The Regents of the University of California

Problem:

Building upon the success of our MCH Child and Family Health Program, we propose to create the UCLA Pathway for Students into Health Professions Program, focused on ensuring the success of minority undergraduate students at UCLA who wish to pursue careers in maternal and child oriented health professions.

Goals and Objectives:

to increase the number of underrepresented minority undergraduate students entering public health professional careers, in order to promote a skilled culturally diverse public health care workforce Objective 1: to increase the number of underrepresented minority undergraduate students pursuing health professional careers Objective 2: to support underrepresented minority undergraduate students through mentoring and preparation activities Objective 3: to enhance the knowledge, skills and attitudes required for public health practice and leadership for undergraduate minority students who are on a career track for entering public health professions

Methodology:

The PSHP will recruit, enroll, and support 10 students each year in specialized curricular activities of the two-year PSHP program. Students will complete the PSHP program with a public health minor as well as knowledge and tools to be effective leaders in the community. Through a combination of structure curricular experiences, intensive mentoring by both academic and community faculty, and support, these minority students will be given an optimal chance to succeed in their educational and/or career goals. By leveraging resources from the long-term MCH Child and Family Health Program, the HRSA-funded Community Health and Advocacy Training program, and various other programs at UCLA, we believe that we will provide an extremely supportive environment for these students to enhance their understanding and involvement with maternal and child health issues. HEALTHY PEOPLE 2010 GOALS: a. Objective 1.7: (Developmental) Increase the proportion of schools of medicine, schools of nursing, and other health professional training schools whose basic curriculum for health care providers includes the core competencies in health promotion and disease prevention: b. Objective 1.8: In the health professions, allied and associated health professions, and the nursing field, increase the proportion of all degrees awarded to members of underrepresented racial and ethnic groups: c. Objective 23.9: (Developmental) Increase the proportion of schools for public health workers that integrate into their curricula specific content to develop competency in the essential public health services.

Coordination:

The PSHP Program is not simply linked to the CFHP, an existing MCH Long-Term Training Program; the activities of the PSHP Program are intertwined with that of the CFHP program. Both share the same Community Advisory Board and faculty; administrative support; facilities and resources, and oversight within the School of Public Health. We believe that this integration with the CFHP program will ensure the success of the PSHP Program and create and develop the undergraduate piece of the pathway for future MCH leaders. We also expect to extend our formal memoranda of understanding between the CFHP, the MCH Nutrition Leadership Training Program and the USC LEND program to include the PSHP. This will optimally leverage each of these uniquely targeted programs.

Evaluation:

The evaluation plan for the Pathway for Students into Health Professions (PSHP) Program will use multiple methods to measure process and outcome indicators. Key elements to be assessed include curriculum and faculty development, student and alumni development, feedback from program participants, course evaluations, assessment of outreach activities, organizational development, and responsiveness of the Program activities to expressed community needs. Other measures include number of trainees recruited, admitted and graduated, number of continuing education activities completed, and number of publications resulting from research activities. Longitudinal measures include academic and community-based student activity as well as collaborations and services provided. The Community Advisory Board represents a wide representation of community sectors served, and will continue to be one important source of information regarding community needs. Responsiveness to defined needs will be measured by the number of community technical assistance projects undertaken and completed. Feedback from the Community Advisory Board and MCH agencies provide the Program with ongoing information about ways to improve.