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 […]
This teaching kit featuring work by Van Roper, Phd., RN., FNP-C will showcase the use of the ECHO model to provide meaningful experiential learning and patient care collaborative experience for both primary care providers and health professions students in an interprofessional environment.
Increased medical school class sizes and new medical schools have not addressed the workforce inadequacies in primary care or underserved settings. This article outlines admissions strategies to recruit students likely to practice in primary care or underserved settings.
This article details a retrospective study to determine the magnitude by which primary care output is overestimated by commonly used metrics and identify a more accurate method for predicting actual primary care output.
The Adverse Childhood Experiences teaching kit, featuring Neal Bowen, PhD, discusses the array of lifetime negative health outcomes that may result from Adverse Childhood Experiences (ACEs) and the unique challenges they present in a rural setting.
Journal dedicated to advancing knowledge essential to understanding and improving health and primary care
Guide describing methods and resources for recruitment and retention of rural primary care physicians
List of hyperlinks to state and regional primary care associations supporting the HRSA Health Center Program