The research training theme of the Pulmonary T32 is broad and aims to train the next generation of academic leaders in pulmonary and critical care medicine with a focus on: 

• Acute Respiratory Failure and Recovery

• Airway Disorders

• Fibrotic, Interstitial, and Occupational Lung Disease

• Lung Cancer

• Pulmonary Vascular Disorders

Research activities of the trainees need to address at least one of these 5 focused areas of research.

Candidates will be required to submit the following information:

A. Candidate Section: (1 page)

(1) a statement of professional and fellowship goals;
(2) fellow qualifications, including a self-assessment, and scientific background/perspective 

B. Research Project and Training Plan: (1 page)

(1) Training Activities and Timeline,

(2) Research Training Project Specific Aims with brief Project Strategy, Rationale and Approach.  

Proposed Mentor will be required to submit:

Commitment to Candidate, Mentoring, and Training Environment Section: (1-2 pages)

(1) Mentoring Approach and Candidate Mentoring Plan;

(2) Commitment to the Candidate’s Research Training Plan;

(3) Research Training Environment, Qualifications, and prior Commitment to Training and Mentoring;

(4) Proposed Research Advisory Committee; and

(4) Candidate’s Potential.

Attachments:

(1)  NIH biosketch for candidate and proposed mentor

(2)  Grant support for proposed mentor

The application materials should be sent to Laura Sanchez (Laura.Sanchez@cuanschutz.edu) by August 1, 2024. The Research Oversight Committee (ROC) of the Pulmonary T32 program will make a decision by September 1, 2024.

The individual to be trained must be a citizen or a noncitizen national of the United States or have been lawfully admitted for permanent residence at the time of appointment. Additional details on citizenship, training period, and aggregate duration of support are available in the NIH Grants Policy Statement.

All trainees are required to pursue their research training full time, normally defined as 40 hours per week, or as specified by the sponsoring institution in accordance with its own policies. Within the full-time training period, research trainees who are also training as clinicians must devote their time to the proposed research training and must confine clinical duties to those that are an integral part of the research training experience. The program may not be used to support studies leading to the M.D., D.D.S., or other clinical, health-professional training except when those studies are part of a formal combined research degree program, such as the M.D./Ph.D. Similarly, trainees may not accept NRSA support for clinical training that is part of residency training leading to clinical certification in a medical or dental specialty or subspecialty. It is permissible and encouraged, however, for clinicians to engage in NRSA-supported, full-time postdoctoral research training even when that experience is creditable toward certification by a clinical specialty or subspecialty board.

Appointments are normally made in 12-month increments, and no trainee may be appointed for less than 9 months during the initial period of appointment, except with prior approval of the NIH awarding unit, or when trainees are appointed to approved, short-term training positions. All appointees must be able to commit a minimum of 2 years to the grant and can remain on the grant no longer than 3 years. 

The duration of training, the transition of trainees to individual support mechanisms, and their transition to the next career stage are important considerations in institutional training programs.  Training PDs/PIs should limit appointments to individuals who are committed to a research career and who plan to remain in training for no less than two years, whether that support comes from a training grant or some combination of NRSA and non-NRSA support programs.  

Training PDs/PIs should encourage and make available appropriate skills training so that  trainees are prepared to apply for subsequent independent support for their training or research program (e.g., an individual fellowship award, mentored career development award, or research project grant), as appropriate for their career stage.  In addition, past studies (Lenfant, C. Review of the National Institutes of Health Biomedical Research Training Programs, 1989) have shown that health professional trainees who train in programs with postdoctoral trainees who have intensive research backgrounds are more likely to apply for and receive subsequent research grant support.  Programs that emphasize research training for individuals with the M.D. or other health-professional degrees are therefore encouraged to develop ties to basic science departments and include trainees with research doctorates when this approach is consistent with the goals of the proposed training program.