For all healthcare professionals:
Becoming a great teacher is not enough to guarantee success in academia. Faculty also need to master a variety of other skills, including portfolio development, preparation for performance evaluation, collaboration, mentoring, and more.
Courses to Enhance Professional Development
- Francis Farraye (2010-Gastroenterology)
- George Philippides (2009-Cardiology)
- Meg Sullivan (2009-Infectious Disease)
- Alan Farwell (2009-Endocrinology)
If you want to play a major role in determining the direction of that business, how it operates and how it impacts you and your patients, you need to understand how it works and how to manage it. You need to understand budgets and finance and accounting. You must be able to navigate the complex reimbursement procedures of insurance companies and the federal government. Beyond that, you need a basic understanding of operations management, organizational behavior, marketing and strategy.
The demand for training in healthcare quality and patient safety for both medical students and residents has never been higher. The Quality and Safety Educators Academy responds to that demand by providing medical educators with the knowledge and tools to integrate quality improvement and safety concepts into their curricula. This program is a 2-1/2 day academy designed as a faculty development program and sponsored by the Society of Hospital Medicine (SHM) and the Alliance for Academic Internal Medicine (AAIM).
A comprehensive, highly interactive mediation training program
The Joyful Professor Workshops and Retreats are designed to help you to rediscover your personal strengths, envision and move towards your ideal life vision and legacy, and learn how to begin shifting from an overwhelming life towards a more ideal life of bliss and joy.
For three and a half exciting days, this uniquely diverse community will explore the ideas, innovations and challenges that will help shape the future of health and medicine for 300 million Americans…and the world.
Implementing cost-effective change based on evidence is the key challenge for health systems around the world. This conference brings together evidence creators and evidence users to define the processes for implementing best clinical practice and forging efficient and cost-effective solutions.
With the increasing complexity of academic health science centers, it is very important that health science schools address the professional development needs of their faculty members. Currently, there is no academic conference that specifically addresses the faculty development field for academic health science centers world-wide. We are hoping to fill this void with the 1st International Conference on Faculty Development in the Health Professions.
A new faculty development program developed by the AAMC is designed to address an identified gap in the education of students, residents, and practicing clinicians in quality improvement and patient safety. Now available for medical schools and teaching hospitals nationwide, the Training for Quality (Te4Q) certificate program will prepare clinical faculty to effectively train both their peers and tomorrow’s doctors in quality improvement and patient safety. The program includes an onsite workshop, development of an educational project, and mentoring and online resources.
- David Seldin (2009-Hematology/Oncology)
- Rob Simms (2009-Rheumatology)
The seminar provides division chiefs in all subspecialties an introduction to the “business skills” necessary to succeed as a leader. Topics to be addressed include financial management, recruitment, working with difficult faculty, and other issues. Speakers provide a variety of perspectives, from deans to chairs to chief administrative officers, from research-intensive to education-focused institutions, from small and large programs.
- David Nunes (2014-Gastroenterology)
- Hemant Roy (2014-Gastroenterology)
- Alan Farwell (2014-Endocrinology)
- Peggy Chou (2010-General Internal Medicine)
- Vasan Ramachandran (2009-Preventive Medicine)
Build leadership and management skills among leaders and key decision-makers within departments of internal medicine. Join physicians and administrators from various organizations to discuss management-related problems and develop solutions using a case-based format.
Increases the leadership skills of faculty appointed as temporary leaders and faculty who aspire to be leaders, but have not yet been appointed to a leadership position. The 2012 program will provide an intensive learning experience focusing on business skills,talent management, and effective communication strategies.
ACPE is the nation’s largest health care organization for physician executives — doctors who hold leadership and management positions — who want to boost their leadership skills while adding weight to their CVs.
The program will energize faculty for success in their professional careers and should be valuable for those already in leadership roles, as well as those considering such responsibilities. Participants will work closely with a group of peers from different institutions during a yearlong course that will convene for quarterly two-day intensive and enjoyable meetings on the Brandeis University campus in the metro Boston area.
The Leadership Intensive offers a chance to step back from the day-to-day experience of living to see HOW you are living in relationship to others. Why you behave the way you do. What is working for you and what isn’t. What your future holds.
Grounded in ongoing research and 40 years of experience developing successful leaders, CCL’s open-enrollment programs target the real-world challenges unique to each level of leadership – whether you’re just starting out or running a global organization.
