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Department of Health and Human Services
Health Resources and Services Administration
Bureau of Health Professions
Performance Report for Grants and
Cooperative Agreements
Reports Due: August 31, 2010
Reporting Period: 7/1/2009 to 6/30/2010
Contents
Purpose …………………………………………………………………………………………………4
Submission and Due Date ....................................................................................................... 4
Public Burden Statement............................................................................................................5
Part I - BHPr Performance report, Program-Specific Information ...................................... 7
Table GEN-1
Special Topics ……………………………………………………………………………………..10
Race / Ethnicity of Populations Served Percent ..................................................................... 11
Populations Served/Percent of Patients Served ............................................................................... 12
Table GEN-2 …………………………………………………………………………………………...12
Table DHCDD-1
Centers of Excellence (COE)
Underrepresented Minority Students and Faculty at Health Professions Schools ......................... 13
Table DHCDD-2
Minority Faculty Fellowship Program ................................................................................... 14
Table DHCDD-3
Disadvantaged Assistance Tracking & Outcome Report (DATOR) ............................................ 15
Table DHCDD-4
Explanation to Disadvantaged Assistance Tracking and Outcome Report (DATOR) ................... 22
Table DN-1
Advanced Education Nursing Grants
Project Specific Enrollment and Graduation Data ................................................................... 23
Table DN-2
Nurse Education Practice & Retention Grant Program
Enrollment and Graduation Data........................................................................................... 26
Table DN-3
Nursing Workforce Diversity (NWD) Grants
NWD Program Participant Distribution by Education Level for the Grant Budget Period ............ 28
Table DN-4
Nurse Education Practice & Retention Grant Program
Nursing Students and Clients Information .............................................................................. 29
Table DN-5
Nurse Education Practice & Retention Grant Program
Enhancing Patient Care Delivery Systems/Nurse Retention Data .............................................. 31
Table DN-6
Nurse Education Practice & Retention Grant Program
Nursing Personnel Training or Course Offerings .................................................................... 33
Table DN-7
Comprehensive Geriatric Education Program
Project Specific Course Offerings ......................................................................................... 34
Table DN-8
Nursing Workforce Diversity (NWD) Program
Scholarships and Stipends Awards ........................................................................................ 35
Table DMD-1
Academic Administrative Units in Primary Care and
Predoctoral Training in Primary Care
Percent of Graduates Entering Residencies ............................................................................ 36
FY 2010 – Performance Report
1
Table DMD-2
Primary Care Trainee Information ........................................................................................ 36
Table DSCPH-1
Allied Health – Program Specific Indicators .......................................................................... 39
Table DSCPH-2
AHEC/PMRP/PHTC Training Site Types .............................................................................. 40
Table DSCPH-3
AHEC Programs Disciplines Serving Medically Underserved Communities .............................. 41
Table DSCPH-4
AHEC Diversity: Students into Health Careers............................................................................. 42
Table DSCPH-5
AHEC: Continuing Education (CE) Trainees by Discipline and Participant Location ........................ 43
Table DSCPH – 6A
AHEC: Program Specific Indicators ........................................................................................... 44
Table DSCPH-6B
PHTC – Program Specific Indicators..................................................................................... 46
Table DSCPH-7
Public Health Training Centers Trainee Characteristics ........................................................... 48
Table DSCPH-8
Project Outcomes of Quentin N. Burdick Program for Rural Interdisciplinary Training Program
Specific Indicators …………………………………………………………………………………49
Table DSCPH – 9
Quentin N. Burdick Program for Rural Interdisciplinary Training
Number of Health Care Services Provided by Health Professionals ........................................... 50
Table DSCPH-10
Geriatric Education Centers
Project Outcomes ………………………………………………………………………………….51
Table DSCPH-11
Geriatric Education Centers
Program Specific Indicators ................................................................................................. 52
Table DSCPH-12
Geriatric Training Regarding Physicians and Dentists
Program Specific Indicators ................................................................................................. 54
Table DSCPH-13
Geriatric Training Regarding Physicians and Dentists
Clinical Service Training by Health Profession....................................................................... 55
Table DSCPH-14
Recruitment Into Health Careers ........................................................................................... 55
Part II Core Performance Measures
Purpose: ………………………………………………………………………………………………..56
FY 2010 Core Measures – Program Matrix ............................................................................ 57
Legislatively Required Data ....................................................................................................... 58
Table LR-1
Total Number of Students being Trained in BHPr-funded programs .......................................... 59
LR-2 Age and Gender of Students being Trained in BHPr-funded programs .................................... 60
Formative Education and Training.......................................................................................... 60
Pre-Professional
Table DV-1a
Hispanic or Latino Students by Race ..................................................................................... 62
FY 2010 – Performance Report
2
Table DV-1b
Non-Hispanic or Non-Latino Students by Race ...................................................................... 63
Table DV-2
Students by Disadvantaged Status and Race ........................................................................... 65
Table DV-3a
Hispanic or Latino Faculty by Race ...................................................................................... 67
Table DV-3b
Non-Hispanic or Non-Latino Faculty by Race ........................................................................ 68
Table PC-1
Evidence Based Strategies Encouraging the Selection of a Career in Primary Care ..................... 71
Table PC-2a
Enrollees, Graduates, and Program Completers Trained in Primary Care Disciplines .................. 73
Table PC-2b
Enrollees, Graduates, and Program Completers Trained in
Other Health Professions that could support Primary Care ....................................................... 74
Table PC-3
Students Receiving Clinical Training in Non hospital, Primary Care Site................................... 76
Table DS-1
Evidence Based Strategies to Influence the Distribution of Health Professional Workforce .......... 78
Table DS-2
Students Receiving Training in Underserved Area Sites .......................................................... 80
Table DS-3a
Persons in Primary Care Disciplines in
Residencies, or Practices in Underserved Communities ........................................................... 82
Table DS-3b
Other Health Professions that could support Primary Care in Practices in Underserved Communities83
Table DS-3c
Persons in Allied Health Disciplines in Practice in Underserved Communities ........................... 84
Table IN-1
Population-based Health Curricula and Ways of Implementation .............................................. 87
Table IN-2
Continuing Education Contact Hours Offered by BHPr Programs ............................................. 89
Table Q-1
Training Core Competencies and Ways of Implementation ...................................................... 91
Table Q-2
Training Core Competencies and Ways of Implementation ...................................................... 93
Glossary ………………………………………………………………………………………………..95
Core Performance Measures .................................................................................................... 104
Core Measures Detail Sheets.................................................................................................... 106
References …………………………………………………………………………………………….119
FY 2010 – Performance Report
3
Form Approved
OMB No. 0915-0061
Expires: 12-31-2010
Health Resources and Services Administration
Bureau of Health Professions
Performance Report for Grants and Cooperative
Agreements (2010)
Purpose
The BHPr Performance Report for Grants and Cooperative Agreements (2010) is designed
to provide the Bureau of Health Professions (BHPr) with information about grantee
activities. As such, it is an important management tool, contributing to data BHPr uses to
report success achieving programmatic and crosscutting goals and in setting new goals for
the future. The report also gives program officers information that helps them provide
technical assistance to individual projects.
The BHPr Performance Report for Grants and Cooperative Agreements (2010) contains
two components, as follows:
Part I - Program-Specific Information: Collects data on activities specific to your
project. Refer to the chart at the beginning of Part I to determine the tables for which
you will be providing data based upon the program requirements for your grant.
Part II – Core Measures Information: Collects data on overall project performance
related to the BHPr’s strategic goals, objectives, outcomes and indicators. The purpose
is to incorporate accountability and measurable outcomes into BHPr’s programs, and to
develop a framework that encourages quality improvement in its programs and projects.
Submission and Due Date
In addition to the performance report, if your project was awarded a no-cost extension, you
are required to provide related performance data.
