Institutional Supports for Early Career Researchers During Crises: COVID-19 Pandemic Case Study

To understand how institutions can support faculty during crises in biomedical research, this study examined early career researchers (ECRs) experiences with institutional supports during the COVID-19 pandemic and their perspectives on how institutions can support professional recovery.

This national, cross-sectional study evaluated professional and personal-related institutional supports offered to ECRs during the COVID-19 pandemic, the impact of these supports, and additional supports needed for professional recovery. An online survey was distributed electronically in fall 2021 to all individuals with F32 or K-level awards through the National Institutes of Health in 2020. Descriptive statistics, chi square tests, and thematic analysis summarized findings.

Among 4,440 ECRs contacted, 1,587 ECRs (35.7%) responded to the survey, and 1,527 (34.4%) met inclusion criteria. Most respondents reported their institutions offered programs or services during the COVID-19 pandemic (81.3%, n=1241), including professional support(s) (76.8%, n=1172) and personal support(s) (43.6%, n=666). The most impactful support was mentoring programs, with 49.9% (n=402/806) reporting that it had positive impact, followed by personal assistants (48.4%, n=60/123) and bridge funding (for research: 42.4%, n=156/358; for salary: 41.7%, n=115/276). For coaching programs, bridge funding for salary, and elder care services, respondents indicated significant differences in the impact between expanded or new supports versus continued existing supports. Regarding institutional supports needed to support professional recovery, responses fell into six themes: caregiving support, mental health support, financial support, work support, career development support, and employment support.

This study provides novel insights into ECRs' perspectives on the supports offered by institutions during the COVID-19 pandemic and additional areas of need for professional recovery. Institutions must invest in relevant, effective, and accessible supports for ECRs to help them persist in scientific careers, particularly during periods of disruption and uncertainty.