Department chairs and academic administrators within colleges and schools of the health professions are faced with a unique set of challenges and opportunities. In addition to needing to be facile with strategies for planning, organizational leadership, resource and personnel management, and effective communication, they must address issues that require specific skills within the contexts of health care, higher education, science, and politics.
The program is designed to equip outstanding nutritional scientists at an early stage of their careers with the leadership skills and broad perspective necessary to achieve their professional potential.Dealing with Difficult People
Fred Pryor Seminar that shows you how to communicate with tact and skill.Geisel Leadership Course at Dartmouth
: The Science and Practice of Leading Yourself
A transformational program that will harness the power of personal and deeply meaningful change. The result: you will be able to exercise leadership effectively in a way that is unforced and natural for you, regardless of the circumstances that confront you.
The Program aims to bring together physicians who are in administrative positions in academic health centers, who are not chairs of clinical departments, and an interdisciplinary faculty for two weeks of intensive and systematic study of some of the critical leadership and management issues which face physicians in administrative positions and academic health centers.Mass BioEd
Professional development and Leadership trainings for the biotech workforce
Annual conference with workshops, keynote, and networking opportunities.
Training to improve leadership, communications, teamwork, partnering and performance in science and technology organizations.
The Success at Work professional development series focuses on three key competencies–communication, change, and conflict. Participants will learn how personality style impacts success, how to improve effectiveness in communication, and how to manage change.
Hear leading experts discuss emerging research into scientific and medical advances in aging, as well as lifestyle and demographic trends. This first-ever conference will feature two speaker tracks. One track will focus on new research and insights in the science of aging including updates on the exciting science behind sirtuins and resveratrol. The second track will feature emerging social trends in lifestyles, behaviors and activities of the aging population.
- Amresh Hanchate (2012-General Internal Medicine)
Hypertension Summer School and Ten-Day Seminar on the Epidemiology and Prevention of Cardiovascular Disease.
- Andrea Coviello (2009-Endocrinology)
Multi-disciplinary sessions will include basic, translational, and clinical presentations on cutting edge research to provide an integrated approach to understanding the pathogenesis and treatment of pain, as well as novel clinical trial designs for development of new therapeutic agents. This symposium will provide unique insights and tools for optimizing and streamlining clinical investigation from discovery to drug approval.
- Jared Magnani (2012-Cardiology)
A comprehensive four-day course directed toward physician-scientists and other medical researchers. The course will introduce state-of-the-art approaches for the mapping and characterization of human inherited disorders with an emphasis on the mapping of genes involved in common and genetically complex disease phenotypes.
The Gordon Research Conference (GRC) on the Cell Biology of Megakaryocytes and Platelets is the premier scientific meeting focused on the biology of megakaryocytes and the platelets that arise from them. Fusing new developments in basic science with high-impact translational research, the meeting will provide a stimulating program featuring an international mix of established and upcoming researchers.
The Grant Training Center’s mission is to train educators, researchers, non-profit professionals, and public sector administrators to advance their knowledge of federal, foundation, corporate and individual giving, and to submit winning proposals.
Individual Research and Training Opportunities
We assist academic, research, health, government, and nonprofit professionals learn the fundamental and advanced techniques utilized in both areas to effectively achieve a higher degree of funding success.
Explore the cutting edge of research in genomics, genetic diseases and biomedicine.
An important goal of the meeting is to engage researchers from diverse fields to take basic discoveries in adipocyte biology to the next level, including a deepening understanding the etiology of type 2 diabetes through our joint meeting, as well as correlated diseases such as cancer, dementia and asthma.
This intensive lecture and laboratory course is designed for biologists interested in using mouse models to study mammalian development, stem cells and cancer.
Nature conferences are aimed at the international scientific community, with the goal of fostering and facilitating communication and collaboration between scientists.
New Insights into Diabetic Retinopathy
Each year, the Office of Extramural Research (OER) sponsors two NIH Regional Seminars on Program Funding and Grants. These seminars are intended to help demystify the application and review process, clarify Federal regulations and policies, and highlight current areas of special interest or concern.
This two-day conference is a must, especially for new faculty, researchers and administrators who want to gain key insight into a wide range of current issues at NSF including the state of current funding; new and current policies and procedures; and pertinent administrative issues. NSF program officers representing each NSF directorate will be on hand to provide up-to-date information about specific funding opportunities and answer your questions.