All applicants are required to submit their report online before August 31, 2010 using the
Electronic Handbooks (EHBs). The tables for which you will be providing data will be
presented to you through the EHBs and you will enter the data “on-line”.
How to Get Help
The BHPr staff looks forward to working with you in making the performance-oriented
approach work for the benefit of the Federal government, the training institutions and
ultimately the public. For more information go to http://bhpr.hrsa.gov/grants/ or contact the
HRSA Call Center at 1-877-464-4772 or email [email protected]. For program
related questions contact the Program Officer for your grant program.
FY 2010 – Performance Report
4
Public Burden Statement
An agency may not conduct or sponsor, and a person is not required to respond to, a collection
of information unless it displays a currently valid OMB control number. The OMB control
number for this project is 0915-0061. Public reporting burden for this collection of
information is estimated to average 8.5 hours per response, including the time for reviewing
instructions, searching existing data sources, gathering and maintaining the data needed, and
completing and reviewing the collection of information.
FY 2010 – Performance Report
5
Cover page
Grant Number:
Organization Name:
Project Director:
Phone:
Fax:
Email:
Reporting Year:
Data Collection period:
Report Due Date:
Report Status:
Note: If the Project Director Name or Grantee Organization is not current please contact the grants
contact person listed on your Notice of Grant Award (NGA).
DO NOT HOLD UP SUBMISSION OF THIS REPORT if the names are not correct.
FY 2010 – Performance Report
6
Part I - BHPr Performance report, Program-Specific Information
The following matrix lists program-specific data tables that grantees of each program are required to complete. Complete only those
program-specific data tables required by your program as specified below. Note that ALL grantees are required to complete GEN-1 and GEN-2
tables.
Program
Codes
Program Name
CFDA
Part I Program
Specific Tables
Required for each
program
Performance
Report Deadline
A03 / A0A
Public Health Traineeship
93.964
Not applicable
8/31/2010
A24
Minority Faculty Fellowships (MFFP)
93.923
DHCDD-2
8/31/2010
D01
Geriatric Training Program for Physicians, Dentists, And Behavioral And Mental Health Professions
93.156
DSCPH-12,
DSCPH-13
8/31/2010
D09
Advanced Education Nursing Grants
93.247
DN-1
8/31/2010
D11
Nurse Education, Practice and Retention
93.359
DN-2, DN-4, DN-5, DN6
8/31/2010
D13 / D5G
Dental Public Health Residency Training Grants
93.236
DMD-2
8/31/2010
Health Careers Opportunity Program (HCOP)
93.822
DHCDD-3, DHCDD-4
D19 / D1N
Nursing Workforce Diversity
93.178
DN-3, DN-8
D20
Public Health Training Centers (PHTC)
93.249
D31
Geriatric Education Centers
93.969
D18 / D1H
FY 2010 – Performance Report
DSCPH-2, DSCPH-6B,
DSCPH-7
DSCPH-10,
DSCPH-11
8/31/2010
8/31/2010
8/31/2010
8/31/2010
D33 / D5H
Preventive Medicine Residencies
93.117
DSCPH-2
8/31/2010
D34 / D3E
Centers of Excellence (COE)
93.157
DHCDD-1, DHCDD-3,
DHCDD-4
8/31/2010
D40
Graduate Psychology Education Programs
93.191
DMD-2
8/31/2010
D54 / D5A
Academic Administrative Units in Primary Care
93.884
DMD-1, DMD-2
8/31/2010
Faculty Development in Primary Care
93.884
DMD-2
Pre-doctoral Training in Primary Care
93.884
DMD-1, DMD-2
Physician Assistant Training in Primary Care
93.884
DMD-2
Residency Training in Primary Care
93.884
DMD-2
Residency Training in General and Pediatric Dentistry
93.884
DMD-2
D62
Comprehensive Geriatric Education Program
93.265
DN-7
8/31/2010
D64
Nurse Education, Practice and Retention: Internship and Residency Programs
93.359
DN-6
8/31/2010
D65
Nurse Education, Practice and Retention Grant Program: Career Ladder
93.359
DN-2
8/31/2010
D66
Nurse Education, Practice and Retention Grant Program: Enhancing Patient Care Delivery Systems
93.359
DN-5, DN-6
8/31/2010
*H56
Grants to States for Loan Repayment
93.165
Not applicable
Not applicable
*R18
Chiropractic Demonstration Projects
93.212
Not applicable
Not applicable
D55 / D5C
D56 / D5D
D57 / D5B
D58 / D5F
D59 / D5E
FY 2010 – Performance Report
8/31/2010
8/31/2010
8/31/2010
8/31/2010
8/31/2010
T09
Grow Your Own FQHC Nurse
93.359
DN-2
8/31/2010
*T12
Grants to States to Support Oral Health Workforce Activities
93.236
Not applicable
Not applicable
U1K
Faculty Development: Integrated Technology into Nursing Education and Practice Initiative
93.359
Not applicable
8/31/2010
U76
Basic/Core Area Health Education Centers (AHEC)
93.824
U77
Model State-Supported Area Health Education Centers (AHEC)
93.107
Note:
DSCPH-2, DSCPH-3,
DSCPH-4, DSCPH-5,
DSCPH-6A,
DSCPH-14
DSCPH-2, DSCPH-3,
DSCPH-4, DSCPH-5,
DSCPH-6A,
DSCPH-14
1. All grantees except H56, R18, and T12 programs are required to submit a performance report.
2. Grantees whose project has ended must complete a final report within 90 days from end of their project period.
FY 2010 – Performance Report
8/31/2010
8/31/2010
Table GEN-1
Special Topics
Click in the box to mark an "X" to the left of any of the topics listed below which are relevant
to your project activities for the period July 1, 2009 through June 30, 2010.
.
Adolescent Health
Alternative Medicine
Ambulatory Care
American Indian/Alaskan Native Initiative
Behavioral Health
Bioterrorism
Border Health Activities
Clinical Sites in underserved areas
Community Health Centers
Governor Designated Area
Health Departments
Health Professions Shortage Area
Migrant Health Centers
Rural Health Clinics
Others (List)
Community-Based Continuity of Care Experiences
Cultural Competence
Diseases
Asthma
Diabetes
Cancer
Obesity
Tuberculosis
Sexually Transmitted Diseases
Other(s) (List)
Distance Learning
Domestic Violence
Evidence Based Practice
Faith-Based
Faculty Development
Health Promotion/Disease Prevention
Home Health
Homeless
Informatics
Genetics
Geriatrics
HIV/AIDS
Interdisciplinary Training
Long Term Care
Managed Care
Maternal and Child Health
Medical Economics
Mental Health
FY 2010 – Performance Report
10
Minority Health Issues
Minority Recruitment/Retention
Hispanics
African Americans
American Indian/Alaska Natives
Native Hawaiian or Pacific Islander
Nutrition
Oral Health
Patient Safety (Medical Errors)
Quality Improvement in Health Professions Education or Practice
Research
Rural Health
Substance Abuse/Prevention
Telemedicine/Telehealth
Urban Health
Women’s Health
Other (Specify)
Race / Ethnicity of Populations Served Percent
Choose from the following range of percentages (0-25%, 26%-50%, 51%-75%, 76%-100%)
Ethnicity
Hispanics or Latino
Not Hispanics or Latino
___________%
___________%
Race
African American
American Indian or Alaska Native
Asian
Native Hawaiian or Pacific Islander
White
More than One Race
FY 2010 – Performance Report
___________%
___________%
___________%
___________%
___________%
___________%
11
Populations Served/Percent of Patients Served
Medicaid
0-25%
26-50%
51-75%
76-100%
Uninsured
0-25%
26-50%
51-75%
76-100%
Medicare
0-25%
26-50%
51-75%
76-100%
Table GEN-2
Contacts with Organizations that Serve a High Proportion
of Minority or Disadvantaged Students (K - 12)
Report the number of visits (6 suggested minimum) and the number of students, parents and
teachers/counselors/administrators contacted for the period July 1, 2009 through June 30,
2010.
