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Session #: F122 Interprofessional Partnerships, Asset Bundles, & the La:no Health Profession Pipeline
H. Cathleen Tarp, PhD Program Director, Spanish for Health
Professions Paula B. Phelps, MHE, PA-‐C
Program Director, Physician Assistant Program Idaho State University
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Educa:onal Goals and Objec:ves • During this session par:cipants will:
1. Become familiar with Johnson’s model, Adop:ng an Asset Bundle Model to Support and Advance minority Students’ Careers in Academic Medicine and the Scien:fic Pipeline;
2. Discuss the Asset Bundle elements: educa:onal endowments, science socializa:on, network development, family expecta:ons, and material resources as they apply to La:nos in the PA educa:on pipeline;
3. Iden:fy asset bundles that support exis:ng ARC-‐PA standards an that may lead to improved academic success and outcomes for La:no students within PA educa:on.
4. Create a workable model for integra:on of asset bundle elements into par:cipants’ home programs.
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Learning Objec:ve 1: What is Johnson’s model?
To create a pipeline that recruits and retains minority students, programs must…. q Respond to various social cues that signal devalua:on of
certain iden::es (e.g., gender, race, or socioeconomic status). q Support development of 5 asset bundles relevant to
educa:onal achievement and improved and sustained diversity
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Objec:ve 1: Johnson’s Five Asset Bundles
1 Educa:onal Endowments 2 Science Socializa:on 3 Network Development 4 Family Expecta:ons 5 Material Resources
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ASSSET BUNDLE 1: Educa7onal Endowments/High School Level
Asset Deficit: Educa7onal Endowments: Reading, Wri7ng, Vocabulary • Idaho minority students oaen lack both language (reading, wri:ng)
and STEM skills. Poor reading skills impede student success in STEM classes and on standardized exams. Students with inadequate reading skills score poorly in Mathema:cs and other STEM coursework, which introduce a technical, specialized vocabulary, a third language. We have targeted these core language skills all along our pipeline.
• Study of a second language improves overall language skills and test scores (ACT, SAT, GRE).
Asset Building Interven7on: Early College Program SHP
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ASSSET BUNDLE 1: Educa7onal Endowments/university level
In Idaho, minority students oaen lack both language and STEM skills. We have targeted dual language skills all along our pipeline.
UNDERGRADUATE BUNDLE 1 PIPLELINE ELEMENTS • Dual language B.A in Spanish for Health Professions with a Pre-‐PA track. • Pre-‐PA and SHP Spanish-‐speaking content area dual language tutors • Undergraduate PA Problems Course: addresses targeted Bundle 1 deficits • Language Capstone: 2 semester intensive dual Language Interpreta:on &
Transla:on GRADUATE AND POST GRADUATE BUNDLE 1 PIPLINE ELEMENTS • PA students are offered tailored Spanish courses as part of their didac:c year
and clinical years.
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ASSET BUNDLE 2: Science Socialization/High School
Asset Deficit: Science/Career Path Socializa7on Science socializa:on is especially cri:cal for minority students many :mes they oaen do not have immediate role models of science or health care professionals in their homes and/or proximate communi:es. Asset Bundle 2 Interven7on: Early College Program courses in Health Sciences and in Spanish for Health Professions; faculty mentoring
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ASSET BUNDLE 2: Science Socializa7on/university
Science socializa:on (interprofessional educa:on) con:nues at the undergraduate and graduate levels. UNDERGRADUATE: • Gen Ed. Diversity courses, language courses, and
culture courses. • Student Internship /Shadowing Courses • Interprofessional Ac:vi:es and Service Projects with
both graduate and undergraduate faculty and students
GRADUATE • PA students par:cipate in Interprofessional ac:vi:es,
both didac:c and clinical.
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ASSET BUNDLE 3: Network Development/High School
Asset Deficit: Minority and first genera:on students must gain access to mentor and peer networks, among other La:nos and among non-‐La:nos, to promote their educa:onal aspira:ons. • Asset Building Interven7on: The SHP (Spanish for Health Professions) as Cultural Broker, a nexus connec:ng La:no and non-‐La:no students with each other, with providers and with faculty, and faculty with student families and communi:es.