The Research Society on Alcoholism serves as a meeting ground for scientists in the broad areas of alcoholism and alcohol-related problems. The Society promotes research and the acquisition and dissemination of scientific knowledge.
A forum to enhance our understanding of how best to engage in Team Science to meet society’s needs, the SciTS Conference serves: as a point of convergence for investigators studying Science teams and Team Science leaders/practitioners; to engage funding agencies to provide guidance on developing and managing Team Science initiatives; and to afford data providers and analytics developers insight into collaboration tracking and analysis needs.
- Andrea Coviello (2012-Preventive Medicine)
Statistical genetics and genomics training sponsored by the School of Public Health at the University of Alabama
The NIH Office of Behavioral and Social Sciences Research, in partnership with the National Cancer Institute, the National Institute of Mental Health, and the U.S. Department of Veterans Affairs, is sponsoring this 5-day training institute to provide participants with a thorough grounding in conducting dissemination and implementation research in health.
- Patrick Fleming (2014-General Internal Medicine)
- Tom Ostrander (2014-General Internal Medicine)
- Felicia Patch (2011-General Internal Medicine)
- Suparna Dutta (2010-General Internal Medicine)
- Muhammad Syed (2009-General Internal Medicine)
The field of hospital medicine is growing at a rapid pace. This growth is reflected in the expanding research in the care of hospitalized patients and the increasing emphasis on quality improvement and patient safety in the inpatient setting. There has also been an exponential growth in the numbers of young physicians joining hospitalist groups in both community and academic medical centers. These junior academic hospitalists need the essential skills and knowledge to succeed in the academic world. The goal of the Academic Hospitalist Academy is to not only develop hospitalist academicians but also develop the future leaders of hospital medicine.
- James Meisel (2002-General Internal Medicine)
These week-long survey courses are designed to familiarize individuals with the application of information science and computer technologies in health care, biomedical research, and health professions education.
- Nila Radhakrishnan (General Internal Medicine)
- Jeffrey Greenwald
- Leila Obeid (General Internal Medicine)
- Charlene Weigel (General Internal Medicine)
- Christine Phillips (General Internal Medicine)
- Susan Phillips (General Internal Medicine)
- Angela Jackson (General Internal Medicine)
The Section of Geriatrics of the Department of Medicine at Boston University School of Medicine with funding from the John A. Hartford Foundation has established a Center of Excellence in Geriatrics. The Center has attracted outstanding physicians to careers as geriatrically-oriented faculty and has produced future leaders in geriatrics education, research, and administration, clinicians skilled in geriatric care, and providers with competency in geriatric care. We prepare fellows in geriatric medicine for faculty positions by providing formal training in teaching skills, evidence-based medicine, and clinical research. We also provide special training for fellows in general internal medicine to equip them with the skills needed to teach geriatric content.
For more than 30 years, AACH has focused on the complex topic of medical communication and relationship-centered care to improve the quality of patients’ experience of care.
Harvard School of Public Health Summer Program in Clinical Effectiveness
The Program in Clinical Effectiveness is designed for the clinician seeking the quantitative and analytic skills needed for clinical research or interested in health care administration.
Intermountain Healthcare Course in Clinical Quality Improvement
This course is designed as an introduction to the core principles of clinical quality improvement. Intermountain Healthcare’s strategies for addressing the current health care delivery environment and opportunities for clinician participation in the development of these strategies are discussed.
The goal of the Summit is to enable clinicians who are actively engaged in perioperative medical care to incorporate the latest findings from clinical research into their practices so that they can improve the quality and safety of their medical care.
The course, offered weekly in 33 enviable destinations, is a unique, 20 hour survey of the intersection of medicine and law as well as selected clinical topics.
CAPC National Seminar: Pathways to Quality Palliative Care
The CAPC National Seminar is designed to help you develop solutions to your specific issues and challenges. In addition to focusing on core operational elements that are integral to program success and sustainability, every seminar offers cutting-edge content and topics.
- Henri Lee (2008-General Internal Medicine)
- Jennifer Hughes (2004-General Internal Medicine)
The Harvard Medical School Program in Palliative Care Education and Practice (PCEP) offers intensive learning experiences for physician and nurse educators who wish to become expert in the clinical practice and teaching of comprehensive, interdisciplinary palliative care, as well as to gain expertise in leading and managing improvements in palliative care education and practice at their own institutions.