.
Number
Visits
Students contacted
Parents contacted
Teachers, counselors, and/or administrators
contacted
FY 2010 – Performance Report
12
Table DHCDD-1
Centers of Excellence (COE)
Underrepresented Minority Students and Faculty at Health Professions Schools
Fill in the numbers of students/faculty who were in COE activities for the period July 1, 2009
through June 30, 2010.
Number of
Students/Faculty
COE Faculty Trained
Students Trained in Research by Faculty
FY 2010 – Performance Report
13
Table DHCDD-2
Minority Faculty Fellowship Program
Name of Fellow
First Name
M.I.
Last Name
Start Date
MM/DD/YY
Ethnicity
Race
Gender
(M/F)
Provide the Following Fellow Information
Highest Degree Earned:
Discipline:
Department:
Does the Fellow Provide Health Services in Health Professional Shortage Areas (HPSA)?
Yes
Approximate hrs per month
No
When will services be implemented? ____________(MM/DD/YY)
Instruction: Select from the following for each fellow
1. Ethnicity
H = Hispanic/Latino
NH = Not Hispanic or Latino
2. Race
Asian = Underrepresented Asian subgroup: any Asian other than Chinese, Filipino, Japanese, Korean,
Asian Indian or Thai.
AIAN = American Indian/ Alaska Native
Black = Black/African American (Not Hispanic)
NHOPI = Native Hawaiian or Other Pacific Islander
MTOR = More Than One Race
3. Degrees
BS, MS, MA, PhD, MD, JD, Diploma, HS, DDS
4. Disciplines
Dentistry, Family Medicine, General Internal Medicine, General Pediatrics, Nurse Practitioner,
Nurse-Midwife, Physician Assistant, Primary Care Podiatric Medicine, Allopathic Medicine,
Chiropractic, Clinical Psychology, Dental Public Health, Health Administration, Nurse Anesthetist,
Osteopathic Medicine, Other Advanced Education Nurse, Pharmacy, Preventive Medicine, Public
Health, Social Work, Undergraduate Nurse, Veterinarian, Clinical Laboratory Sciences, Dental
Assistants, Food and Nutrition Services, Health Information, Rehabilitation, Technicians and
Technologists, other
FY 2010 – Performance Report
14
Table DHCDD-3
Disadvantaged Assistance Tracking & Outcome Report (DATOR)
Pre-professional Training
Professional Training
Column 1
Workforce
Financial
Support
Column2 Column 3 Column 4 Column 5 Column 6
Column 7
Column 8 Column 9 Column 10 Column 11 Column 12 Column 13
Home of
Record at
Active or
Targeted
Student
Educational Student
Type of
Student Employment
Type of
Time of
Health
Former
Participant
Gender Ethnicity
Race
Institution
Status
Program
Status
Status
Support **
Entry to
Participant Professions
Name:
your
(Last, First, MI)
Program
** Financial assistance is received for this reporting period only.
NOTE: Rows can be added within the above table to accommodate names of students/participants, etc.
FY 2010 – BHPr Performance Report
15
Please use the following codes to complete the above table
Column 1
Column Column 3
Column 4
2
Column 5
Column 6
Column 7
Pre-Professional
Student/
Participant Name
Last, First, MI
Gender Ethnicity
Race
Hispanic (Select one
or Latino or more)
1=
1 = Yes
Female 2 = No
2 = Male
1=
American
Indian or
Alaska
Native
(AIAN);
2 = *Asian
URM
2.1 = Asian
Non-URM
3 = Black
or
African
American;
4 = Native
Hawaiian
or
Other
Pacific
Islander
(NHOPI);
5 = White;
6=
Missing/
Unknown
7=
More than
one race
FY 2010 – BHPr Performance Report
Home of
Active/
Targeted Health
Record at
Former
Professions
Time of
Participant
Program
Entry into
Program
1 = Rural
1 = Active
10 = Allopath Med;
NonParticipant; 20 = Osteo Med;
HPSA;
2 = Former 30 = Dentistry;
2 = Urban
Participant. 31 = Dental
NonAncillary;
HPSA;
32 = Dental
3 = Rural
Hygiene (Bacc);
HPSA;
40 = Optometry;
4 = Urban
50 = Pharmacy;
HPSA.
60 = Podiatry;
70 = Veterinary
Med;
71 = Clin Social
Work;
72 = Mental Hlth
Cnsling
(Grad);
73 = Mrg & Famly
Cnslng
(Grad);
83 = Other
Behvrl/Mental
Hlth;
74 = Gerontolog
Cnsling
(Grad);
75 = Chiropractic;
76 = Clinical Psych
(Grad);
77 = Health Admin
Grad);
78 = Public Hlth
(Grad)
79 = Rehab Cnsling
(Grad);
80 = Other
Rehabilitation;
81 = Health
Information;
82 = Pre-Nursing;
85 = Speech
Pathology
(Bacc);
Column 8
PreProfessional
Educational
Institution
1=
Elementary
School;
2 = Middle
School;
3 = High
School;
4=
Undergrad/
2-Yr;
5=
Undergrad/
4-Yr.
Column 9
Column 10
Column 11
Column 12 Column 13
PreProfessional Professional Workforce
Professional
Phase
Phase
Phase
Student
Health
Student Employment
Status
Professions
Status
Status
Program
1 = Newly
See Column
Enrolled; 9
2 = Still in
School;
2.1 = Still in
School
(PT);
3=
Completed;
4 = Graduated;
5 = Withdrew;
6=
Transferred
to Another
School;
7 = Leave of
Absence;
8 = Other
(Specify in
Writing).
16
1 = First
Year
Matriculants
2 = Still in
School;
3=
Completed;
4=
Graduated;
5=
Withdrew;
6=
Transferred
to Another
School;
7 = Leave of
Absence;
8 = Other
(Specify in
Writing).
1.1 =
Public/Private
Sector
Rural NonHPSA;
1.2 =
Public/Private
Sector
Urban NonHPSA;
1.3 =
Public/Private
Sector
Rural
HPSA;
1.4 =
Public/Private
Sector
Urban
HPSA;
2.1 = Private
Practice
Rural NonHPSA;
2.2 = Private
Practice
Urban NonHPSA;
2.3 = Private
Practice
Rural
HPSA;
2.4 = Private
Practice
Urban
HPSA;
3=
Academia;
4 = Research;
5=
Uniformed
Services;
6=
Type of
Support
1 = HCOP
Stipend;
2 = COE
Stipend;
3 = MFFP
Fellowship;
4=
Institutiona
l
Funding;
5 = HCOP
Scholarship
;
6 = Other
Scholarship
;
7 = Loans;
8 = Grants;
9=
Fellowship
s;
10 =
Multiple
Sources
(Specify in
Writing);
11 = Other
(Specify
in
Writing);
12 = None
Received.
86 = Speech
Pathology
(Grad);
87 = Audiology
(Bacc);
88 = Audiology
(Grad);
89 = Physician
Assistant;
90 = Occup Therap
(Bacc);
92 = Med Lab Tech
(Bacc);
93 = Occup Therap
(Grad);
94 = Physical
Therap (Bacc);
95 = Physical
Therap (Grad);
96 = Radiological
Tech
(Bacc);
97 = Registered
Dietician
(Bacc);
98 = Registered
Dietician
(Grad);
99 = Other
Tech/Techngst;
100 = Undecided;
101 = Other
(Specify in
Writing).
FY 2010 – BHPr Performance Report
Government
(Civilian);
7 = Managed
Care
Org;
8 = PostProfessional
Training;
9 = Other
(specify in
Writing).
