Institutional Translational Research Training Program (T32 - Clinical Trial Not Allowed)

Institutional Translational Research Training Program (T32 - Clinical Trial Not Allowed) is sponsored by National Institute of Neurological Disorders and Stroke (NINDS). Provides training in translational research for students and postdocs in neuroscience.

Expired PAR-24-108: Institutional Translational Research Training Program (T32 - Clinical Trial Not Allowed) This notice has expired. For NIH, in limited situations, applications may be accepted on a case-by-case basis for a short period after expiration to accommodate NIH late or continuous submission policies . Contact the eRA Service Desk for any submission issues.

Check the NIH Guide for active opportunities and notices. Department of Health and Human Services Part 1.

Overview Information Participating Organization(s) National Institutes of Health ( NIH ) Components of Participating Organizations National Institute of Neurological Disorders and Funding Opportunity Title Institutional Translational Research Training Program (T32 - Clinical Trial Not Allowed) T32 Institutional National Research Service Award (NRSA) March 26, 2025 - Expired early due to changes in agency priorities (New expiration: March 27, 2025).

April 04, 2024 - Overview of Grant Application and Review Changes for Due Dates on or after January 25, 2025. See Notice NOT-OD-24-084 Funding Opportunity Number (FON) Companion Funding Opportunity See Section III. 3.

Additional Information on Eligibility. Assistance Listing Number(s) Funding Opportunity Purpose The purpose of the Institutional Translational Research Training Program is to equip trainees with the knowledge and skills needed to advance basic research toward clinical application.

These programs will support students postdocs, and/or fellowship-stage clinicians conducting basic, disease-relevant research in an environment that includes 1) basic scientists and clinicians who are actively engaged in collaborative research projects, 2) neuroscience researchers with expertise in translational processes who are conducting research designed to move basic discoveries toward clinical application and 3) relationships with industry and government regulatory agencies.

Programs will have a cohesive educational approach to translational training in areas relevant to the NINDS mission, and in which students and postdocs learn the processes involved in translational research in the context of their individual projects.

Programs supported by this Notice of Funding Opportunity (NOFO) must include activities that ensure a thorough understanding of experimental design, strong statistical and analytical skills, and skills for communicating science with a wide variety of audiences.

These programs are intended to be 2 years in duration and support training of one or more of the following groups: advanced predoctoral students, postdoctoral fellows and fellowship-stage clinicians. Upon completion of the program, trainees will be prepared to address basic research problems with an understanding of the requirements for translating discoveries into viable therapies.

This Notice of Funding Opportunity (NOFO) does not allow appointed Trainees to lead an independent clinical trial, but does allow them to obtain research experience in a clinical trial led by a mentor or co-mentor. Open Date (Earliest Submission Date) Letter of Intent Due Date(s) The following table includes NIH standard due dates marked with an asterisk.

Renewal / Resubmission / Revision (as allowed) AIDS - New/Renewal/Resubmission/Revision, as allowed All applications are due by 5:00 PM local time of applicant organization. Applicants are encouraged to apply early to allow adequate time to make any corrections to errors found in the application during the submission process by the due date.

New Date - March 27, 2025 (Old Date - May 26, 2026) Required Application Instructions It is critical that applicants follow the Training (T) Instructions in the How to Apply - Application Guide , except where instructed to do otherwise (in this NOFO or in a Notice from the NIH Guide for Grants and Contracts ). Conformance to all requirements (both in the Application Guide and the NOFO) is required and strictly enforced.

Applicants must read and follow all application instructions in the Application Guide as well as any program-specific instructions noted in Section IV. When the program-specific instructions deviate from those in the Application Guide, follow the program-specific instructions. Applications that do not comply with these instructions may be delayed or not accepted for review.

Part 1. Overview Information Part 2. Full Text of Announcement Section I.

Funding Opportunity Description Section II. Award Information Other Award Budget Information Section III. Eligibility Information Section IV.

Application and Submission Information Section V. Application Review Information Section VI. Award Administration Information Section VII.

Agency Contacts Section VIII. Other Information Part 2. Full Text of Announcement Section I.

Funding Opportunity Description The overall goal of the NIH Ruth L. Kirschstein National Research Service Award (NRSA) program is to help ensure that a pool of highly trained scientists is available in appropriate scientific disciplines to address the Nation's biomedical, behavioral, and clinical research needs.