Quality Colloquium will address the current issues and challenges ahead for patient safety and healthcare quality within the United States. The Colloquium is the first in-depth executive education event to address the challenging issues of healthcare quality enhancement and medical error reduction on a university campus.
The Institute for Healthcare Improvement (IHI) is an independent not-for-profit organization helping to lead the improvement of health care throughout the world. Founded in 1991 and based in Cambridge, Massachusetts, IHI works to accelerate improvement by building the will for change, cultivating promising concepts for improving patient care, and helping health care systems put those ideas into action.
- Frank Schembri (2011-Pulmonary)
Advance your critical care ultrasonography competence with this new program for intensivists seeking structured training.
Nephrology Training Program Directors Retreat
Training in Adult Weight Management Program
Sponsored by the Donald W. Reynolds Foundation, the UCLA Division of Geriatric Medicine offers a 3-day Mini-Fellowship program dedicated to improving the quality of life of older persons through training the faculty members who are teaching future clinicians.
Contains great tables at the back about funding, certificate programs, scholarship for clinician education
This intensive five-day course is designed exclusively to train faculty to evaluate clinical competence across the six Accreditation Council for Graduate Medical Education (ACGME) general competencies, and specifically addresses the ACGME core faculty training requirements for assessment, evaluation, and direct observation.
Basic Skills Certificate Program offered by the Physician Assistant Education Program
- Eric Hillenberg (2013-PA Program/General Internal Medicine)
Information overload is changing all areas of medicine, including medical education and clinical practice. Now, more than ever, it is critical for medical educators and clinicians to be prepared for the challenge of teaching and practice Evidence-Based Medicine. This 4-day workshop is designed to help clinical leaders and educators enhance their EBM skills.
- Sandhya Rao (2009-General Internal Medicine)
Duke’s one-week mini-fellowships cover key topics and trends in medical education on the care of older adults. Focused on faculty development, the programs are aimed at expanding the curriculum design and clinical teachings skills of clinician educators. The mini-fellowships provide participants with the knowledge, skills and resources necessary to improve geriatrics education and positively impact patient care.
Community is often missing in higher education, where connections across disciplines and institutional units are overlooked. Faculty and professional learning communities (FLCs) help establish these connections and achieve most of the outcomes of student learning communities: increased interest in learning, retention, active learning, rate of intellectual development, and civic contributions to the common good. The safety and support engendered in a community enable risk taking and the achievement of both individual and team objectives. Evidence shows that FLCs provide effective “deep learning” that encourages and supports faculty to investigate, attempt, assess, and adopt new methods of teaching.
- Elizabeth Hutton (2014-General Internal Medicine)
- Mark Sloan (2014-Hematology/Oncology
- Won Lee (2010-Geriatrics)
- David Thornton (2010-General Internal Medicine)
- Uri Avissar (2010-Gastroenterology)
- Renee McKinney (2010-General Internal Medicine)
- Craig Gordon (2009-Renal)
- Subha Ramani (2008-General Internal Medicine)
- Serena Chao (2008-Geriatrics)
- Rob Lowe (2006-GI)
- Subha Ramani (2005-General Internal Medicine)
- James Meisel (1999-General Internal Medicine)
The goal of this Harvard Macy Program is to enhance the professional development of physicians, basic scientists and other healthcare professionals as educators. The program will combine five major themes: Learning and teaching, curriculum, evaluation, leadership, and information technology. The program provides a select group of 60 healthcare professionals with the knowledge base and skills to enhance their expertise in both conducting an educational project of their own design and taking a leadership role in the educational activities at their home institutions.
Expert faculty will lead the course sessions, presenting interactive methods for achieving the recently mandated integration of cross-cultural care into the pre-clinical and clinical years of medical school by the Liaison Committee on Medical Education (LCME) and into hospital and community based residency programs by the Accreditation Council for Graduate Medical Education (ACGME) and into hospitals’ patient care quality initiatives by the Joint Commission (JCAHO).
- Katherine Lupton (2010-General Internal Medicine)
- James Meisel (2008-General Internal Medicine)
- Serena Chao (Geriatrics)
- Angela Jackson (2004-General Internal Medicine)
Learn how to help your quality teams, local policymakers, clinicians and students interpret the results of comparative effectiveness research and how to this understanding can help them translate these results into practice. Learn how to teach EBHC for the new millennia with the leaders that created the movement and continue to lead in the development and application of methods of applying results of clinical studies to clinical practice.