17
Instructions for Completing Table DHCDD-3
Codes for Completing the Student Participant Tracking Form
All Centers of Excellence and Health Career Opportunity Program grantees that have been active for
more than twelve months should submit a DATOR as part of the BHPr Performance report.
Only students/participants involved in a “structured program,” as defined by Centers of Excellence
(COE) or Health Career Opportunity Program (HCOP), are to be tracked on the DATOR form.
Students/participants encountered through recruitment activities, distribution of program information
activities, dissemination of health careers information, and health fairs, etc. are not to be tracked on this
form.
For COE, “structured program” is defined as formal training of a specified length with a specially
designed curriculum or set of activities in which designated COE students participate to enhance their
academic performance.
For HCOP, “structured program” is defined as a formal training program of a specified length
(minimum of six hours per day for a minimum of six weeks or four weeks for pre-matriculation
programs) with a specially designed curriculum or set of activities in which designated HCOP trainees
are required to participate (Includes formal training activities that collectively add up to 180 hours per
year).
Examples of formal training programs are enrichment programs that enhance the educational
competitiveness for health professions in areas such as mathematics, science, learning/communication
skills, and professional school entrance exams, etc.
INSTRUCTIONS
Use the codes on the second page of the DATOR form to complete columns 3-13.
Column 1: Name of Student/Participant
Enter the name of the student/participant as indicated: Last, First, Middle Initial.
Column 2: Gender
Enter the code for male or female.
Column 3: Ethnicity
Enter whether Hispanic / Latino or Not.
Column 4: Race
Enter the code for Race.
Column 5: Home of Record at Time of Entry into the Program
Enter the code showing whether the participant’s domicile of record (permanent address) is
rural or urban and if it is located in a Health Professional Shortage Area (HPSA) as
designated by the Department of Health and Human Services.
Urban/Rural Definition
For Census 2000, the Census Bureau classifies “urban” as all territory, population, and
housing units located within an urbanized area (UA) or an urban cluster (UC). It delineates
UA and UC boundaries to encompass densely settled territory, which consists of:
FY 2010 – BHPr Performance Report
18
• Core census block groups or blocks that have a population density of at least 1,000
people per square mile and;
• Surrounding census blocks that have and overall density of at least 500 people per
square mile.
In addition, under certain conditions, less densely settled territory may be part of each UA
or UC.
For Census 2000, the Census Bureau classifies “rural” as territory, population, and housing
units located outside of UAs and UCs. It contains both place and non-place territory.
Geographic entities, such as census tracts, counties, metropolitan areas, and the area outside
metropolitan areas, often contain both urban and rural territory, population, and housing
units.
Health Professional Shortage Area (HPSA)
In order to determine if a participant’s home of record is located in a HPSA, go to
http://datawarehouse.hrsa.gov/GeoAdvisor/ShortageDesignationAdvisor.aspx and enter the
person’s address.
If you have any questions or problems with the HPSA database, the HRSA Bureau of
Health Profession’s Office of Shortage Designation can be reached at (1-888-275-4772).
Column 6 Active Participants/Former Participants
Enter the code for (1) Active Participant or (2) Former Participant.
Active Participant includes a student who participated in structured programs during the
current reporting period.
Former Participant includes a student who previously participated in a structured program.
Note: Institutions with both a COE and HCOP grant may not list the same students as an
Active Participant unless the student completed the HCOP program and entered the COE
program during the current reporting period.
Columns 7 thru 11 - Indicate the students’ highest level of achievement by filling in either PreProfessional Training (Columns 7, 8 and 9) or Professional Training (Columns 10 and 11) during the
current reporting period.
PRE-PROFESSIONAL TRAINING
Column 7: Targeted Health Professions – Pre-Professional Only
Enter the Health or Allied Health profession code that represents the participant’s intended
career choice. You can use code 99 for “Other Tech/Technologist” to report Allied Health
professions/disciplines at the Associate Degree level. Report unlisted health profession
disciplines as “Other” with code 101 and specify t he di scipline (use attachment as
necessary). Participants in the educational continuum who have yet to select a health
professions career should use code 100 for “Undecided.” Refer to attached code table.
Column 8: Educational Institution – Pre-Professional Only
Enter one of the five listed education level codes that identify each participant’s stage in the
educational continuum at the Pre-Professional training level.
FY 2010 – BHPr Performance Report
19
Column 9: Student Status – Pre-Professional Only
Enter the code that describes the student’s status in Pre-Professional training. The status of
(P/T) means Part Time.
Newly E nrolled: If the student is in a Pre-Professional training level, newly
enrolled means that this is the first reporting year that the student is participating in the
HCOP program. If the student is in a Professional training level newly enrolled means that
the student began Professional training during the period being reported.
Completed: The participant has completed the prerequisites to advance to the next
stage in the education continuum.
Other: Students in Post-Baccalaureate programs should be identified with code 9
as ‘Other’ and specified in writing as “Post-Baccalaureate.”
Note: Students who are considered “lost” should NOT be reported on this form but should
be reported on Table DHCDD-4.
PROFESSIONAL TRAINING
Column 10: Health Professions Program - Professional Only
Enter the code from column 7 that identifies the discipline being pursued by the participant
at the Professional training level.
Column 11: Student Status - Professional Only
Enter the code from column 9 that identifies participant’s status at the Professional training
level.
WORKFORCE
Column 12: Employment Status
Enter the code listed that best describes the employment status of COE/HCOP participants
who have graduated from a health professions program and are now employed in a health
professions career.
Note: Refer to Column 5 instructions regarding designation of Health Professional
Shortage Areas.
Public/Private S ector: Includes employment in public or private settings such as
community and migrant health clinics, hospitals, and other private or public clinics.
This category excludes government (Federal, State, County, and City) hospitals or clinics,
private practice settings, academic settings, uniformed services, or managed care
organizations.
Post-Professional training is considered being employed in the public/private sector
but will not be counted with this code. It will be tracked separately using code 8
for “Post-Professional Training.”
Be sure to indicate, with the appropriate code, whether the Public/Private Sector
employment is rural or urban and whether it is in a designated health professions
shortage area or not. (See Column 5 instructions for explanations of rural, urban
and Health Professional Shortage Areas.)
FY 2010 – BHPr Performance Report
20
Private P ractice (Fee f or Service): Includes employment as an individual or in a group
practice setting that is not affiliated with a health care organization.
This excludes other Public/Private Sector employment (as defined above), government
(Federal, State, County, City) hospitals or clinics, academic settings, uniformed services, or
managed care organizations.
Academia: (Code 3) Includes employment in a health professions teaching settings,
tenured
or
untenured
faculty
positions,
whose
primary
function
is
education/teaching/instruction.
This excludes Public/Private Sector employment, private practice settings, government
(Federal, State, County, City) hospitals or clinics, uniformed services, or managed care
organizations.
Research: Includes employment in a health professions research setting (tenured or
untenured faculty positions), whose primary function is research with limited teaching
responsibilities. If employment setting is both teaching and research, identify predominant
employment setting and use appropriate code.
Uniformed S ervices: Include employment in any of the military branches of the United
States Uniformed Services. Also included in this category is the Commissioned Corps of
the United States Public Health Service.
Government ( Civilian): Any civilian government employment under Federal, State,
County, or City.
Managed Care Organization: Include any of the Health Care Maintenance Organizations
(HMO), Preferred Provider Organizations (PPO), Point of Service Plans (POS), Primary
Care Case Management (PCCM), Social Health Maintenance Organizations (SHMO),
Program of All-Inclusive Care for the Elderly (PACE), etc.
Post-Professional Training: Include any internship, residency, or post-professions training
before full-time employment. This is used as a means of tracking any intermediary
working experience before full employment. This will include faculty development
programs, clerkships, etc.
