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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.