International Association of Medical Science Educators
At the annual meeting of the International Association of Medical Science Educators (IAMSE) faculty, staff and students from around the world who are interested in medical science education join together in faculty development and networking opportunities.
The International Lilly Conference on College Teaching is one of the nation’s most renowned conferences presenting the scholarship of teaching and learning. For over thirty years, teacher-scholars from across the U.S. and internationally have gathered annually the weekend before Thanksgiving to share innovative pedagogies and discuss questions, challenges, and insights about teaching and learning.
SGIM TEACH Certification
The TEACH certificate program was developed by SGIM’s Education Committee to address the needs of junior clinician educators. The program focuses on Teaching Skills and offers quality instruction and assessment with tangible outcomes. Participants will leave the program with an interactive Teaching Portfolio to document their teaching performance and feedback obtained as well as reflections on strengths and weaknesses.
Each year six medical faculty are selected to attend the Stanford Faculty Development Program for training as Clinical Teaching seminar facilitators. The 1-month training provides participants with background knowledge and seminar leadership skills required to deliver a series of seven 2-hour seminars to their colleagues and to residents. Extensive opportunities to practice teaching skills are provided.
This course is an introduction to the principles of effective clinical teaching for adult learners. Through didactic and interactive sessions, participants will learn models of clinical instruction and how to apply these effective techniques to their own teaching. The course will also provide an exploration of critical thinking, reflection, assessment, and feedback. All sessions will be interactive and faculty will model instructional strategies described in the course.
A one‑day faculty development course that offers the opportunity to learn about an innovative philosophy and pedagogical approach for teaching and enhancing relational capacities and communication skills in physicians, social workers, nurses, and other health care professionals who work in a variety of academic and clinical healthcare settings.
- James Meisel (2010-General Internal Medicine)
- Julie Crosson (General Internal Medicine)
Teaching of Tomorrow workshops for clinical teachers are designed to develop the teaching skills of clinical primary care faculty necessary to incorporate trainees into busy practices and maximize the learning potential of the experience.
For more than 30 years, the Foundation and Center for Critical Thinking have been working together to bring about essential change in education through the cultivation of fairminded critical thinking. Each year we offer workshops and conferences to advance this important goal. Our workshops provide an opportunity for you to learn or deepen your understanding of the foundations of critical thinking and to contextualize them in your work or teaching. Critical societies are created one person, one teacher, one professor, one administrator at a time.
The Generalists in Medical Education are committed to improving medical education. We teach, conduct research, and provide educational support services in all areas of pre-doctoral, post-doctoral, and continuing medical education. At the annual conference we offer opportunities to develop specific skills to enhance professional effectiveness, to understand the latest initiatives and innovations in medical education, and to explore solutions to educational problems. Conference sessions are interactive and informal.
The mission of the Section for Research in Medical Education (RIME) is to enhance the quality of research in medical education and to promote its application to educational practice.
Collaborating Across Borders III (CAB III) is the third Canada—United States joint conference focusing on an exploration of common issues around interprofessional education and practice. CAB III will focus on a discussion of interprofessional education, practice and policy in a national and global context by featuring best practices, providing evidence that supports efforts, showcasing outcomes, describing lessons learned, and providing a venue for scholarly dialogue and productive networking.
Summer institute at the University of Calgary
The Nuts and Bolts of Simulation Methodology course is designed to provide the health professions educator the skills necessary to effectively use simulation as a teaching modality. Each course is very hands on and provides the practical knowledge to successfully run immersive simulation experiences for your students. The classes are small (8-10 learners) and provide a mentoring environment. You will leave the course with a fully developed and tested scenario.
This program offers the training necessary to produce effective leaders in health professions education. The program recruits health professionals who have, or are preparing for, educational leadership positions but who lack formal training in education and management.
