A consulting team from the Fall 2013 class presented their work at APHA this year and received Most Outstanding Student-Authored Paper from the MCH Section for “Challenges in homeless health care: Improving reproductive health services for homeless women.” Thank you to Dr. Summer Bartholomew and the BHCHP family team for hosting the student team!
Gregory J. Redding, MD, is the 2015 recipient of the Edwin L. Kendig Award for lifetime achievements in the field of pediatric pulmonary medicine. This award is sponsored by the American Academy of Pediatrics every other year. The award is presented to an individual for distinguished clinical service... Read More
Rebecca Shlafer, Ph.D., is an Assistant Professor within the Department of Pediatrics at the University of Minnesota and a former trainee of the Leadership Education in Adolescent Health (LEAH) program. Dr. Shlafer is involved in several innovative projects addressing the issue of parental incarceration. She serves as the Research Director.... Read More
Assessment of the impact of LEND training has been challenging for 2 reasons: (1) NIRS data tracking LEND graduates over the long-term has been inconsistent and difficult to obtain for some programs; and (2) even when the NIRS Graduate Survey is completed, there is no comparison point. The NIRS Graduate Survey is currently used post-training at 1, 5, and 10 years and graduates are asked to fill out 14 brief questions. The aim of this short-term project at the Pittsburgh LEND is two-fold: (1) to develop a methodology to ensure high retention rates among core LEND long term trainees with the NIRS Graduate Survey, and (2) establish a matching design with comparison peers who are not receiving LEND training. For each of Pittsburgh’s core LEND long term trainees, a classmate from their graduate program will be recruited. Comparison classmates will be selected on the basis of (in priority): a) same program of study; b) interest in children/pediatrics; c) same gender; d) same starting year in the program; and e) same race. The project is a pilot feasibility trial that has been approved by the local IRB and requires informed consent from LEND trainees and comparison peers.
The University of North Carolina at Chapel Hill (UNC- Chapel Hill) is continuing innovative efforts to advance the Interdisciplinary Leadership Learning Collaborative. This collaborative, originally supported by the Maternal and Child Health Bureau (MCHB) and the Association of University Centers on Disabilities, involved six universities with MCHB-funded training programs, such as the Leadership Education in Neurodevelopmental and Related Disabilities (LEND) program and the Leadership Education in Adolescent Health (LEAH) program. With additional MCHB support, UNC- Chapel Hill will invite additional LEND programs to participate in efforts to create interdisciplinary collaboratives on their own campuses, and to continue discussions surrounding leadership training issues. Through quarterly meetings and individual follow-up, the collaborative will continue its work on the identification of evidence-based training techniques, mentorship enhancement, the evaluation of interdisciplinary leadership development, and the development of a manuscript or report regarding the collaborative’s contributions.
The University of Alabama at Birmingham’s Leadership Education in Neurodevelopmental and Related Disabilities (UAB LEND) MCH Training program is working to increase workforce capacity and diversity in maternal and child health. The UAB LEND program focuses on enhancing maternal and child health by increasing workforce capacity to address current and future challenges faced by families, youth, and adolescents with special health care, education, and employment needs. With additional MCHB funds, the program, through partnerships with Alabama Maternal and Child Health professionals, will work with providers of transition services to further broaden state capacity to meet future goals. Workforce diversity will also be emphasized through the continued implementation of an internship program promoting graduate training in maternal and child health-related disciplines for disadvantaged and racially and ethnically diverse undergraduate students. This internship program will provide mentoring for undergraduate interns and training across multiple programs located at UAB.
Jonathan Litt, M.D., M.P.H., a former trainee of the Maternal and Child Health Bureau-funded Harvard School of Public Health MCH Training Program is a junior investigator on an innovative maternal and child health project in Massachusetts. Dr. Litt and colleagues are leading efforts to reduce maternal and infant morbidity and mortality in high-risk Massachusetts families through the Early Intervention Partnership Program (EIPP). EIPP aims to address the complex factors contributing to current health disparities and inadequate access to health services in Massachusetts with a unique home visitation program and group sessions designed to improve a variety of outcomes, such as parenting skills and health insurance enrollment. The program, begun in 2003, primarily targets high-risk pregnant and postpartum women with infants through screening assessments and a service system that connects families to needed support services and health care.
Georgetown University's MCH Navigator and MCH Library are pleased to present this list of online trainings and resources for use by the Title V workforce in understanding and implementing interdisciplinary and interprofessional training. Competency 10 of the MCH Leadership Competencies focuses on Interdisciplinary Team Building: "MCH systems are interdisciplinary in nature. Interdisciplinary practice provides a supportive environment in which the skills and expertise of team members from different disciplines, including families, are seen as essential and synergistic... Members of an interdisciplinary team may include a variety of professionals, consumers, families, and community partners.
MCH Schools of Public Health Develop Technical Assistance Graphic
The 13 schools of public health with Title V-funded Maternal and Child Health (MCH) graduate training programs have developed two documents describing the technical assistance provided to State and local Title V programs and related MCH initiatives in communities, states and regional groups.
"Communication Skills: Module 2" of Resource Modules on Health of People with Intellectual Disabilities is now available for trainees and early career professionals to use to increase communication knowledge and skills in the areas of: health care and wellness encounters with people with intellectual and developmental disabilities (I/DD); universal design in written and electronic communication; language use to demonstrate respect; supporting self-determination in health; the use of technology to enable effective communication; communication with people with sensory challenges and language differences; and working with interpreters. This is the second of two modules that have been developed with support from the HealthMeet Project of national Arc. "Understanding Health and Health Promotion for People with ID: Module 1" may be found here. Please provide feedback on Module 2.
A Strategic Plan for the Division of MCH Workforce Development:
The Division of MCH Workforce Development uses a nationally focused multiyear strategic plan to guide its work and offer guidance to other entities invested in the MCH workforce. Four major themes drive our 2012-2020 National Goals: MCH Workforce Development, Diversity and Health Equity, Interdisciplinary / Interprofessional Training and Practice, and Science, Innovation and Quality Improvement. Read more about our current investments and core values.
The National Center is bringing health care practice and health professions education together in a new Nexus for better care, added value and healthier communities.
It was formed in October 2012 through a cooperative agreement with the Health Resources and Services Administration to create a new kind of relationship—a new Nexus—between health professions education and care delivery systems to strengthen the alignment of health professions education and health care practice, and to advance the field of interprofessional practice and education.