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Goal 1: MCH Workforce Development

Address current and emerging MCH workforce needs by engaging with and providing support to MCH leaders in practice, academics, and policy

Strategy 1.1

Educate, engage and support future MCH leaders through training, mentorship, and lifelong learning opportunities.


  • Increase and support MCH pipeline programs at institutions that have a demonstrated record of training individuals who are from disadvantaged backgrounds (including racial and ethnic minorities) and who are underrepresented in the maternal and child health field.
  • Support interdisciplinary graduate MCH education and training in adolescent health, developmental disabilities, developmental behavioral pediatrics, nutrition, pediatric pulmonology, and public health to ensure that the future workforce is knowledgeable in the fundamentals of MCH and possesses the skills to meet the unique needs of MCH populations.
  • Create an MCH trainee community and increase trainee engagement activities through social media, networking, and other mechanisms.

Strategy 1.2

Meet the identified leadership development needs of practicing MCH professionals through lifelong learning opportunities, technical assistance and training, and peer to peer support.


  • Regularly assess and disseminate leadership development needs of the future and practicing MCH workforce (through Title V needs assessment, etc.).
  • Enhance the skills of the existing public health workforce by supporting ongoing learning opportunities for practicing MCH professionals such as MCH Education and Training Programs, MCH Workforce Development Centers, Knowledge to Practice Programs, Collaborative Office Rounds, and free online tools such as the MCH Navigator and HRSA TRAIN.
  • Develop, update, and disseminate assessment tools and orientation materials for Title V staff, such as the MCH Leadership Competencies.
  • Support MCH Workforce Development Centers to increase State Title V programs’ capacity to meet MCH public health policy and programmatic imperatives in the areas of access to care, quality improvement, systems integration and population health management.
  • Collaborate with key partners within HRSA such as the Bureau of Health Professions, other HRSA public health education and training funders, and foundations in order to coordinate and maximize resources.
  • Expand opportunities for faculty development through partnerships with professional associations such as the Association of Teachers of MCH (ATMCH) and the American Public Health Association (APHA).
  • Market leadership development opportunities for trainees through partnerships with professional associations such as ATMCH and APHA.
  • Facilitate ongoing professional development and learning opportunities for MCHB staff.

Strategy 1.3

Facilitate mutually beneficial partnerships between state Title V programs and MCH training programs that support MCH systems and services development and enhancement.


  • Foster connections between DMCHWD grantees and Title V programs, including establishing mechanisms to support state and local MCH technical assistance needs.
  • Encourage graduate education programs to provide technical assistance and continuing education to the practicing MCH workforce.
  • Partner and actively engage with key stakeholders, such as Association of Maternal and Child Health Programs, ATMCH, Association of University Centers on Disabilities, CityMatCH, MCHB central and regional office staff, and families. Measuring progress for MCH Workforce Development (sample measures):
  • By 2020, increase the percent of pipeline graduates that enter graduate programs preparing them to work with the MCH population by 50 percent.
  • By 2020, increase the percent of long-term trainees who, at 1, 5 and 10 years post training, work in an interdisciplinary manner to serve the MCH population (e.g., individuals with disabilities and their families, adolescents and their families, etc.) by 10 percent.
  • Increase the number and type of trainee engagement events (i.e., MLC meeting, trainee webinars, etc.) each year.
  • Examine annual data on the technical assistance that DMCHWD programs provide, including the topics, number of technical assistance activities, and recipients.
  • Annually analyze data on DMCHWD investments that support state Title V and training program partnerships.
  • Annually report on collaboration between Training programs and Title V agencies other MCH or MCH-related programs.
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