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  

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.  

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  

 

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  

 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  

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.  

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      

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.    

 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.  

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    

     

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  

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  

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  

Dominican  Republic  

Peru  

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.”      

   

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    

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.    

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)  

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

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.