- Tuhina Neogi (2014-Clinical Epidemiology)
- Christine Campbell Reardon (2014-Pulmonary)
- Lisa Caruso (2012-Geriatrics)
- Karen Lasser (2013-General Internal Medicine)
- Shoumita Dasgupta (2010-Genetics)
- Robin Ingalls (2010-Infectious Disease)
- Michele David (2009-General Internal Medicine)
- Flora Sam (2009-Cardiovascular Medicine)
- Carol Rosenberg (2007-Hematology/Oncology)
- Angela Jackson (2007-General Internal Medicine)
- Subha Ramani (2004-General Internal Medicine)
- Emelia Benjamin (2002-Cardiovascular Medicine)
- Amy Linsky (2014-General Internal Medicine)
- Christine Liu (2013-Geriatrics)
- Alisa Rosen (2012-Cardiology)
- Amy Baranoski (2011-Infectious Disease)
- Karin Sloan (2011-Pulmonary)
- Angela Leung (2011-Endocrinology)
- Audrey Calderwood (2011-Gastroenterology)
- Serena Chao (2010-Geriatrics)
- Andrea Kronman (2010-General Internal Medicine)
- Renda Wiener (2010-Pulmonary and Critical Care)
- Naomi Hamburg (2010-Cardiology)
- Xuemei Zhong (2010-Hematology/Oncology)
The program goal is to provide an introduction to the knowledge and skills needed to follow the path to leadership in academic medicine. Topics covered span strategic communication skills to negotiation to leadership topics. Small-group sessions focus on mentoring participants in career building skills in narrative and CV development. The seminar faculty are chosen for their demonstrated leadership abilities from various schools in the United States and Canada and offer knowledge,inspiration and valuable career advice.
National Leadership Forums have served as ACE’s principal means of identifying outstanding women and promoting their advancement to the highest levels of leadership in U.S. colleges, universities, and associations since 1977.
- Sharon Levine (2009-Geriatrics)
- Emelia Benjamin (2008-Cardiology)
- Karen Freund (General Internal Medicine)
- Deborah Cotton (2002-Infectious Disease)
The Hedwig van Ameringen Executive Leadership in Academic Medicine® (ELAM®) Program for Women is the nation’s only in-depth program focused on preparing senior women faculty at schools of medicine, dentistry and public health for institutional leadership positions where they can effect positive change. ELAM’s year-long program develops the professional and personal skills required to lead and manage in today’s complex healthcare environment, with special attention to the unique challenges facing women in leadership positions. Over 550 senior women leaders have graduated from the program since 1995. ELAM alumnae make up 25 percent of the executive positions in academic medicine and dentistry that are held by women.
HERS Institutes provide an intensive 12-day curriculum that prepares women faculty and administrators for institutional leadership roles. The Institutes focus on knowledge, skills and perspectives for achieving institutional priorities and maximizing institutional resources. HERS Institute participants work with HERS Faculty and HERS alumnae to develop the professional development plans and networks needed for advancing as leaders in higher education administration.
The Massachusetts Conference for Women offers the community and connection, the information and inspiration, the motivation and momentum to help you discover what you want—and go get it! The Conference features nationally recognized speakers who share their wisdom and expertise on a wide range of personal and professional development topics, helping you find clarity on your goals and what you need to accomplish them.
To outline pathways that will help us to achieve our career goals during trying economic times, and enable us to recover from adversary when we stumble. We have a celebrated author on women’s issues to teach us how to anticipate a potential storm, and highly successful leaders in academic medicine, higher education, public service, and business to share their experiences on how to weather difficult situations, how to channel our ambitions into business and strategic plans, how not to be afraid to choose our own paths, and how to find fertile ground for our talents.
For underrepresented minorities:
Robert Wood Johnson Foundation created the Harold Amos Medical Faculty Development Program to increase the number of faculty from historically disadvantaged backgrounds (race, ethnicity, socioeconomic status) who can achieve senior rank in academic medicine.
Monica Bharel (2011-2012)
The Commonwealth Fund/Harvard University Fellowship in Minority Health Policy is designed to prepare physicians, particularly minority physicians, for leadership roles in formulating and implementing public health policy and practice on a national, state, and/or local level.
A three-day professional development seminar designed for junior faculty (senior fellows, instructors, and assistant professors) who are members of underrepresented racial and ethnic minority groups and who aspire to leadership positions in academic medicine.
The Programs to Increase Diversity among Individuals Engaged in Health-Related Research, collectively referred to as PRIDE, were established to provide junior scientists, whose backgrounds are currently under-represented in biomedical research, with opportunities to gain the knowledge and tools they need to carry out independent and meaningful research and advance their careers. This initiative is sponsored by the National Heart, Lung, and Blood Institute (NHLBI).