Promoting Health Careers Among Rural K–16 Students: A Mixed-Method Study to Describe Pathway Programs

Jopson, Andrew D.; Pollack, Samantha W.; Schmitz, David; Thompson, Matthew; Harris, Dwain; Bateman, M. Thomas; Evans, David; Patterson, Davis G.

doi:10.1353/hpu.2020.0152

Cited by 5 publications

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“…Donations to the AEP are used for the purpose of advancing medical education which is interpreted broadly to include education to transmit knowledge, skills, and values of a health profession (Cooke et al, 2006), such as to meet the health needs of the population. This scope extends beyond the education of medical doctors to health professionals, pipeline, and outreach programs that serve to meet the growing healthcare needs of the state and to build motivation for and awareness of health careers for students from disadvantaged and rural backgrounds (Jopson et al, 2020).…”

Section: Study Settingmentioning

confidence: 99%

“A whole new perspective on how the body fits together”—An evaluation of a cadaver laboratory experience for high school students

Cale

Byram

Organ

et al. 2022

Anatomical Sciences Ed

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Factors that motivate high school (ages 14-18) students to learn science include inspiring teachers, their career interests, and collaborative and hands-on learning activities (Bryan et al., 2011). Activities that assist students in connecting science content to prospective careers, like visits from professionals in science, technology, engineering, and mathematics (STEM) fields, and field trips to institutes of higher education that offer STEM training, may positively impact high school students' interests in pursuing careers in science (Bryan et al., 2011). The formation of partnerships between the community and institutes of higher education that aim to improve students'

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Section: Study Settingmentioning

confidence: 99%

“A whole new perspective on how the body fits together”—An evaluation of a cadaver laboratory experience for high school students

Cale

Byram

Organ

et al. 2022

Anatomical Sciences Ed

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“…7 Strengthening the AHEC Scholars program, which already provides immersive learning experiences and tailored curricula—important factors that have been proven to encourage students to work in rural and medically underserved areas—may be the most cost-effective method to meet the burgeoning demand. 1 , 4 …”

Section: Discussionmentioning

confidence: 99%

“…2 The AHEC Scholars program is for students who wish to supplement their education with knowledge and experiences specific to the needs of rural and underserved communities. [2][3][4] It requires a 2-year commitment, consisting of 80 h of experiential activities and 80 h of didactic learning. However, little guidance was provided, resulting in each program developing its own ad hoc curriculum.…”

Section: Introductionmentioning

confidence: 99%

Review of the Area Health Education Center Scholars Didactic Curricula: A Federal Program for Students Interested in Rural Health

Vyas

2023

Journal of Medical Education and Curricular Development

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The objective of this review is to critically evaluate the Area Health Education Center Scholars' didactic curricula and determine whether the goal of developing a sustainable rural healthcare workforce is achievable under the program. The didactic curricula from the Alabama, Florida, and South Carolina programs were evaluated using a context-input-process-product model and a mixed-methods approach. Modules were assessed for their content and mode of delivery, and whether the eight competency domains from the Council on Education for Public Health were incorporated. Student evaluations from the 2019–2020 cohort were also examined to identify themes from each module. On average, across modules, nearly all students strongly agreed or agreed that the facilitator had been responsive (97%); that the modules had been clearly outlined (95%), easy to understand (96%), not overly time-consumptive (96%), and relatable to their career (96%); and felt that their understanding had improved (97%) and felt satisfied overall (96%). Some argued, however, that parts of the content may have been lengthy and dense, and that there were insufficient materials tailored toward healthcare professionals, including the cultural barriers of populations they are expected to attend to and actionable ways to advocate for patients. Public health policy, leadership, and communication competencies were noticeably absent in several modules. It is recommended that modules be amended to include components that students felt were instructive. It is also suggested that a committee standardize the core curricula; local programs may then tailor them as needed.

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“…However, it is unlikely that AHECs can take on this expensive task more than they already do without increases in both internal and external funding sources. 28…”

Section: Discussionmentioning

confidence: 99%

Routes to Rural Readiness: Enhancing Clinical Training Experiences for Physician Assistants

Larson

Oster

Jopson

et al. 2023

J Physician Assist Educ

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Purpose The purpose of this study was to describe practices and experiences of rurally oriented physician assistant (PA) training programs in providing rural clinical training to PA students. Methods A survey of PA program directors (PDs) included questions about program characteristics, student and clinical preceptor (CP) recruitment in rural areas, and barriers to, and facilitators of, rural clinical training. Programs that considered rural training “very important” to their goals were identified. We interviewed PDs from rurally oriented programs about their rural clinical training and rural CPs about their experiences training PA students for rural practice. We identified key themes through content analysis. Results Of 178 programs surveyed, 113 (63.5%) responded, 61 (54.0%) of which were rurally oriented and more likely than other programs to recruit rural students or those with rural practice interests and to address rural issues in didactic curriculum. The 13 PDs interviewed linked successful rural training to finding and supporting rural preceptors who enjoy teaching and helping students understand rural communities. The 13 rural CPs identified enthusiastic and rurally interested students as key elements to successful rural training. Interviewees identified systemic barriers to rural training, including student housing, decreased productivity, competition for training slots, and administrative burden. Conclusions Physician assistant students can be coached to capitalize on their rural clinical experiences. Knowing how to “jump in” to rotations and having genuine interest in the community are particularly important. Student housing, competition for training slots, and lack of financial incentives are major system-level challenges for sustaining and increasing the availability of PA rural clinical training.

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Promoting Health Careers Among Rural K–16 Students: A Mixed-Method Study to Describe Pathway Programs

Cited by 5 publications

References 0 publications

“A whole new perspective on how the body fits together”—An evaluation of a cadaver laboratory experience for high school students

“A whole new perspective on how the body fits together”—An evaluation of a cadaver laboratory experience for high school students

Review of the Area Health Education Center Scholars Didactic Curricula: A Federal Program for Students Interested in Rural Health

Routes to Rural Readiness: Enhancing Clinical Training Experiences for Physician Assistants

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