In order to accomplish this goal, NRSA training programs are designed to train individuals to conduct research and to prepare for research careers. More information about NRSA programs may be found at the Ruth L. Kirschstein National Research Service Award (NRSA) website.

The NRSA program has been the primary means of supporting predoctoral and postdoctoral research training programs since enactment of the NRSA legislation in 1974.

Institutional NRSA programs allow the Training Program Director/Principal Investigator (Training PD/PI) to select trainees and develop an enhanced program of coursework, mentored research experiences, and technical and professional skills development appropriate for the appointed trainees that provides added value to already existing programs.

The grant offsets the cost of stipends, tuition and fees, and training related expenses, including health insurance, for the appointed trainees in accordance with the approved NIH support levels. The purpose of the Ruth L.

Kirschstein National Research Service Award (NRSA) Institutional Research Training Grant (T32) program is to develop and/or enhance research training opportunities for individuals interested in careers in biomedical, behavioral or social sciences, and clinical research, in health services research, or in any other discipline relevant to the NIH mission.

Each proposed program should provide high-quality research training, and mentored research experiences, and are expected to help trainees develop: A strong foundation in scientific reasoning, rigorous and reproducible research design, experimental methods, analytic techniques, including quantitative/computational approaches, and data gathering, storing, analysis, interpretation and sharing appropriate for the proposed research area.

Their individual development plans to identify areas of strengths and areas of career and personal growth with the ability to identify and engage mentors. Skills in engaging in their chosen area of science including networking, presentation and publication skills and opportunities to interact with members of the broader scientific community at appropriate scientific meetings and workshops.

The competencies needed to advance to independent careers in their chosen field. The ability to think critically, independently, and to develop important research questions to initiate and conduct research and approaches that push forward their areas of study. An understanding of the relationship of their research training to health, diseases, and disorders.

A commitment to approaching and conducting research responsibly and with integrity. The competencies to work effectively with colleagues from a variety of backgrounds and scientific disciplines to contribute to safe and supportive scientific research environments.

The knowledge, professional skills, and experiences required to identify and transition into careers that sustain biomedical research in areas that are relevant to the NIH mission. The proposed institutional research training program may complement other ongoing research training and career development programs at the applicant institution but must be clearly distinct from related programs currently receiving Federal support.

This Notice of Funding Opportunity (NOFO) does not allow appointed Trainees to lead an independent clinical trial, but does allow them to obtain research experience in a clinical trial led by a mentor or co-mentor. NIH strongly supports training towards a career in clinically relevant research and so gaining experience in clinical trials under the guidance of a mentor or co-mentor is encouraged.

The purpose of the Institutional Translational Research Training Program is to support comprehensive training within an environment rich in translational research in which trainees will conduct basic, disease-related studies with an understanding of the requirements for translating discoveries into viable therapies.

These programs should prepare advanced graduate students, postdoctoral fellows and/or fellowship-stage clinicians to become successful scientists equipped to pursue neuroscience research that is informed by translational considerations and principles. The explosion of novel experimental techniques and technological advances has made it increasingly possible to correct and modify the biological events associated with disease.

Translation of basic discoveries to clinical application (“bench to bedside”) requires a close collaboration between basic scientists and clinical investigators.

Equally important, however, is an understanding of the overall process and specific practices required for designing projects with the potential for advancement through the translational pathway from basic discovery through the intellectual property and regulatory processes to clinical application.

NINDS supports a number of programs intended for researchers to advance their translational projects towards human clinical trials ( PAR-21-122 , PAR-21-123 , PAR-21-124 ). Whereas opportunities and funding for translational neuroscience research are growing, there is a dearth of training of scientists who understand what is required to do translationally-relevant basic research.

This initiative will address the need for earlier and better preparation for scientists to conduct and lead translationally-relevant research projects. This NOFO is specifically for institutional translational research training. NINDS is committed to supporting T32 programs that address basic, clinical, translational or a combination of approaches in any area of research across the NINDS mission.

Applications for all types of innovative programs are encouraged and will be accepted under the NINDS Institutional Research Training Program (PAR-24-126 ).

It is critical that applicants contact the individuals listed under Agency Contacts (Section VII) for preapplication guidance and to confirm the mission relevance of their application with the Scientific Research Contacts for the participating Institutes prior to application submission.

