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Problem:
Healthy People 2010 targets medical homes and coordinated services for CYSHCN. Intersystem competition to control costs impedes this for children with DD, demanding further coordination. The MCH field needs leaders to shape its future, ensuring coordinated, family focused, culturally competent care.
Goals and Objectives:
Goal 1: Assure a workforce that possesses the knowledge, skills, and attitudes to meet unique MCH population needs.
Objective 1: Recruit and retain an average of one long-term leadership trainee per year in each MCH discipline over the course of the project.
Objective 2: Develop trainees’ knowledge, skills, and attitudes by the end of each project year through exercises ensuring mastery of health promotion, evidence-based practice, genetics, pathogenesis, social adaptation, prevention, consumer/family/cultural perspectives, ethical issues and interdisciplinary care.
Goal 2: Prepare and support a diverse MCH workforce that is culturally competent and family centered.
Objective 1: Recruit trainees from diverse cultural, linguistic, and ethnic backgrounds in each project year.
Objective 2: Provide clinical and didactic training in each project year to specifically engender cultural competence in trainees through seminars, and through clinical, administrative, and family interaction experiences.
Goal 3: Develop LEND trainees as effective MCH leaders.
Objective 1: Trainees will be prepared to assume health care system leadership roles for CYSHCN by the end of training, exhibiting Program Planning, Administration, Budgeting, and Evaluation skills.
Objective 2: By the completion of Core Course, trainees will be able to review current literature and use presentation technologies, distance learning techniques, and other current technologies to share information with professionals and families.
Objective 3: By the completion of Core Course, trainees will demonstrate skills in Needs Assessment, Consultation, and Advocacy.
Goal 4: Generate, translate, and integrate new knowledge to enhance MCH training, inform policy, and improve health outcomes.
Objective 1: Trainees will be able to access and critically evaluate the research literature pertaining to child development, health, and disability by the end of their third month of training.
Objective 2: All trainees will participate in interdisciplinary MCH research, and each trainee present for over one year will lead an MCH research activity.
Objective 3: All trainees present for over one year will lead a supervised independent MCH research activity.
Goal 5: Develop broad-based support for MCH training.
Objective 1: During each project year, faculty and trainees will provide technical assistance and consultation that assists health care planners to ensure coordinated, comprehensive, cost-effective and family-centered health care for CYSHCN, including needs assessments, and information and referral.
Objective 2: Faculty and trainees will lead semiannual continuing education programs that assist MCH personnel to acquire knowledge and skills about current and emerging clinical practices for CYSHCN, based on identified needs and using distance learning technology when applicable.
Objective 3: Increase opportunities for both technical assistance and continuing education by utilizing distance learning techniques such as online courses and telemedicine consultation during each project year.
Methodology:
Interdisciplinary training will take place in 13 disciplines, adding Special Education and Family/Advocacy, with a goal to recruit 1 trainee/year in each discipline, with targeted recruitment from underserved minorities. A weekly 4-hour Core Course will be given over 2 semesters, incorporating seminars, trainee presentations, and research/administration lab. Trainees will complete activities to develop clinical, research, administrative, and teaching skills, and to develop family and cultural sensitivity. Leadership exercises will begin at Orientation and continue through all activities. Research projects will focus on computer-aided coordination of care for CYSHCN, with particular focus on children with autism spectrum disorders and transition age youth. Technical support and continuing education to support Title V will include ongoing collaboration with UR’s LEAH program, 4 regional LENDs, and Carlos Albizu University.
Coordination:
NY LENDs: MD screening curriculum. VA LEND: genetics curriculum consult. VT, NH LENDs: annual teleconference. UR LEAH: transition age projects; AMCHP Leadership Training Program conf.; MCH Pipeline application with Carlos Albizu U. NYDOH: ES-CHIP model MD developmental screening project. Monroe DOH: Autism Planning Group; EI Coordinating Council; NICU-grad EI coordination. MCHB: AUCD Board; State performance measure revision; grant review; Human Genome Project SW education; LEND discipline task forces
Evaluation:
Formal trainee review at intervals =6 months; ongoing informal feedback. Assess competence via activity data and supervisor evaluation. Trainees rate program quality. Document leadership-training value via MCH Performance Measures. Document graduate leadership activity and program impact via annual survey. Input Performance Measure data to NY DOH. Participants review continuing ed. Assess impact on partner programs via Advisory Boards. Assess faculty via peer mentoring. Report via AUCD NIRS.
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