Components of the Training

Regardless of the training pathway and educational program chosen, all trainees will build develop their research careers through a combination of didactics, mentored research, and career planning.

 i) Coursework

State of the art knowledge of the content area is a prerequisite to finding answers to research questions that matter to others, especially in the fast moving field of HIV/AIDS. 

A strong foundation of research methods allows the trainee to design studies that can answer those questions accurately and efficiently, so that the research will be credible.

Therefore, all trainees will be encouraged to select degree or non-degree conferring coursework that complements their proposed areas of research.

 ii) Mentored Research

Identifying a dedicated and experienced research mentor is the best way for a trainee to accelerate his or her growth as a researcher. A good mentor should provide the resources and infrastructure for a new investigator to carry out his or her research, which should in turn accelerate the mentor’s efforts to increase knowledge in a focused research area. This complementary, mutually beneficial relationship maximizes the efficiency of the interaction for trainee and mentor, and is among the best guarantors of a successful training experience.

Trainees are encouraged to identify a research mentor and a potential project that can be nested into the mentor’s research program prior to applying for a fellowship. A broad but not exhaustive list of potential mentors is available on the faculty tab of the website.

 iii) Career Planning

Establishing specific, well-articulated career goals is essential to the program’s goal of training well differentiated scientists who can strengthen multidisciplinary translational research teams either by filling a specialized need.

In addition to the primary research mentor, all trainees will identify at least two other faculty to serve as members of the individual research advisory committee, ideally individuals with complementary content or methodological experience in areas relevant to the training program. At least one of the three should be from the Fogarty program faculty, while the others may be other well-qualified individuals.