The proposed institutional research training program may complement other ongoing research training and career development programs at the applicant institution but must be clearly distinct from related programs currently receiving Federal support. Training programs responsive to this funding opportunity should be designed to increase the depth and breadth of trainee expertise within a thematic area.

Programs should consist of an integrated set of activities that will both unify a cohort of trainees and expand their expertise beyond what would occur in the absence of the program.

For training grants supported under this funding opportunity, a well-developed program 1) has a programmatic purpose and a scientific theme, 2) provides activities created to address that purpose that go beyond the standard activities (e.g. journal club, departmental seminars) associated with research career development and 3) will have programmatic activities that bring together faculty and trainees with a broad spectrum of expertise, the integration of which has the potential to stimulate innovative ideas and solutions to scientific problems.

The fundamental benefit of an institutional, T32-funded training program is to create a rich, theme-driven environment that stimulates innovation, drives trainee focus on the highest standards of scientific rigor, and provides multiple opportunities for practice in scientific communication.

Thus, in most cases, the creation of a T32-funded training program should benefit trainees who are not directly supported financially by the grant as well as those who are. Programs should create novel and/or expanded research training experiences and activities; they are not intended to simply support trainees to conduct research.

Education in career skills (e.g. grant-writing, oral presentation) although a critical component of all programs, is not sufficient to constitute a T32-funded training program. Moreover, the activities that constitute the program should be specifically designed to achieve the stated thematic purpose of the training program, and not simply be cobbled together from existing activities that the institution or department offers.

Training PDs/PIs are encouraged to develop institutional training programs that will expose trainees to a variety of scientific approaches, systems for study and tools and technologies. The training provided should enhance the trainees’ ability to conceptualize and think through research problems with increasing independence.

Moreover, programs should foster a culture in which trainees draw from a broad knowledge obtained from both neuroscience and other disciplines to address their research questions. Programs may support predoctoral students, PhD postdoctoral fellows, fellowship-stage clinicians, or any combination of trainees from these three groups.

For institutions that also have MSTP programs and intend to support MD/PhD students with this funding opportunity, the PD/PI should ensure that the majority of trainees supported by the program are those seeking a PhD rather than an MD/PhD. Training grants that will support both predoctoral students and postdoctoral fellows should have a single program in which both groups of trainees participate and interact.

The program may include shared and different activities, but they must occur in the context of an integrated program in which both predocs and postdocs benefit from the interaction, programmatic activities and collaborative possibilities that the program creates. Institutional research training grants must be used to support a program of full-time research training.

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 goals. The program may not be used to support medical training leading to the MD, DDS, or other clinical, health-professional training.

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.

Short-term training is not allowed under this PAR. Programs supported under this funding opportunity are expected to equip trainees with research expertise and an understanding of the principles and practices involved in translating basic research discoveries to clinical applications.

Moreover, programs should help expand the community of basic and clinical researchers working in teams to address research problems with an eye toward development of viable therapies.

To these ends, programs should be housed in an environment that supports ongoing neuroscience research projects across the basic-clinical spectrum that are informed by, and conducted with reference to, translational principles, and should provide cross-disciplinary training designed to facilitate an understanding of translationally relevant issues related to basic mechanistic studies, and an understanding of fundamental biological mechanisms that contribute to diseases/disorders being studied in the clinical arena; provide training in how to advance from fundamental biological mechanisms that contribute to diseases/disorders toward therapies and diagnostics; provide exposure to team research in which basic scientists are actively engaged in collaborative research projects with clinical investigators engaged in early-stage therapeutic trials; integrate faculty who are actively engaged in translational research and have experience advancing therapies/devices to the clinic and demonstrated successful collaborations/interaction with industry; provide formal education in translational processes and practices necessary to advance from fundamental biological mechanisms that contribute to neurological diseases and disorders, toward therapies and diagnostics.

This training should bring awareness to trainees of the issues involved in translating discoveries into therapies in the context of their own research.

Topics may include o preclinical activities (e.g. proof of concept studies, safety and toxicity studies, device design considerations, regulatory approval, manufacturing principles that lead to FDA approval for IND or IDE), o first-in-human clinical trial design to test target engagement and/or proof of concept, o intellectual property, technology transfer and entrepreneurship, o securing funding and establishing collaborations with industry.