Other: Include any other employment that is not listed above and specify the type.
Column 13: Type of Support
Enter code that describes the type of financial aid that the participant is receiving.
Only enter stipend if that is the only source of financial support that the participant
is receiving. We will assume that any person on this tracking form (except those who are
coded as being in the workforce category) will qualify for HCOP stipends as they will have
met requirements for a structured program.
If the participant is receiving both a HCOP Scholarship and Scholarships for
Disadvantaged Students, include code 10 for “multiple sources” along with any other
support
FY 2010 – BHPr Performance Report
21
Table DHCDD-4
Explanation to Disadvantaged Assistance Tracking and Outcome Report (DATOR)
Student/Participant Name:
(First, MI, Last)
1
Explain any students “lost” or not able to follow their
progress.
2
3
4
5
6
7
8
9
10
FY 2010 – BHPr Performance Report
22
Table DN-1
Advanced Education Nursing Grants
Project Specific Enrollment and Graduation Data
Is the project a blended program?
Yes
No
If Yes, identify the focus/specialty __________________________
Is the project a dual degree program?
If Yes, identify the degrees awarded
No
Yes
.
Educational level(s) supported by the project ______________________
Students and Graduates
Program
Focus
Specialty
Continuing Enrolled Students
Full-time
Part-time
Newly Enrolled Students
Full-time
Part-time
Total Headcount
Graduates
I
II
III
IV
Definitions
A blended project is one that supports an educational program that prepares a graduate for two
or more advanced level specialties and eligibility for two or more advanced level certification
exams (if available). For Example: Nursing Administration and Adult Clinical Nurse Specialist,
Geriatric Nurse Practitioner and Geriatric Clinical Nurse Specialist, Adult Acute Care Nurse
Practitioner and Pediatric Acute Care Nurse Practitioner.
A dual d egree project is one that supports two different specialty degree programs, such as
Master’s in Nurse Administration and Master’s of Business Administration.
Continually enrolled students are those students enrolled the previous academic year and are
continuing in the funded project for the current year.
Newly enrolled students are those students newly enrolled in the funded project for the current
academic year, even if they entered during the summer.
•
•
Instruction:
Program, Focus, and Specialty
Select the Program(s), Focus, and Specialty from the appropriate lists to reflect the project you
are conducting to enhance advanced nursing education and practice. If Primary Care NP, Other
NP, or Clinical Nurse Specialist is selected, choose the appropriate Focus. A Specialty is not
required, but may be selected to more clearly define the project.
Blended and Dual Programs
If the project supports a blended nursing education program select both programs from the list.
Enter the number of students for only one program so that the students are counted only once.
FY 2010 – BHPr Performance Report
23
•
•
•
•
•
Level of Education
For Education level choose all that apply from the following list (MSN, RN/MSN, Post-MSN,
DNP, PhD, DNSc, Other)
Data
Data for this table should reflect students enrolled in the Program, Focus, or Specialty for which
you have support, not the entire masters or doctoral program. In the event that students from
other majors are benefiting from the project by taking one or more of the project specialty
courses, you may report the number of students by selecting “Other” in the programs list. In the
comments section of the report, list the names of the courses taken by these students.
Enter the number of students enrolled (full-time and part-time) for the period July 1, 2009
through June 30, 2010.
Enter the total number of students (headcount).
Enter the total number of graduates for the period July 1, 2009 through June 30, 2010.
.
Programs List
Clinical Nurse Leader Practitioner
Clinical Nurse Specialist
Non Primary Care Nurse Practitioner
Nurse Administrator
Nurse Anesthetist
Nurse Educator
Nurse Midwife
Primary Care Nurse Practitioner
Other
Focus List
Clinical Nurse Specialist
Non Primary Care NP
Primary Care NP
Acute Care
Adult
Community/ Public Health
Forensic
Geriatric
Acute Care NP
Forensic NP
Neonatal NP
Palliative Care NP
Perinatal NP
Adult NP
Emergency NP
Family NP
Geriatric NP
Occupational Health NP
Maternal Child/ Parent Child
Psychiatric/Mental
Health NP
Pediatric NP
Medical-Surgical
OB/GYN/ Women's Health
Occupational Health
Oncology
Pediatrics
Psychiatric Mental Health
FY 2010 – BHPr Performance Report
Other
School NP
Women’s Health NP
Other
24
Specialty List
Acute Care
Administration
Adolescent
Adult
Cardiovascular
Case Management
Chronic/Long Term
Community Health
Corrections Health
Critical Care
Disaster Preparedness
Education
Environmental
Family
Forensic
Genetics
Geriatric
HIV/AIDS
Home Health
Health Policy
FY 2010 – BHPr Performance Report
Infectious Disease
Immunosuppressive
Informatics
Maternal-Child/Parent-Child Health
Medical-Surgical
Neonatal
Leader
OB/GYN/Women's Health
Occupational
Oncology
Palliative Care
Pediatrics
Perinatal
Primary Care
Psychiatric Mental Health
Public Health
Rehabilitation
Rural
School Health
Other
25
Table DN-2
Nurse Education Practice & Retention Grant Program
Enrollment and Graduation Data
Check one of the Nurse Education Practice & Retention Program (NEPR) grant purpose applicable.
Expanding Enrollment in Baccalaureate Nursing Programs (E1)
Career Ladder Programs (R1)
Type of Students
Number of
Students
Level of Student
Program Specialty
Continuing Enrolled Students
Full-time
Part-time
Newly Enrolled Students
Full-time
Part-time
Total Number of Students
Total Number of Graduates /
Program Completers
Instructions
• Enter the number of students enrolled in education programs for the period July 1, 2009
through June 30, 2010.
• Specify the level of training for students based on their enrollment status.
• Specify name of the clinical specialty for the enrolled students. If more than one program is
included in the project, add rows as needed under the program specialty field.
• Program completers are those who have completed the project activities for the period July 1,
2009 through June 30, 2010
• Enter the total number of completers for each year of the project for the clinical preparation
indicated under each column title.
• Do not count the same participant more than once.
• Enter the level of student based on Level of Student List shown below.
• Enter the Program Specialty (if applicable- i.e. graduate level or cross training specialties)
based on Specialty Focus List shown below.
Level of Students List
Accelerated BSN
RN to BSN
Accelerated MSN
RN to MSN
CNA to LPN
Post MSN
LPN to RN
Doctoral
Associate Degree in Nursing
RNs returning to Workforce
Generic BSN
Other: (Explain) _____________
Generic MSN
FY 2010 – BHPr Performance Report
26
Specialty Focus List
Acute Care
Administration
Adolescent
Adult
Cardiovascular
Case Management
Chronic/Long Term
Community Health
Corrections Health
Critical Care
Disaster Preparedness
Environmental
Family
Genetics
Geriatric
HIV/AIDS
Home Health
Health Policy
FY 2010 – BHPr Performance Report
Infectious Disease
Immunosuppressive
Informatics
Maternal-Child/Parent-Child Health
Medical-Surgical
Neonatal
OB/GYN/Women's Health
Occupational
Oncology
Palliative Care
Pediatrics
Perinatal
Primary Care
Psychiatric Mental Health
Public Health
Rehabilitation
School Health
Other
27
Table DN-3
Nursing Workforce Diversity (NWD) Grants
NWD Program Participant Distribution by Education Level for the Grant Budget Period
Middle
School/
High
School
Underrepresented
Minority
disadvantaged
students (URM)
White
Disadvantaged
students
TOTAL
Post HS/
PreCollege
College/
Prenursing
Nursing
Total
Number
% of
Total
100%
Instructions:
•
•
Enter the number of students participated in project activities for the period July 1, 2009
through June 30, 2010 by underrepresented minority or disadvantaged status for each
educational level.
