The MCH Training Program: An Evaluation The MCH Training Program was the second MCHB-funded initiative to be conducted by NCEMCH.  The MCH Training Program: An Evaluation, is the product of the second phase of the evaluation of the program, and builds on Building the Future: The Maternal and Child Health Training Program, published in March 2000.  Phase one of the analysis of the MCH Training Program, which resulted in Building the Future, described the 14 training priority areas (Adolescent Health, Behavioral Pediatrics, Communication Disorders, Continuing Education, Historically Black Colleges and Universities, Leadership Education in Neurodevelopmental and Related Disabilities [LEND], Nursing, Nutrition, Occupational Therapy, Pediatric Dentistry, Pediatric Pulmonary Centers, Physical Therapy, Schools of Public Health, and Social Work), traced the evolution of the priorities over time, and identified common themes across the training projects.  Phase two of the evaluation, the results of which are summarized in the newly released document, analyzed the distinguishing characteristics of each of the long-term training priorities, assessed the accomplishments of the MCH Training Program, and developed recommendations to help the MCHB make future assessments of this category of grants. Findings from phase two of the evaluation include: The MCH Training Program is a significant component of the overall Title V program The Training Program trains new leaders and supports existing leaders to be more effective Trainees who graduate from training projects are engaged in leadership activities and perceive themselves as leaders Training project faculty provide a significant amount of technical assistance, consultation, and continuing education at the local, state, and national levels Training project faculty and former trainees advance the MCH field through active involvement in their professional associations Training projects collaborate with one another, other non-funded universities, and Title V agencies The full report and The MCH Training Program: An Evaluation - Executive Summary 560k, can be downloaded as PDF files and read using Adobe® Acrobat® Reader®. Also available for downloading are technical documents used during the evaluation, such as the record review data collection form, site visit interview questions, Title V director focus group questions, and former trainee interview questions, as well as the findings of phase I of the evaluation and individual training priority fact sheets. Tips for using PDF files appear in the Reference Desk portion of our Web site. Table of Contents In Memoriam               vi Acknowledgments           vii Training Program Priorities and Definitions           viii Table of Contents 256k Chapter 1: Introduction and Methodology           1          Background           2          The Training Program and the MCH Mission           3          Goals of the MCH Training Program           5          Needs Addressed by the MCH Training Program           7          Focusing the Evaluation           9          Study Methodologies           9          Summary           13 Chapter 1 192k Chapter 2: A Statistical Snapshot of the MCH Training Program           15          MCH Training Program Expenditures           16          Resources Devoted to Trainees           16          Resources Utilized for Faculty Leadership           19          Distribution of MCH Training Program Grants           21          Summary           24 Chapter 2 192k Chapter 3: Training for Leadership           27          Differences in Leadership Training Among Projects           28          Aspects of Training for Leadership           31          Assessing Project Success in Training Leaders           33          Summary           44 Chapter 3 256k Chapter 4: Supporting Faculty in Leadership Roles           47          The MCH Training Program Model of Leadership                    Versus the University Model of Scholarship           48          Collaboration and the Interdisciplinary Approach           49          Fostering Change Within Universities           50          The Need for MCH Faculty Leaders           51          Summary           52 Chapter 4 192k Chapter 5: Contributing to Advances in the Field           53          Nurturing New Professional Subspecialties           54          Influencing Professional Associations           54          Developing Innovations in Treatment and Services           55          Serving as a Voice for Children           56          Encouraging Research           58          Fostering Diversity           59          Summary           61 Chapter 5 192k Chapter 6: Promoting Collaboration           63          Technical Assistance, Consultation, and Continuing Education           64          Collaboration Across Projects and with Nonfunded Universities           67          Collaboration with Title V Programs           68          Summary           71 Chapter 6 128k Chapter 7: The Economics of MCH Training           73          The Role of Tuition in Academic Decision-Making           74          The Role of Other Funding Sources in Academic Decision-Making           76          The Impact of Reimbursement on Clinical Training           77          Leveraging of MCH Training Program Grants           79          Summary           81 Chapter 7 256k Chapter 8: Recommendations           83          Planning, Assessment, and Evaluation           84          Portfolio Policies           87          Budget Policies and Guidelines           90          Program Stewardship           91          Conclusion           96 Chapter 8 448k Notes         99 Bibliography           103 Appendices          A: MCH Training Program Evaluation Project Advisory Committee Members           109          B: Site-Visited Projects and Project Directors           111          C: Additional Information on Interviews with Former Trainees           115 Tables          Table 1: Maternal and Child Health Bureau Long-Term Training Program Priorities, FY 1999           17          Table 2: Median Awards by Priority Area, FY 1999           19          Table 3: Trainees Supported by MCH Training Grants, FY 1999           20          Table 4: Faculty Supported by MCH Training Grants, FY 1999           23          Table 5: Demographics of Former Trainee Sample and Respondents           118          Table 6: Current Employment of Former Trainees           119          Table 7: Former Trainees' Participation in Leadership Activities           120 Figures          Figure 1: MCH Pyramid           4          Figure 2: MCH Training Program Logic Model           10          Figure 3: Allocation of Training Program Funds Among Priorities, FY 1999           22          Figure 4: Training Program Grantee Budgets, FY 1999           22          Figure 5: MCHB Training Grant Sites, FY 1999           25          Figure 6: Former Trainees Still Practicing in MCH Field           36          Figure 7: Job Change After Completing MCH Training           37          Figure 8: Job Change Attributed to MCH Training           38          Figure 9: Former Trainees Who Had a Faculty Mentor           38          Figure 10: Importance of Faculty Mentoring to Former Trainees' Careers           39          Figure 11: Former Trainees Who Received Continued Mentoring After Training           40          Figure 12: Former Trainees Who Consider Themselves a Leader in the Field           40          Figure 13: Leadership by Cohort           41          Figure 14: Examples of Leadership Activities of Former Trainees           42          Figure 15: Examples of Recent Leadership Activities of MCH                    Training Program Grant Faculty           55          Figure 16: Examples of Treatment and Service Innovations           56          Figure 17: Examples of Policy Work of Grantees           57          Figure 18: Publications Produced by Supported Faculty and Trainees, FY 1999           58          Figure 19: Technical Assistance, Consultation, and Continuing Education Examples           66          Figure 20: Examples of University-Based Collaborations           69          Figure 21: Examples of Consultation with Nonfunded Universities           70          Figure 22: Examples of Collaborations Between Title V Offices and MCH Training Program Projects           71     Notes, Bibliography, Appendices, Tables, Figures and Program Projects 128k Interview Questions: Continuing Education and Technical Assistance/Consultation Customer Interview Current Trainees Interview Schedule Dean Interview Schedule Faculty Interview Schedule Project Director Interview Schedule   Problems with this site should be directed to the Webmaster. 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