Programmatic activities to achieve this training may include clinical exposure and opportunities for formal engagement with clinical faculty, patients and end product beneficiaries; cross-discipline training; internships with pharmaceutical or biotech companies; boot camps, symposia, workshops or annual retreats that provide education in aspects of the translational process (e.g. regulatory issues, technologies, etc.) and that allow for interactions with experts in translational processes; training to develop skills for communicating with stakeholders (e.g. elevator pitches for lay audiences, shark tank pitches for investors, bi-directional communication with advocacy groups).

Programs should ensure that each trainee has an advisory committee composed of faculty with expertise across the bench-to-bedside research progression, and with expertise in the translational process.

Experimental Design and Statistical Methodology Experimental Design: Programs must ensure that trainees understand the principles of rigorous experimental design such that appropriate controls are considered, sources of bias are avoided and rigorous approaches to data collection and analysis are utilized (i.e. blinding, determination of appropriate sample sizes, randomization, objective pre-determination of exclusion criteria, etc.).

Ideally programs will engage the entire cohort and faculty and trainees in group discussions of experimental design and analysis as they apply to each trainee’s individual research project as well as approaches to increasing the robustness of scientific findings. Statistical Methodology: Programs should ensure that each trainee is equipped with a solid understanding of statistical methodology relevant to neuroscience research.

Ideally, trainees will develop a depth and breadth of statistical understanding that will enable them to adapt and appropriately apply statistical approaches as their experimental repertoire changes.

Programs must ensure that all trainees have a solid understanding of the value and proper use of statistics, including an understanding of the many types of scientific failures that can occur due to inappropriate application of statistical tests. An introductory course in statistics is not sufficient to achieve these goals.

Statistical Training and Support It is critical that trainees understand that statistical considerations are vital not only for analysis of data but for designing experiments and experimental approaches.

To help trainees develop an understanding of the many contexts in which statistical considerations come into play, programs should incorporate the expertise of a statistician (or other faculty with expert knowledge of statistical principles) into the training program. Funds may be requested for up to 1. 2 person months effort to support a faculty-level statistician to play a fully integrated role in the training program.

It is envisioned that the supported statistician will contribute to educating the trainees on statistical issues in scientific inquiry, such as, for example, a rigorous understanding of p values, Bayesian vs frequentist methods, the problems encountered with multiplicities, "p-hacking", the differences in acceptable statistical treatment of exploratory and hypothesis-testing studies, etc. Critically, it is expected that the supported statistician will actively participate in regular programmatic activities such as research presentations and journal clubs to lend strong statistical expertise to discussions.

Finally, inclusion of a statistician in the program will provide the opportunity for all trainees to consult with an expert in statistics, together with their mentor(s), about their experimental plans, experimental design, determination of appropriate sample sizes for their studies, methods required for proper analysis of their anticipated data set, etc. Whereas the statistician is encouraged to create mini-workshops or courses, funding will not be provided simply to support a statistician to teach a course.

Quantitative Literacy and Use of Quantitative Approaches Quantitative Literacy: NINDS training programs should provide an appreciation of the benefits of quantitative approaches to experimentation (and the potential pitfalls associated with a lack of quantitative consideration of their scientific system).

An important specific goal of these programs is to foster the incorporation of quantitative thinking into the trainees' research throughout their careers. The training activities provided by the program should equip trainees with the tools and knowledge required to examine their experimental systems quantitatively.

The educational approach to quantitative literacy should be designed to produce a cohort of quantitatively mindful neuroscientists prepared to be leaders in their area of research interest. Quantitative Tools and Approaches: Programs should provide experience in the use of practical tools for quantitative exploration, interpretation and evaluation of biological data relevant to the thematic area of the program.

Approaches may include, for example, the use of programming tools to model biological systems or events, problem-solving exercises that develop skills in quantitative exploration of biological data, and/or other didactic or hands-on activities that will enhance a trainee's ability to use quantitative approaches to answer scientific questions and guide the next steps in their research.

Funds may be requested to bring in outside experts to conduct workshops to enhance quantitative skills, literacy and fluency in the application of quantitative approaches to neuroscience research. To obtain additional funds for this purpose, programs must describe specific, well-conceived plans for enhancing training in these areas and the value that the additional funds will provide.

