By National Research Council, Policy and Global Affairs, Board on Higher Education and Workforce, Committee on the Evaluation of the Lucille P. Markey Charitable Trust Programs in Biomedical Sciences
Because the Nineteen Seventies there was a significant hole among primary organic learn and its medical software. based on this hole the Lucille P. Markey Charitable belief instituted the final Organizational gives you application, which funded forms of awards to supply education that may bridge the bed-bench hole. those education awards fell into different types: those who supplied major possibilities for M.D.s to interact in uncomplicated study in the course of and instantly following scientific college and residency, and people who supplied major medical publicity for Ph.D.s whereas they have been predoctoral or postdoctoral scholars. those promises have been meant to shut the widening hole among quick advances in our figuring out of the organic method and the interpretation of that wisdom into strategies for combating illnesses. This file examines the overall Organizational provide courses, identifies top practices, and offers observations for destiny philanthropic funders.
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Extra resources for Bridging the Bed-Bench Gap: Contributions of the Markey Trust
Summary Report 1968: Doctorate Recipients from United States Universities. : National Academy Press. National Research Council. 2000. Addressing the Nation’s Changing Needs for Biomedical and Behavioral Scientists. : National Academy Press. Nicklin, J. L. 1997. Markey Trust, having given $500-million, will close this year. Chronicle of Higher Education. Feb. 28, p. A33. Rosenberg, L. E. 1999. The physician-scientist: An essential–and fragile–link in the medical research chain. ):1621-1626. Rosenberg, L.
The Committee ultimately decided against that strategy for a number of reasons. • The student selection criteria varied among the programs as did the goals of each of the programs. Consequently aggregating these data was not appropriate. • Record keeping at host institutions was uneven, in some cases spotty and in other cases almost nonexistent, making it difficult if not impossible to identify and contact a significant number of trainees. • No appropriate comparison group could be identified. Consequently the Committee concluded that trying to identify trainees would tax resources and would not be productive.
The extraordinary accomplishments of this so-called golden era of medical research have been extensively reviewed (Comroe and Dripps, 1976; Goldstein and Brown, 1997; Healy, 1988; London, 1964). Research laboratories were often built adjacent to clinical facilities to facilitate exchange between basic and clinical investigators. Becoming a physician-scientist was a highly sought goal and it was realistic to plan a career in which one could be a productive investigator, expert clinician, and outstanding teacher.