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Problem:
The purpose of Baylor's LEAH Training Program is to train health professionals for leadership roles in improving adolescents’ health via a holistic, interdisciplinary approach. Our concept of leadership includes clinical service, communication skills, public health perspective, and accountability.
Goals and Objectives:
Goal 1: Trainees will learn clinical service leadership involving constituents.
Objective 1: Trainees will observe/be able to provide and coordinate evidence-based, interdisciplinary clinical services sensitive to cultural, family, gender/sexual identity issues, during the year
Objective 2: Trainees will observe and be able to address the healthcare needs of adolescents with special health care needs and their families, during the year.
Goal 2: Trainees will learn how to communicate effectively with consituents.
Objective 1: Trainees will observe and be able to provide effective teaching and technical assistance to groups of learners of varying developmental ages, group sizes, and in academic and community settings during the year.
Objective 2: Trainees will observe and be able to advocate for constituents at the local, regional, and national levels.
Goal 3: Trainees will learn how to address core public health functions as they apply to constituents at the local, regional, and federal levels.
Objective 1: Trainees will observe and be able to demonstrate knowledge of local, regional, and federal public health infrastructure and its influence on core public health functions.
Objective 2: Trainees will observe and be able to identify strategies and methodology for influencing the legislative process, in advocating for the health needs of adolescents and families.
Goal 4: Trainees will learn accountability for their actions as leaders in clinical service, communication, and public health activities.
Objective 1: Trainees will observe and be able to critically evaluate their performance in clinical service, communication, and public health activities.
Objective 2: Trainees will observe and be able to critically evaluate, synthesize, and integrate research findings in order to develop and enhance the evidence-based care of adolescents and their families.
Methodology:
The BCM LEAH curriculum is based on Adult Learning Theory and incorporates the Theory of Experiential Learning; both theories emphasize learner-centered learning. The Interdisciplinary discussion/didactic component includes interactive and experiential methodology to integrate the components of interdisciplinary leadership provided through the core curriculum. Two themes, cultural competency and public health, thread through the coursework. The BCM LEAH program has evolved to include 4 key components of leadership that are overlapping and interrelated. We have teased out the primary, skills-based elements of these components: clinical, teaching, research, administrative, and public health skills. The methodology for training leaders in adolescent health is organized around teaching these basic skill sets. The interdisciplinary and discipline-specific experiences in the curriculum, as well as observation of faculty activities, provide the opportunities for these skills to continue to develop across all of the more encompassing components of leadership that describe the larger goals of our BCM LEAH program. The larger goals include trying to achieve MCHB priorities. The LEAH faculty do this by providing interdisciplinary clinical services, teaching, conducting research, applying for grant support, mentoring trainees in clinical care and research, publishing and administering the LEAH program, advocating for adolescents and providing technical assistance and consultation.
Evaluation:
Evaluation methods include: evaluation of teaching by faculty and trainees, self-assessment and evaluation of trainees by faculty. Didactic sessions provide an opportunity for immediate qualitative evaluation of trainees' skills. Faculty quantitatively document trainees’ skills. Regarding program and faculty evaluation, the number of training/technical assistance activities performed by faculty and trainees, publications, and clinical activities are entered into a database.
Experience to Date:
Seventy-eight long-term trainees have been recruited into the BCM LEAH program since our inception in 1997: 65 alumni, 4 drop outs, 9 current trainees. The distribution of the long-term trainees or graduated (N-65) by discipline is medicine (6), nursing (10), nutrition (21), social work (14), psychology (7) and public health (7). The race/ethnicity of these trainees by percent minority status is: 1997 (13%), 1998 (17%), 1999 (25%), 2000 (38%), 2001 (38%), 2002 (33%), 2003 (25%), 2004 (30%). and 2005 (55%). The current job status of 45 LEAH alumni in our database is: academic setting (19), public agency (8), hospital/clinic (18), private practice (0). There will be 587 medium-term trainees, of whom approximately 28% are ethnic minorities trained with BCM LEAH program from 7/97 - 6/06. Fifty-two were undergraduate, i.e. medical students, and the others were pediatric, medicine/pediatric, internal medicine, and family practice residents. During the past 12 months, faculty and trainees provided 760 training activities to 119,203 participants. Of these, 51 were CME presentations. Likewise, 1,288 technical assistance activities (including 18 CME activities) occurred in the past year. Research studies in ten areas are in progress. Faculty are involved in leadership activities at national, regional, state, and local levels. The faculty and trainees saw 6,763 patients/client visits (10,326) during this budget period. Faculty supervise all trainees during patient/client visits.
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