For information on requesting funds, see "Training Budget" in Section IV. For information on submission requirements, see "Training in Quantitative Skills and Literacy" in Section IV.

Program-wide Meetings: Experimental Design, Statistics and Quantitative Literacy As part of newly created or already existing program-wide meetings, it is expected that the trainees and program faculty will discuss and evaluate the experimental and statistical approaches used in their own work and in literature relevant to the thematic area of the program.

These discussions should focus on the experimental design used, sufficiency of controls, the rigor of scientific methodology used (i.e. blinding, randomization, sample size determination, control for potential biases, etc.) and the quantitative results within the capability of the biological system under study.

Program-wide Meetings: Designing Research Projects to Solve Significant Problems Trainees focus heavily on development of research skills and collection of concrete experimental results. It is critical, however, that trainees understand the broad significance of their work, what their experiments will teach them about neurological function and/or disorders, and critically, what conclusions cannot be drawn from their experiments.

Discussion of these larger questions of significance in program-wide meetings, and not simply within the local laboratory setting, will expose the entire training cohort to a variety of critical biological problems within the thematic area of the training program and approaches to solving them. Trainees should have a thorough understanding of the principles and practices of rigorous scientific research.

Programs are also strongly encouraged to provide education in human decision-making tendencies and cognitive biases, and how they can lead to erroneous interpretation of data (c. f. Kahneman, D.

2011 Thinking, Fast and Slow. New York. Farrar, Straus and Giroux).

Programs should provide students with training in professional skills such as written and oral presentation for a wide variety of audiences.

Programs are strongly encouraged to include group activities such as elevator pitches, data blitzes and/or “shark tank” presentations, etc. Not only are these helpful for honing organizational and presentation skills, but they help trainees to articulate the significance of their work to both lay (i.e. investors, advocacy groups and the general public) and scientifically literate audiences.

Further, programs should provide training in the skills necessary for grant applications, such as grant writing, understanding the grant submission and review process and understanding and responding to critiques.

Understanding Career Opportunities The career outcomes of individuals supported by NRSA training programs will likely include both research-intensive careers in academia and industry, and research-related careers in various sectors, e.g., academic institutions, government agencies, for-profit businesses, and private foundations. Trainees should have access to career development advising and exposure to a range of career opportunities.

Through these activities, trainees should become familiar with various potential career directions that make strong use of the knowledge and skills gained during research training and the steps required to transition successfully to the next stage of their chosen career.

Oversight of Trainee Mentoring and Progression In addition to outstanding scientific training, strong mentorship and career guidance are critical for advancement and success in science. Consequently, T32 programs responsive to this NOFO are expected to have a formal oversight plan to ensure that trainees receive outstanding mentorship and progress through their training in a timely manner.

The oversight process should ensure that trainees receive 1) appropriate professional guidance and projects with the potential to generate a publication record that will allow them to progress to subsequent research opportunities, 2) written and oral presentation skills that will facilitate their ability to publish their results as first author, submit competitive grant applications, speak at national meetings and interview for future positions, 3) an understanding of the research enterprise that will enable them to successfully navigate a research career and 4) an understanding of the many career opportunities available to them as scientists and what is required to compete for these different opportunities.

To ensure that all trainees receive outstanding mentorship, programs are expected to establish formal standards for mentorship to which all participating faculty mentors must adhere, and a plan for the integration of these expectations into the individual mentorship of all T32 preceptors.

This could include, for example, an onboarding orientation for mentors who join the program, regular group meetings of program leadership and mentors to discuss the state of mentorship within their program or other opportunities to share challenges, offer solutions, and exchange ideas and resources for improving mentorship within the local training environment.

Programs should also implement a formal approach to monitoring the mentorship received by all program trainees to ensure that all receive what is locally determined to be adequate, effective mentorship.

Whereas formal mentor training courses, such as those provided through mentorship training organizations (e.g. NRMN , CIMER ), can be extremely beneficial, the expectation is that T32 programs will formally incorporate standards into the program, have discussions among faculty to share their collective experience related to mentorship and the application of locally-designed best practices.