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ASSET BUNDLE 3: Network Development/University Level
UNDERGRADUATE: • Spanish faculty work closely with Pre-‐PA, SHP and other pre-‐professional
students in the SHP program • SHP ac:vely seeks out minority mentors for undergraduate students • The PA program director ini:ates contact with Pre-‐PA students • Interprofessional service ac:vi:es such as health screenings increase
contact between undergraduate students and PA faculty and students GRADUATE: • PA Program facilitates clinical rota:ons, service ac:vi:es and other
network building ac:vi:es
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ASSET BUNDLE 4: Family Expecta7ons
It is cri:cal to understand how interpersonal dynamics within families operate to encourage or discourage children from pursuing higher educa:on and careers in academic medicine and STEM fields. Asset Deficit: Minority /1st genera:on families are not always familiar with career path op:ons Asset Building Interven7on: Spanish-‐speaking, culturally sensi:ve faculty par:cipate in grass-‐roots, community educa:on efforts
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Asset Bundle 5: Material Resources/High School Level
High school • State Board of Educa:on incen:ves • Financial Aid and Scholarships • Increased compe::veness for academic scholarships Undergraduate • Decreased seat :me in remedial and lower level course work;
higher skills • Op:mizes Financial aid clock as undergraduate; start as
sophomores • Maximizes Financial Aid at grad and undergrad • Increased compe::veness for academic scholarships Graduate and post-‐graduate: • Increased opportuni:es for NHSC and loan repayment
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Interprofessional Partnership Components
High School • Faculty University (dual department facilitated) • Pre-‐PA track within Spanish for Health Professions • PA 4894 Independent problems team taught • Didac:c and clinical ac:vi:es uni:ng students and faculty at undergrad and grad
Graduate and Post Graduate Level • Health screenings and health fairs undergrad and PA student
• Interna:onal medical missions
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Dominican Republic
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Peru
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Inver:ng the Model: The OLD Model
“The educa:onal history of La:no students in the US is characterized by a pervasive misunderstanding of the role of language and culture in learning. In ahemp:ng to address La:nos’ low academic achievement, policy makers and educators have consistently defined their language and culture as disadvantages that hinder learning. Therefore school interven:ons have focused almost exclusively on how to overcome such limita:ons.”
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THE NEW MODEL: Language & Culture are Strengths, not Weaknesses
Studies show that integra:ng courses trea:ng minority culture increase the recruitment and reten:on of students from those cultures.
• Spanish for the Health Professions
– La:nos as academic leaders – Pre PA Cohort system – Family & Community
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Applicable ARC-‐PA Standards
• B1.06 The curriculum must include instruc:on to prepare students to provide medical care to pa:ents from diverse popula:ons.
• B2.04 The program curriculum must include instruc:on in interpersonal and communica:on skills that result in the effec:ve exchange of informa:on and collabora:on with pa:ents, their families and other health professionals.
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Connec:on of standards to Model
• By u:lizing Johnson’s model of Asset bundling we will be able to increase the diversity of our PA Program and therefore increase the diversity of our profession. (B1.06)
• Increasing the number of dual language speakers enhances communica:on effec:veness. (B2.04)
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Pipeline Model for Asset Bundles
HS SHP DY CY
PA Profession
-‐Networking -‐Bilingual -‐STEM Socializa:on -‐Educa:onal Endowments -‐Material Resources -‐Family expecta:ons
-‐Networking/mentor -‐Bilingual -‐STEM Socializa:on -‐Educa:onal endowments -‐Interprofessional ac:vi:es -‐Medical Experience Family expecta:ons
-‐Educa:onal endowments: DY and CY: Language and culture courses, Graduate Cer:ficate -‐Interprofessional ac:vi:es -‐Medical Experience (missions and rota:ons) -‐Material Resources
Educa:onal endowments: CME, Immersion, Graduate Cer:ficate -‐Medical Experience (missions) -‐Material Resources
ISU
YOUR
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References
• Moreno G, and Walker K.O. Do physicians with self-‐reported non-‐English fluency prac:ce in linguis:cally disadvantaged communi:es? Journal of Internal Medicine. 2011;26(5):512-‐7.
• González C, Parma, L. Medical Spanish and Physician Assistant Educa:on: Usage, Barriers, and Need. Perspec:ve on Physician Assistant Educa:on. 2005;16(1):18-‐20.
• Johnson J, Bozeman, B. Perspec:ve: Adop:ng an Asset Bundle Model to Support and Advance Minority Students’ Careers in Academic Medicine and the Scien:fic Pipeline. Academic Medicine.2012;87(11):1488–1495.