Objectives: 

To assess the National Institute of Child Health and Human Development’s Pediatric Critical Care Trauma Scientist Development Program national K12 program.

Design: 

Mixed-methods study.

Setting: 

Pediatric Critical Care Trauma Scientist Development Program participants from 2005 to 2018.

Subjects: 

Past participants in the Pediatric Critical Care Trauma Scientist Development Program, including those who received funding (scholars), those who did not receive funding (applicants), and those who participated as diversity fellows.

Interventions: 

None.

Measurements and Main Results: 

Thirty-four past scholars, participants, and fellows in the Pediatric Critical Care Trauma Scientist Development were interviewed, including 19 women (56%) and 15 men (44%) via Skype. Interviews were audio recorded and transcribed, with permission. Codes were developed, using qualitative methods, that included the following: Community Building and Mentorship, Career and Research Development, and Tensions and Growth Opportunities. Quantitative data about physician-scholar grant success were retrieved from the National Institutes of Health system to search for funded grants, RePORT, physician-scholar curriculum vitae, and university websites. Since inception of the program, 46 scholars have been appointed. Scholars are equally split between women and men. Four members of the total cohort (9%) are from under-represented minority groups in medicine. Among the total past 46 participants, 72% of those who completed the K12 achieved an National Institutes of Health K-award and 36% of those not on K-level funding achieved at least one Research Program Grant-level award. All scholars, except one, remain academically active, as noted by recent publications in the peer reviewed literature; scholars from 2005 to 2013 are progressing in their careers, with 60% promoted to associate or full professor.

Conclusions: 

The Pediatric Critical Care Trauma Scientist Development Program is reaching its programmatic goals of buildin g a community of scientists in pediatric critical care and trauma surgery as shown by the qualitative analysis. Key challenges include increasing the diversity of applicants, encouraging applicants who are not funded, increasing the rate of K- to R-conversion, and preserving National Institute of Child Health and Human Development Program priorities for national K12 programs and individual K-awards.

中文翻译：

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儿科重症监护创伤科学家发展：为儿科重症监护和创伤外科领域建立一个科学家社区。

目标： 

评估国家儿童健康与人类发展研究所的儿科重症监护创伤科学家发展计划国家 K12 计划。

设计： 

混合方法研究。

环境： 

2005 年至 2018 年的儿科重症监护创伤科学家发展计划参与者。

科目： 

儿科重症监护创伤科学家发展计划的过往参与者，包括获得资助的人（学者）、未获得资助的人（申请人）以及作为多元化研究员参与的人。

干预措施： 

没有任何。

测量和主要结果： 

通过 Skype 采访了 34 位过去儿科重症监护创伤科学家发展的学者、参与者和研究员，其中包括 19 位女性 (56%) 和 15 位男性 (44%)。经许可，采访被录音和转录。代码进行开发的，采用定性的方法，即包括以下内容：社区建设和师友、职业和研究发展以及紧张局势和成长机会。从美国国立卫生研究院系统检索有关医师-学者资助成功的定量数据，以搜索资助的资助、报告、医师-学者简历和大学网站。自该计划启动以来，已任命了 46 名学者。学者男女平等。整个队列中的四名成员 (9%) 来自医学领域代表性不足的少数群体。在过去的 46 名参与者中，完成 K12 的人中有 72% 获得了美国国立卫生研究院的 K 奖，而未获得 K 级资助的人中有 36% 获得了至少一项研究计划补助金级奖。正如同行评审文献中最近的出版物所指出的那样，除一位学者外，所有学者都保持学术活跃；

结论： 

如定性分析所示，儿科重症监护创伤科学家发展计划正在实现其在儿科重症监护和创伤外科领域建立科学家社区的计划目标。主要挑战包括增加申请者的多样性、鼓励没有获得资助的申请者、提高 K 到 R 的转换率，以及保留国家儿童健康与人类发展研究所计划的国家 K12 计划和个人 K 奖的优先事项。