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The following statements were submitted in response to the NIH Request for Information on the current state of postdoctoral research training and career progression within the biomedical research enterprise. (NOT-OD-23-084).

Perspectives on the roles and responsibilities of the academic postdoc (e.g., what the postdoctoral position means to you, how you view it).

Academic postdocs are highly skilled, trained scientists seeking to build upon their graduate training to advance in their careers. While postdocs are responsible for day-to-day conduct of research, the position should be primarily viewed as a temporary and transitional career stage focused on mentored training and development. The expected timeframe of postdoctoral training is typically from 2 to 5 years but is highly dependent on the field and type of research, and career and training goals of the postdoctoral fellow, among other factors.

While it is often assumed that postdoctoral training is intended to prepare scientists for tenure-track faculty positions, only 1 in 4 postdocs will be in a tenure-track academic position after 5–6 years post-graduation (Denton et al., 2022). Postdoctoral training can provide an array of professional skills, such as grant writing, navigating academic publishing, experimental design, subject matter expertise, communication, and expansion of existing research skills, which find application in a range of professions in the academic, private, and government sectors. If given adequate mentorship and opportunities to develop their skills and independence, a postdoc should be well positioned to transition to a variety of careers.

Postdoctoral training is considerably less structured than Ph.D. education. The training a postdoc receives is almost exclusively through their mentor, and consequently the quality of training varies significantly. It is critical that postdoc programs offer ample opportunities for professional skill development. The assumption that postdocs are preparing to enter tenure-track faculty positions may discourage training opportunities that would benefit other career tracks. Moreover, even skills that are essential for faculty positions, such as mentoring, managing a budget, and teaching classes, may be overlooked. NIH should take steps to improve the breadth and consistency of skill training opportunities that postdocs receive.

Fundamental issues and challenges inhibiting recruitment, retention, and overall quality of life of postdoctoral trainees in academic research.

Relative to comparable high-skill jobs in other sectors, the salary for academic postdocs is low. For many students finishing a Ph.D., this can make a postdoc impractical. A postdoc salary may not even cover basic living costs in more expensive cities, and leaves little to no room for retirement savings or student debt payments. Those from disadvantaged backgrounds are especially likely to struggle on a postdoc’s salary, further exacerbating existing inequities at some of the most well-regarded academic institutions.

Many postdocs are in the early stages of starting families, which can further strain their limited financial resources. Furthermore, benefits available to postdocs vary significantly by state and institution, including parental leave and access to childcare, which are a critical concern for many postdocs. When added to other financial pressures such as student debt and moving costs, many who earn a Ph.D. may decide to seek a more stable career path.

A postdoctoral fellowship comes with an inherent degree of instability. The incentive for postdocs to accept the lower salary that comes with staying in academia is assumed to be an assurance of a stable and rewarding job afterward. However, the lack of structured training, minimal opportunities for career exploration, and the short duration of training grants and fellowships leave many with insufficient support. Furthermore, postdocs are often employed on a one-year contract, so if their salary is not covered through a training grant, they may find their mentor is unable to support their position through the necessary duration. Postdoc attrition could be significantly reduced if there were a stronger assurance that after 2–3 years they will have acquired a breadth of transferrable skills that will prepare them for the career path of their choice.

Existing NIH policies, programs, or resources that could be modified, expanded, or improved to enhance the postdoctoral training ecosystem and academic research career pathways.

NIH programs and policies should be refocused to improve professional skill training for postdocs, support a broad range of career trajectories, and improve access to essential resources to support the needs of a diverse and inclusive postdoc workforce.

Postdocs often have few opportunities to diversify their skillset. Outside of direct mentorship from an advisor, training is generally limited to the programs available at the postdoc’s institution, if there are any. NIH should prioritize expanding career development and training opportunities available to postdocs. Skill development can be supported through creation of instructional materials, mentoring rubrics, workshops, or other similar mechanisms, and can be developed in partnership with third parties such as scientific societies.

NIH should develop clear standards and guidelines for postdoctoral training that reflect the range of careers for doctoral degree holders in the biomedical sciences. Postdocs often feel that they are expected to train for a tenure-track faculty position at a research-focused academic institution, even though there are far fewer such positions available than postdocs. Some may feel uncomfortable being open with their advisor about their career plans if their goals lie outside of academia or feel pressured to hide their career plans when writing a training plan for fellowship applications. An academic postdoc is a valid career step for a variety of jobs outside the tenure track, and NIH policies and programs should reflect that.

Several current NIH programs effectively address the requirements of postdoctoral training but could be expanded or adapted to broadly improve the postdoc experience. K99, K01, and K08 awards offer support for researchers and clinicians, respectively, a guided pathway with clear timelines and outcomes to achieve a career transition. Additionally, NIH loan repayment awards address a specific need of postdocs, improving quality of life and making training more accessible for those who are less financially secure.

Proven or promising external resources or approaches that could inform NIH’s efforts to enhance the postdoctoral training ecosystem (e.g., improving postdoctoral recruitment, training, working environment, mentoring, job satisfaction).

The resources that academic postdocs rely on typically come from the institutions where they work – mostly universities and academic medical centers. These institutions are also responsible for providing benefits and salaries for postdocs. NIH should partner with universities to identify strategies to improve consistent benefits such as family care for postdocs, as well as to manage costs of living for more expensive geographic areas.

University postdoctoral associations often provide career training opportunities, facilitate networking, and sponsor mentorship programs. While these resources are valuable for postdocs, the associations are often run by postdocs and therefore subject to high leadership turnover. Some associations are able to provide high quality programs, but there is large variation among institutions.

Postdoctoral associations can benefit greatly when supported through institutional leadership and organizational structures. For example, the Massachusetts General Postdoc Association (MGPA) is supported by the medical center’s Postdoctoral Division (PDD), which was created to facilitate career training for postdocs within a more cohesive environment. The postdoc-run MGPA seeks to provide opportunities for career development, networking, and training through workshops and other events. The PDD assists in the organization of these activities, and provides further support through mentorship opportunities, career advising, and resources for personal health and family care. Because of the robust range of support provided, postdocs are given the resources they need to transition into the career of their choice.

The National Postdoctoral Association (NPA) also offers resources to support postdocs, in addition to their advocacy activities. NPA offers resources to support the development of institutional postdoctoral associations. NIH should seek to partner with NPA and institutional postdoctoral associations to broaden the impact of existing training and mentorship resources.