Count each student only once on this table. If any student is noted in the “URM”
category, do not also list them in the “Disadvantaged” category.
FY 2010 – BHPr Performance Report
28
Table DN-4
Nurse Education Practice & Retention Grant Program
Nursing Students and Clients Information
Check one of the Nurse Education Practice & Retention Program (NEPR) grant purpose applicable.
Establishing or Expanding Nurse Practice Arrangements (P1)
Providing Care for Underserved Populations and Other High-Risk Groups (P2)
Total Number
of Nursing
Students/
Personnel in
the Grant
Project
Number of Clients
Receiving Care
from Nursing
Students/Personnel
Type of Nursing
Students/Personnel
Client
Encounters
(Total
Number of
Visits and
Other
Contacts)
Clinical Training
Site Location
Instructions
• Enter the total number of students/personnel in the project during the period of July 1,
2009- June 30, 2010.
• Enter the number of students/personnel working with clients from medically underserved
communities/populations. (students/personnel focus)
• Enter the number of clients receiving care from students/personnel. (Client focus)
• Select the type of nursing students/personnel in grant project using the below list as a
guide. Enter each type of nursing students/personnel on a separate row.
• Enter the total number of client encounters. This is equal to the total number of visits and
the total number of other contacts. A “visit between a client and a health care provider
may take place in any setting. An “other contact” is a contact between a client and a
health care provider by telephone, through telehealth or other mechanisms for the
purpose of improving the client’s health.
• Enter the clinical location that the nursing care took place using the below list.
FY 2010 – BHPr Performance Report
29
Type of Nursing Students/Personnel
List
Associate Degree Nurse (ADN)
BSN
CNA
LPN
MSN
New Graduate RN
Nurse Practitioner
RN
Dual Track Students: (Explain) _______
Other : (Explain) _______
Clinical Training Site List
Acute Care Hospital
Ambulatory Surgical Center
Community Health Center
Department of Public Health
Federally Qualified Health Center
Home Health Agency
Hospice Program
Indian Health Service/Tribal Health Site
Mobile Unit
Native Hawaiian Health Center
Nursing Home
Nurse Managed Center
Rural Health Clinic
School
Skilled Nursing Facility
Urgent Care
Other: (Explain)_____
FY 2010 – BHPr Performance Report
30
Table DN-5
Nurse Education Practice & Retention Grant Program
Enhancing Patient Care Delivery Systems/Nurse Retention Data
Core Measures
Measurement
Year
Baseline
Rate
Actual Rate
at the End
of the Year
________
________
________
________
________
% Change
from
Baseline
________
________
________
________
________
1. Nurse Retention
Year 1 of Grant
Year 2 of Grant
Year 3 of Grant
Year 4 of Grant
Year 5 of Grant
____
2. Nurse Vacancy
Year 1 of Grant
Year 2 of Grant
Year 3 of Grant
Year 4 of Grant
Year 5 of Grant
____
________
________
________
________
________
________
________
________
________
________
Measurement
Year
Baseline
Rate
1.
Year 1 of Grant
Year 2 of Grant
Year 3 of Grant
Year 4 of Grant
Year 5 of Grant
____
Actual Rate
at the End of
the Year
________
________
________
________
________
% Change
from
Baseline
________
________
________
________
________
2.
Year 1 of Grant
Year 2 of Grant
Year 3 of Grant
Year 4 of Grant
Year 5 of Grant
____
________
________
________
________
________
________
________
________
________
________
3.
Year 1 of Grant
Year 2 of Grant
Year 3 of Grant
Year 4 of Grant
Year 5 of Grant
____
________
________
________
________
________
________
________
________
________
________
4.
Year 1 of Grant
Year 2 of Grant
Year 3 of Grant
Year 4 of Grant
Year 5 of Grant
____
________
________
________
________
________
________
________
________
________
________
Core Indicators
FY 2010 – BHPr Performance Report
31
Instructions
•
•
•
•
•
•
•
•
Enter the baseline rate for the core measures as proposed in your original
proposal. This figure should reflect where your program was at the beginning
of the funded grant.
Enter the nurse retention rate at the end of each project year. This will show a
trend from the baseline and across each year of the grant.
Enter the nurse vacancy rate at the end of each project year.
Enter the difference from the baseline rate and the rate for all applicable years
(baseline rate- end of the year rate = %change from the baseline).
List the four core indicators that were selected in your original proposal.
Enter the baseline rate for the core indicators as proposed in your original
proposal. This figure should reflect where your program was at the beginning
of the funded grant.
Enter the final rate at the end of the project year for each of the core
indicators.
Enter the difference from the baseline rate and the rate for all applicable years
(baseline rate - end of the year rate = % change from the baseline).
FY 2010 – BHPr Performance Report
32
Table DN-6
Nurse Education Practice & Retention Grant Program
Nursing Personnel Training or Course Offerings
Check one of the Nurse Education Practice & Retention Program (NEPR) grant purpose applicable.
Providing Managed Care, Quality Improvement and other skills Needed to Practice in
Existing and Emerging Organized health Care (P3)
Development of Cultural Competencies Among Nurses (P4)
Developing and Implementing Internship and Residency Programs (E2)
Providing Education in New Technologies, including Distance Learning Methodologies (E3)
Enhancing Patient Care Delivery Systems/Nurse Retention (R2)
Education Courses by Title
# of Times the
Course was
Offered During
this Reporting
Period
# of Students/
Participants in
the Course
Level of Nursing Personnel
Taking the Course
1.
2.
3.
Instructions
•
•
•
•
Specify the education course offerings during the period of July 1, 2009-June 30,
2010. If more than one course offered, expand the table to include all course titles.
Enter the number of times the course offerings were available during the project
period identified above.
Enter the number of students/participants in each of the courses that you have listed in
column 1.
Specify the level of nursing personnel participating in the course(s) using the list
below. If more than one level will be involved, expand the table as needed to include
all levels that are included in the project.
Level of Nursing Personnel
Advance Education Nurse
Nurse Practitioner
Clinical Nurse Specialist
Preceptor/Mentor
CNA
RN
Faculty
RNs transitioning to New Specialty Roles
Graduate Nurses or New RNs
RN Returning to Workforce
Home Health Aide
Other:(Explain) ______
LPN
FY 2010 – BHPr Performance Report
33
Table DN-7
Comprehensive Geriatric Education Program
Project Specific Course Offerings
Complete this table for projects in which undergraduate/graduate nursing and other health
professions students participate in academic courses for credit, and/or nursing and other health
personnel participate in continuing education courses.
Education Courses by
Title
Academic
Credit by
Credit
Hours
CE by
Contact
Hours
# of Times
the Course
was
Offered
During
this
Reporting
Period
Level of
Nursing &
Other Health
Personnel in
the Course
Total # of Nursing &
Other Health
Personnel
Participating in the
Course(s) for the
Reporting Period by
Level of Personnel
1.
2.
3.
Instructions
•
•
•
•
•
Specify the education course offerings during the period of July 1, 2009-June 30, 2010.
If more than one course is offered, expand the table to include all course titles.
Indicate the number of academic credit hours or continuing education contact hours for
each course.
Enter the number of times the course offerings were offered during the project period.
Specify the level of nursing or other health personnel participating in the course(s) using
the list below. Include all levels that participated in the courses.
Enter the total number of nursing and other health personnel participating in courses for
the reporting period. For example, if the levels of personnel in column 5 are Nurse
Practitioner, Registered Nurse and Nursing Assistant, then enter the numbers
participating for the entire reporting period in column 6 according to each level of
personnel – Nurse Practitioner – 10; Registered Nurse, 40; Nurse Assistant, 50.
