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 full report and The MCH Training Program: An Evaluation - Executive Summary 560k, can be downloaded as PDF files. 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.
Front Matter |
 Front Matter 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 |