Teaching Pharmacology Graduate Students how to Write an NIH Grant Application
Teaching Pharmacology Graduate Students how to Write an NIH Grant Application
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DOI：
10.5688/ajpe799138
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发表时间：
2015-01-01
影响因子：
3.3
通讯作者：
Surratt, Christopher K.
中科院分区：
文献类型：
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作者：
Leak, Rehana K.;O'Donnell, Lauren A.;Surratt, Christopher K.
目标。运用主动学习策略，填补药理学研究生教育中拨款写作训练的空白。研究生根据美国国立卫生研究院的指导方针撰写拨款的部分。在长达一个学期的科学写作课程中，学生们根据教授和同学们的多轮评论来修改他们的申请。审稿前和审稿后的拨款草案被分级。研究人员向学生们提供了评估他们对这一过程的看法的问卷。为了确定反馈对提案的影响，由与课程无关的盲眼教授评估前/后草稿的质量。学生的成绩在重新提交后显著提高。盲眼教员对提案的看法倾向于基于多种标准的修订提案。调查反馈表明，学生对助学金写作能力的信心有所提高。三个独立测量的结果表明，对科学写作的密集反馈提高了学生提案的质量。
Objective. To fill the gap in grant writing training in pharmacology graduate education using an active-learning strategy.Design. Graduate students wrote subsections of a grant according to NIH guidelines. Students revised their applications based on multiple rounds of critiques from professors and peers throughout a semester-long scientific writing course.Assessment. Prerevision and postrevision grant drafts were graded. Students were provided with questionnaires assessing their perception of the process. To determine the impact of feedback on the proposals, the quality of the pre/postrevision drafts was assessed by professors who were blinded and unaffiliated with the course.Conclusion. Student grades improved significantly upon resubmission. Perceptions of the proposals by blinded faculty members favored revised submissions based on multiple criteria. Survey feedback indicated an increase in student confidence in grant writing ability. The results of 3 independent measures demonstrate that intensive feedback on scientific writing improved the quality of student proposals.