Medical School Hotline: Pipeline to Health Careers in Hawai'i (original) (raw)
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Hawaii Medical Journal, 2006
The Hawaii/Pacific Basin AHEC is a federal grant program that utilizes academic/community partnerships to recruit students to health careers, train students in rural and underserved areas, and assist with workforce development across the region. Ongoing activities and programs include 1) Outreach for recruitment to health careers for students from kindergarten through adulthood; 2) Individual and interdisciplinary health professions student training in rural and underserved areas; 3) Community health education using distance learning; 4) Assessment of and efforts to improve recruitment and retention of providers in rural areas including continuing education; and 5) Health disparities research. The AHEC programs reach more than 4,000 individuals annually, helps to train more than 1,000 individuals a year and assist with placement of up to 20 providers a year in rural and underserved healthcare practices. This article describes the existing AHEC programs that are community based, community driven and inclusive of all who choose to participate. Collaboration is invited and necessary for success and future program development. Future areas for collaboration activities include increased statewide community health worker training, an expanded health careers pipeline, ongoing rural and underserved health needs assessments and an expanded training network for students in healthcare. Additional information is available at www.ahec.hawaii.edu.
Creighton Collaborative Health Professions Partnership
Academic Medicine, 2006
Creighton University, a private Jesuit institution in the Midwest, included a Health Professions Partnership Initiative (HPPI) to increase the pool of qualified underrepresented minority applicants by identifying students early and encouraging their progress through elementary and middle school, high school, college, and professional schools. Activities available to the five hundred student participants included workshops on study skills and time management, summer research institutes, enrichment activities including classroom presentations by medical professionals, shadowing, ACT skill building, priority registration for science and math programs, college prep planning, regular informational and social meetings, mentor/mentee sessions, and academic counseling. Quantitative and qualitative research results reveal that the HPPI was a successful collaboration yielding satisfactory results with the resources available to encourage academic achievement, the exploration of health sciences as a career choice, and development of positive attitudes of participants toward themselves, peers, academic success, health careers, health and safety issues, and Creighton University.
Final Report of the Pre-Health Advising Task Force
2001
During the period January and May 2001, a campus-wide task force studied pre-health sciences advising in undergraduate programs on the University of Minnesota (UM) Twin Cities campus. Between the early 1970s and May 2000, the College of Liberal Arts (CLA) had sponsored a specialized advising office for pre-health sciences advising referred to by most as "30 Johnston Hall." As the fiscal and educational environment changed in the late 1990s as a result of the Incentives for Managed Growth (IMG) mission-based budgeting at the UM, pre-health sciences advising also changed on campus. Since 1995, the Academic Health Center (AHC) and its colleges increasingly withdrew financial supp0l1 for the program, concluding in May 2000. CLA, similar to other campus resource decisions, concentrated on its own student pre-health sciences advisement. As a result, the campus-wide resource was no longer available to prospective undergraduate, professional, and graduate students, currently enrolled Twin Cities students as well as alumni and other returning adult students. Apparently little discussion occurred to plan for replacing this central service, and as a result, a number of system-wide stresses were experienced during the 2000-2001 academic year. During the time frame that the task force deliberated, health professions workforce sh0l1ages deepened. After studying historical documents on campus, national, and state health professions workforce trends, programmatic data, expressed student needs and models at other universities, the task force determined that a strong pre-health sciences advising presence on campus is imp0l1ant to meet both student and workforce needs. Quality pre-health sciences advisement is necessary for recruitment to undergraduate, graduate, and professional programs as well as quality in undergraduate education. Task force discussious revealed a vital symbiotic relationship between undergraduate education and health professions education in a comprehensive public university with an academic health center. This service is especially important for a land grant university with responsibilities to educate the future health professions workforce in the state. Task force recommendations are: a new pre-health sciences advising office and cross-university collaboration; a standing health sciences career advisory council; support for continuously developing the expel1ise of pre-health sciences advisors; tracking pre-health sciences student classifications in Peoplesoft subplans, outcomes assessment, and the need for immediate implementation of some services to restore support for students making important health sciences career decisions.
Each year, a large number of students begin college with aspirations of entering a health profession. High school teachers and guidance counselors as well as college admission counselors and prehealth advisors can assist students by providing current information regarding general entrance requirements to health professions programs. The purpose of this paper is to provide both counselors and teachers with information that will assist them in helping students plan programs of study in college and seek relevant health-related experiences. The authors offer suggestions on to how to seek information about health professions and obtain first-hand exposure to the work responsibilities of practitioners. They describe the admission processes of medicine, dentistry, pharmacy, physical therapy, and physician assistant programs. To that end, they review degrees available, required college course work, and application procedures and time frames. They also discuss the importance of standardized ...
Exceeding Expectations: Students Underrepresented in Medicine at University of Utah Health
Family Medicine, 2019
BACKGROUND AND OBJECTIVES: The University of Utah (UU) serves an in- creasingly diverse state and houses the only public medical school, dental school, and college of pharmacy in the state. Utah’s diversity in the health professions lags behind the diversity of its general population, and the nation. METHODS: The Health Sciences Learning, Engagement, Achievement, and Prog- ress (HS-LEAP) Program is a 4-year undergraduate pipeline program intended to increase racial and ethnic diversity in the health professions, specifically focused on students underrepresented in medicine (URM). Each student self- identified and submitted demographics at the time of enrollment. We followed students to successful engagement in their profession of choice; we compared graduation and postgraduation outcomes to non-HS-LEAP students at UU from 2005-2016. RESULTS: Almost 80% of HS-LEAP students are from communities underrep- resented in medicine: 41% Latinx, 28% Asian, 7% Black, 2% American Indi- an/Alaskan Native, and 1% Pacific Islander. HS-LEAP students had lower ACT scores upon undergraduate enrollment, higher grade point averages in their first semester of college, higher fall-to-fall first-year retention rates, and higher 6-year graduation rates when compared to non-HS-LEAP UU students. Students who completed HS-LEAP attended graduate school at twice the rate of students who participated in HS-LEAP, the majority in the health professions. CONCLUSIONS: The HS-LEAP program is associated with increased URM suc- cess in undergraduate programs and elevated participation in graduate pro- grams in medicine, dentistry, pharmacy, physician assistant, nursing, and public health. Similar programs, with continuous assessment and evaluation, could be adopted in other locations to improve the representation of these groups in health professions.