Level of Nursing and other Health Personnel
APN Student
Nurse Assistant/PCA
Clinical Nurse Specialist
Nurse Practitioner
Faculty
Occupational Therapist
Home Health Aide
Physical Therapist
Long Term Care Administrator
Physician
LPN/LVN
Registered Nurse
LPN Student
RN Student
Nurse Administrator
Social Worker
FY 2010 – BHPr Performance Report
Other:(Explain) ______
34
Table DN-8
Nursing Workforce Diversity (NWD) Program
Scholarships and Stipends Awards
Scholarships Awarded
Stipends Awarded
Nursing Students
Number of
Students
Underrepresented
Minority
disadvantaged(URM)
White
Disadvantaged
Total Students /
Awards
High School (HS)/Post
HS/College/PreNursing Students
Amount of Number of Amount of Number of Amount of
Awards
Students
Awards
Students
Awards
$
$
$
$
$
$
$
$
$
Instructions:
•
•
•
•
Data for this table should reflect all students receiving financial support as
a direct result of this award
Enter the total number of project participants during the period of July 1,
2009 through June 30, 2010.
Count each student only once on this table. If any student is noted in the
“URM” category, do not also list them in the “Disadvantaged” category
Nursing Students” should reflect only those students who have
matriculated into the professional nursing program. Other participants
who receive stipends should be captured in the category “High School
Students”
FY 2010 – BHPr Performance Report
35
Table DMD-1
Academic Administrative Units in Primary Care and
Predoctoral Training in Primary Care
Percent of Graduates Entering Residencies
(All Students Graduating from Medical School)
Residency
2009- 2010
Number
of
Students
%
Categorical Internal Medicine
Categorical Pediatrics
Family Medicine
Internal Medicine/Pediatrics
Other Residency Programs
Primary Care Track Internal Medicine
Primary Care Track Pediatrics
100%
Total
Table DMD-2
Primary Care Trainee Information
Indicate the total number of students trained and the patient encounters. Complete only for
BHPr funded programs for the academic year 2009 – 2010.
Number of Trainees
Total
No. Trained in
Medically
Underserved
Areas
Number of
Patient
Encounters
(Visits and
Other Contacts)
Academic Administrative Units
FY 2010 – BHPr Performance Report
36
Advanced Gnrl/Pediatric Dentistry
Dental Public Health
Faculty Development in Primary Care
FM, GIM, and GP Residents
Graduate Clinical Psychology
Physician Assistant Training
Podiatric Training
Predoctoral Training in Primary Care
Total
FY 2010 – BHPr Performance Report
37
This program has been phased out
Table DSCPH-1
Allied Health – Program Specific Indicators
Career advancement courses
Community-based clinical training programs in medically
underserved areas
Courses jointly sponsored by academic centers and rural
Clinics
Distance learning trainings offered
Face to face trainings offered
Health related bachelors degree graduates receiving rapid
transition training to become an allied health professional
Interdisciplinary teams trained in medically underserved
areas
New clinical training sites for allied health professionals in
medically underserved or rural communities
New ethics courses
New geriatrics courses
New graduate programs in behavioral and mental health
New home health and hospice care courses
New long-term care courses
New prevention and health promotion courses
New programs that include interdisciplinary training in
geriatrics for allied health practitioners
New programs that include interdisciplinary training in
geriatrics for non-allied health students
New students in health professions with the greatest shortage
Practice and/or training programs that link allied health
clinical practice to education and research
Students participating in distance learning trainings
Students participating in face to face trainings
Students trained in medically underserved areas
Total
FY 2010 – BHPr Performance Report
39
Total
Other
Respiratory
Rehabilitation
Primary Care
Paramedic /
EMT
Nutrition
Medical
Imaging
Mental /
Behavioral
Counseling
Laboratory
Sciences
Health System
Management
Health
Education
Accomplishments
Dental
In the table below, indicate the number of each accomplishment provided by each service listed. Each accomplishment may be counted more than once.
Table DSCPH-2
AHEC/PMRP/PHTC Training Site Types
Provide how many of the following training site types your program has for the period July 1, 2009 through
June 30, 2010.
Type of Site
AHEC Urban Community Based Training Site
Ambulatory Practice Sites Designated by State Governor
Community Health Center (CHC)
Federally Qualified Health Centers (FQHC)
Health Care for the Homeless
Health Department
Health Professions Shortage Area (HPSA)
Indian Health Service (IHS) or Tribal Health Sites
Migrant Health Center (MHC)
National Health Service Corp (NHSC) Sites
Public Housing Primary Care Grantees
Rural Health clinics
Other AHEC Community Based Training Sites
Other Site (Describe)
TOTAL
FY 2010 – BHPr Performance Report
Number
40
Table DSCPH-3
AHEC Programs Disciplines Serving Medically Underserved Communities
Provide the number of health professions students and preceptors in each discipline who provide service
to patients in the training sites shown on the Table DSCPH – 2 for the period July 1, 2009 through June
30, 2010.
Disciplines
Health Profession Students
Advanced Practice Nurse
Allied Health
Allopathic Medicine
Community Health Worker
Dentistry
Mental Health
Nursing
Osteopathic Medicine
Pharmacy
Physician Assistant
Public Health
On Site AHEC Preceptor
Advanced Practice Nurse
Allied Health
Dentistry
Medicine
Physician Assistant
Unspecified
TOTAL (Students and Preceptor)
FY 2010 – BHPr Performance Report
Number
41
Table DSCPH-4
AHEC Diversity: Students into Health Careers
Provide the number of underrepresented minority or disadvantaged students who
participated in health career training or academic enhancement experiences for the period
July 1, 2009 through June 30, 2010
Grade 9 – 12 Student Program Completers
Number of
Students
Students who completed health careers training or academic
enhancement experiences > = 20 hours
Students who completed health careers training or academic
enhancement experiences < 20 hours
FY 2010 – BHPr Performance Report
42
Table DSCPH-5
AHEC: Continuing Education (CE) Trainees by Discipline and Participant Location
Provide the following information for the period July 1, 2009 through June 30, 2010
CHC
TRAINEES
Governor Health Care Health
Designated for Homeless Dept.
Area
EMPLOYMENT LOCATION OF PARTICIPANTS
IHS/
MHC NHSC Public Housing Rural
Rural 1 Urban
Other AHEC Other TOTAL
Tribal
Sites Primary Care AHEC
Health Community
Community Sites
Health
Grantees
Sites
Clinics Based
Based Sites
Sites
Training Sites1
Adv Prac Nurse
Allied Health
Comm Hlth Wk
Dent Hygienist
Dentist
EMS
Fire
Health Admin
Mental Health
Nurse
Pharmacist
Phys Therapist
Physician
Phys Assistant
Police
Public Health
Veterinarian
Unspecified***:
Unspecified***
Unspecified***
TOTAL
*Fill out entire table and under “Other Sites” column, describe site.
** Specify unspecified discipline if information is available.
1
Urban training sites with a 50% Medicaid and/or uninsured population.
FY 2010 – BHPr Performance Report
43
Table DSCPH – 6A
AHEC: Program Specific Indicators
Provide the following information for the period July 1, 2009 through June 30, 2010
TRAINING
OFFERING
(TITLE, TOPIC)
COMPETENCY
NUMBER
TRAINED
LEVEL
Council on
Linkages
Other
Frameworks
TOTAL
CONTACT
HOURS
DELIVERY
MODE
START
DATE
COST TO
TRAINEE
PARTNERING/
LEVERAGING
Totals:
Instructions
Training Offering
Title should not exceed 25 characters.
Number Trained
Indicate total number of participants trained in all sessions/trainings for this course. Should not exceed 5 digits.
