To transform primary care with the goal of achieving health equity, changes in the way the health care workforce is selected, trained, and ultimately delivers care should be expedited. Research has repeatedly shown the immense impact of the social determinants of health and the gaps related to health equity in the United States. Despite this knowledge, health care education and delivery systems have been slow to evolve. The Health Resources and Services Administration established the Academic Units for Primary Care Training and Enhancement to work towards strengthening the primary care workforce. Through their research, the six individual Academic Units (AU) have identified gaps related to health equity in their areas of focus. This article provides recommendations from the AUs on ways primary care health professions education can be transformed to advance health equity and serves as background for the articles to follow in the remainder of the supplement.
The purpose of this paper is to describe how the Academic Units for Primary Care Training and Enhancement (AU-PCTE) used the Collective Impact Model to promote health equity. The Collective Impact Model and its five conditions provided a framework for the Academic Units for Primary Care Training and Enhancement (AU-PCTE), representing multiple universities in the United States, to promote health equity. Through the establishment of shared measurement, continuous communication, mutually reinforcing activities, and the guidance of the backbone support organization, the work of each AU contributed to the collective impact on health equity. It is important to underscore that collective impact is an iterative process with both challenges and successes.
A diverse and well-trained, distributed and resourced primary care workforce is essential for advancing health equity. However, few standardized models exist to guide health care professions education (HCPE) on core competencies regarding understanding and effectively addressing social determinants of health, social injustice, structural barriers, and the high burden of health needs in marginalized populations. We […]
Since the Flexner Report in 1910, medical education has taken a primarily technical approach to preparing students for science-based medical practice. Adequately addressing the complex problems leading to population health disparities and achieving health equity is not possible through a technical approach to education alone. Inspired by Frank Lloyd Wright, who brought organic architecture to […]
This webinar will briefly review the staffing needs of rural communities and the experiential opportunities for trainees there, and will discuss methods to support learners from diverse backgrounds in these settings.
In the U.S. Department of Health and Human Services, the primary federal agency for improving health care to people who are geographically isolated, economically or medically vulnerable
Journal publishing articles on policy implications, community-level issues, integrated care, evidence-based practices, cultural factors, and ethical and regulatory considerations related to rural health research, practice, and policy
Policy-oriented research organization focusing rural health professional education, supply, demand, and distribution, as well as availability and quality of rural healthcare