Objective 8: Further develop, diversify, and sustain a scientific workforce capable of accomplishing the NHLBI’s mission

Needed new approaches will ensure the continuing development of a diverse scientific workforce equipped with the relevant skills, knowledge, and resources to tackle future  heart, lung, blood, and sleep (HLBS) challenges. This goal will require strategic interventions all along the research career continuum, including K to 12 education, collegiate and postdoctoral studies, and career development from early investigator to senior scientist. While this is relevant in all areas of development, particular attention is warranted for under-represented groups in science. Collaborative partnerships will be critical to collectively work toward the challenge of expanding the exposure of young students to the wonders of science and sustain that interest through college and graduate education. It is also critical to embrace research training as a lifelong exploration of scientific curiosity in which the NIH promotes the adoption of new disciplines, tools, and technologies as the scientific and public health landscape continually undergoes dynamic change.

Envision a future in which we are able to...
  • Enable innovative solutions to pressing health problems by promoting the development of multidisciplinary teams capable of leveraging diverse skills and perspectives from crosscutting research fields such as data science, computational biology, quantitative population sciences, behavioral science, and implementation science.

Related Priorities

Compelling Question
How do we best develop a scientific workforce that is fluent in product development and commercialization issues, including regulatory, intellectual property, and business issues, in order to bring products for HLBS indications to the market? (8.CQ.06)
Compelling Question
How do we attract more students/trainees into traditional research fields (e.g., physiology, integrative biology) that are as critical to advancing science as emerging fields (e.g., "omics," big data), but do not have the same cache and are thus on the decline? (8.CQ.07)
Compelling Question
How do we add communication skills to our training programs to improve scientists' communication with the public? How do we also improve the ability of basic and clinical scientists to understand each other's scientific language and appreciate the importance of the other's research questions and findings? (8.CQ.08)
Compelling Question
How can we harness virtual learning technologies (e.g., immersive learning simulations, serious games) to address the needs of the modern and future biomedical workforce? (8.CQ.09)
Compelling Question
How can we better incorporate interdisciplinary and team science in our training and career development programs to prepare scientists for collaborative research and for using emerging technologies and resources? (8.CQ.10)