Exposure to a Role Models Individuals from different backgrounds and with different perspectives, for example, senior faculty who have the benefit of long experience, and junior faculty who have more recent experience in transitioning from training to independent positions should be encouraged to participate in program leadership, as participating faculty and mentors, or as invited speakers.

Annual NINDS T32 Program Workshop NINDS will host an annual T32 Program Workshop (The NINDS T32 Workshop) that each trainee will be expected to attend at least once during their tenure on the training grant.

At this workshop trainees will make a presentation in either an oral or poster format, and engage in in-depth discussions of scientific topics, experimental design and quantitative literacy, issues related to translational research, and professional development topics (e.g. negotiation skills, writing a winning cover letter, conflict resolution etc.). Training grant T32 PDs/PIs are expected to attend annually.

Funds will be provided in the award to support attendance by the PI and half of the trainees each year, in this way all trainees appointed to the program should be able to attend once during their training period.

Training Program Evaluation It is expected that T32 programs funded under this PAR will undergo regular internal and external evaluation to promote innovation and evolution, as well as to bring attention to deficiencies that those close to the program may not perceive.

Expectations for Training Program Outcomes Trainees should leave the T32 training program with the appropriate accomplishment and skills to move on to the next step on an independent research pathway.

Outcomes expected of training programs include strong trainee publications (including first author publications), and other accomplishments appropriate to their training (e.g., patents, Investigational New Drug (IND)/Investigational Device Exemption (IDE) applications).

Although a major goal of these training programs is to develop highly skilled and creative researchers, NINDS understands that students and postdocs have many career choices. In any program, it would be expected that there will be some trainees who go on to do research, and there will likely be many who will go into research-related and non-research positions that make use of their training.

However, outstanding scientific and professional training provided by NINDS T32 training programs will be invaluable to both the trainee and the community, regardless of a trainee's career choice. See Section VIII. Other Information for award authorities and regulations.

Section II. Award Information Grant: A financial assistance mechanism providing money, property, or both to an eligible entity to carry out an approved project or activity. Application Types Allowed The OER Glossary and the SF424 (R&R) Application Guide provide details on these application types.

Only those application types listed here are allowed for this NOFO. Not Allowed: Only accepting applications that do not propose clinical trials. Note: Appointed Trainees are permitted to obtain research experience in a clinical trial led by a mentor or co-mentor.

Need help determining whether you are doing a clinical trial? Funds Available and Anticipated Number of Awards The number of awards is contingent upon NIH appropriations and the submission of a sufficient number of meritorious applications. Application budgets are not limited, but need to reflect the actual needs of the proposed project.

Recipients are expected to be familiar with and comply with applicable cost policies and the NRSA Guidelines ( NIH Grants Policy Statement - Institutional Research Training Grants ).

Funds may be used only for those expenses that are directly related to and necessary for the research training and must be expended in conformance with OMB Cost Principles, the NIH Grants Policy Statement , and the NRSA regulations, policies, guidelines, and conditions set forth in this document.

Other Award Budget Information Stipends, Tuition, and Fees Kirschstein-NRSA awards provide stipends as a subsistence allowance to help defray living expenses during the research training experience. NIH will contribute to the combined cost of tuition and fees at the rate in place at the time of award.

Stipend levels, as well as funding amounts for tuition and fees and the institutional allowance are announced annually in the NIH Guide for Grants and Contracts, and are also posted on the Ruth L. Kirschstein National Research Service Award (NRSA) webpage . $700 per year will be provided for each trainee to support travel to scientific meetings and workshops that enhance the individual's research training experience.

. Trainees must be appointed to the training grant at the time of the actual travel for this to be an allowable cost. Training Related Expenses NIH will provide funds to help defray other research training expenses, such as health insurance, staff salaries, consultant costs, equipment, research supplies, and faculty/staff travel directly related to the research training program.

The most recent levels of training related expenses are announced annually in the NIH Guide for Grants and Contracts, and are also posted on the Ruth L. Kirschstein National Research Service Award (NRSA) webpage .

In addition to the standard NIH allocation for training related expenses, applicants may request up to $8,000 to invite outside experts to conduct seminars or workshops to enhance quantitative skills and fluency in the application of quantitative approaches to neuroscience research.

Because attendance by the PD/PI, as well as trainees at the annual NINDS T32 Workshop is critical to student and postdoctoral training, dissemination of training practices and program evolution, programs should request