in Part I items 2-6, enter the mean number (calculated to one decimal place) and range of first-author publications at the time of application to the program.
3. Prior Institutions. For each category of entrants as defined in Part I, items 4-6, enter the names of their prior institutions. For postdoctorates, this will be the names of their doctoral degree-granting institutions. If more than one entrant has the same prior institution, list the institution only once, followed by the number of entrants in parentheses.
4. Percent from Underrepresented Groups. For each category of entrants as defined in Part I, item 4 to item 6), enter the percent of individuals from groups that are underrepresented in the biomedical, clinical, behavioral or social sciences, such as individuals from underrepresented racial or ethnic groups, individuals with disabilities, or individuals from disadvantaged backgrounds as defined in NIH’s Notice of Interest in Diversity. (If the participating departments, divisions, or programs do not collect information on all the groups identified in NIH’s Notice of Interest in Diversity, enter data on the groups for which information is available.)

For each additional year, enter the prior year in the format “Previous Year: 2012-2013” until all five years are completed, and complete the sections as described above. In the final section of Part II, provide the mean values for all years of support.

Summarize these data in the Program Plan (Trainee Candidate Section) of the Research Training Program Plan. Analyze the data in terms of the overall numbers of potential trainees, their credentials, characteristics, and eligibility for support, and enrollment trends.

Table 6B, Part I: Medical School Guidance

Send table to participating mentors and their support staff (see PRF approval chain google sheet) to complete and return. Oftentimes a T32 coordinator, departmental or program GME person or HR person will complete.

*Check with your PI on Years to make the determination on whether these tables are looking at academic graduation year vs. fiscal year (most faculty go with academic graduation years) to determine where trainees belong for each completed table year.

Sample Table 6B, Part I

Applicants, Entrants, and Their Characteristics for the Past Five Years: Postdoctoral

Part I. Counts

Table 6B, Part II: Medical School Guidance

Send table to participating support staff with HR or GME and depending on what you get, go with it. Include separate table entries for each participating department.

Sample Table 6B, Part II

Part II. Characteristics