Level
FY 2010 – BHPr Performance Report
44
# OF TIMES
OFFERED
HOURS OF
INSTRUCTION
Indicate the level of sophistication by using the following codes. (up to 2 levels may be picked)
1=basic, 2=intermediate, 3=advanced, 4=appropriate for all levels
Competency – Council of linkages
Identify what Council on Linkages competency domain(s) is met using the following codes. (up to 8 linkages may be picked)
1=Analytic/Assessment Skills, 2=Policy Development/Program Planning Skills, 3=Communication Skills, 4=Cultural Competency Skills,
5=Community Dimensions of Practice Skills, 6=Basic Public Health Sciences Skills, 7=Financial Planning and Management Skills, 8=Leadership and
Systems Thinking Skills
Competency – Other frameworks
Indicate which competency framework is being used and identify what competency domain(s) is met. Should not exceed 25 characters.
Total contact hours
Indicate total contact hours e.g. 3 hours/week X 15 weeks = 45 contact hours; or the estimated time necessary for learner to complete training. Should not exceed 4
digits.
Delivery mode
Indicate training format using the following codes: (list all that apply)
1=Live, 2=Web-based, 3=Live & web-based, 4=Video, 5=CDROM, 6=Audio Cassette, 7=Other form
Start date
Indicate start date in mm/dd/yy format.
Cost to trainee
List the dollar amount of costs that trainees or their agency bear.
Partnering/Leveraging
Indicate any partnering or leveraging resources from another agency or program for training using the following codes (list all that apply and up to 6 resources
may be picked)
0=no partners, 1=Other HRSA program, 2=CDC program, 3=state or local health department, 4=academic department, 5=state public health association, 6=
Other
# of times offered
Indicate the number of times this training was offered
Hours of instruction
Indicate the number of hours (i.e. classroom time, online time, homework time) spent in one training. Should not exceed three digits.
FY 2010 – BHPr Performance Report
45
Table DSCPH-6B
PHTC – Program Specific Indicators
Provide the following information for the period July 1, 2009 through June 30, 2010
TRAINING OFFERING
(TITLE, TOPIC)
NUMBER
TRAINED
LEVEL
COMPETENCY
AND DOMAIN(S)
CONTINUING
EDUCATION
CREDIT
DELIVERY
MODE
Totals:
FY 2010 – BHPr Performance Report
46
PARTNERING/
LEVERAGING
# OF
TIMES
OFFERED
HOURS OF
INSTRUCTION
TOTAL
CONTACT
HOURS
Instructions
Training Offering
Title should not exceed 100 characters.
Number Trained
Indicate total number of participants trained in all sessions/trainings for this course. Should not exceed 5 digits.
Level
Indicate the level of sophistication by using the following codes (unto 2 levels may be picked)
1=Basic, 2=Intermediate, 3=Advanced, 4=Appropriate for all levels
Competency and Domains
Identify what competency framework is being used and what competency domain(s) is met using the following codes (up to 8
linkages may be picked).
1=Analytic/Assessment Skills, 2=Policy Development/Program Planning Skills, 3=Communication Skills, 4=Cultural Competency
Skills, 5=Community Dimensions of Practice Skills, 6=Basic Public Health Sciences Skills, 7=Financial Planning and Management
Skills, 8=Leadership and Systems Thinking Skills
Continuing Education Credit
If continuing education credits provided, indicate how many and by whom (100 character limit).
Delivery mode
Indicate training format using the following codes (list all that apply)
1=Live, 2=Web-based, 3=Live & web-based, 4=Video, 5=CDROM, 6=Audio Cassette, 7=Satellite Broadcast, 8=Video
Conference, 9=Other format
Partnering/Leveraging
Indicate any partnering or leveraging resources from another agency or program for training using the following codes (list all that
apply and up to 6 resources may be picked)
0=No partners, 1=Other HRSA program, 2=CDC program, 3=State or local health department, 4=Academic department, 5=State
public health association, 6= Other
# of times offered
Indicate the number of times this training was offered.
Hours of instruction
Indicate the number of hours (i.e. classroom time, online time, homework time) spent in one training. Should not exceed three
digits.
Total contact hours
Indicate total contact hours e.g. 3 hours/week X 15 weeks = 45 contact hours; or the estimated time necessary for learner to
complete training. Should not exceed 8 digits.
FY 2010 – BHPr Performance Report
47
Table DSCPH-7
Public Health Training Centers Trainee Characteristics
Provide the following information for the period July 1, 2009 through June 30, 2010
Other
Veterinarian
Total
Social Work
Public Health Policy
Public Health Law
Physician
Nutritionist
Nurse
Mental Health &
Subst. Abuse
Laboratory Sciences
HIS/Biostat
Health Prom/Ed
Health Admin
Epidemiology
Emer/BT Prep
Env. Health
Dentist
Practice Location
Comm. Health Worker
Occupation Classification
City Health Dept.
County Health Dept.
Public Health CBO
State Health Dept.
Other
Total
Indicate the number of people trained by occupation in each practice location.
Definitions
Public Health CBO means any non governmental, community based organization that primarily does public health work (e.g. social
service organizations, community health agencies)
Other includes, but is not limited to, clinical practice locations (hospitals, physician’s offices), health plan organizations (HMOs), and
academic settings.
FY 2010 – BHPr Performance Report
48
Table DSCPH-8
Project Outcomes of Quentin N. Burdick Program for Rural
Interdisciplinary Training Program Specific Indicators
This program has been phased out
Indicate the number of accomplishments your project has had in the following areas. Each
accomplishment may be counted more than once.
Accomplishments
Community-based clinical training programs in underserved areas
Distance learning training participants
Distance learning trainings offered
Face to face training participants
Face to face trainings offered
Interdisciplinary teams trained
Patient encounters (Visits & Other Contacts)
Students receiving training in underserved areas
Students who have chosen to practice in rural health after graduation
List the number of students recruited to participate in the
Quentin Burdick project from the following categories:
Students in their first year of health professions training
Students in their second year of health professions training
Students in their third year of health professions training
Students in their fourth year of health professions training
FY 2010 – BHPr Performance Report
Number
49
Table DSCPH – 9
Quentin N. Burdick Program for Rural Interdisciplinary Training
Number of Health Care Services Provided by Health Professionals
This program has been phased out.
Indicate in the table below the number of services provided by each category of health professional. Differentiate Direct Patient Care (DPC)
services from Referral services (Ref) in your counting.
Disease
Prevention
Health
Promotion
DPC
DPC
Ref
Ref
Mental
Health
DPC
Ref
Primary
Care
DPC
Ref
Psychology
Substance
Abuse
Telehealth
DPC
DPC
DPC
Ref
Allopathic
Physicians
Graduate Nurses
Health
Administrators
Nurse
Practitioners
Occupational
Therapists
Osteopathic
Physicians
Pharmacists
Physical
Therapists
Physician
Assistants
Respiratory
Therapists
Social Workers
Undergraduate
Nurses
Other
Total
FY 2010 – BHPr Performance Report
50
Ref
Ref
Other
DPC
Ref
Total
DPC
Ref
Table DSCPH-10
Geriatric Education Centers
Project Outcomes
Indicate the number of students, residents, fellows, health professionals, faculty, and interdisciplinary teams clinically trained in the listed
locations for the period July 1, 2009 through June 30, 2010. Clinical training opportunities involve either providing or actively observing care.
Distinguish health professionals trained in courses with continuing education credit (CEU) from those trained in courses without continuing
education credit (Non-CEU). Indicate the number of patient encounters that took place in the listed locations. Duplicative counting is
acceptable.
Location of Clinical
Training/ Patient
Encounters
Students
Residents
Fellows
Trainee Categories
Health
Professionals
CEU
NonCEU
Faculty
Trained
Ambulatory Care Centers
Assisted Living
Chronic and Acute Disease
Hospitals
Home Care
Hospice
Nursing Homes
Palliative Care
Senior Centers
Senior Housing
Telehealth
Other
Total
FY 2010 – BHPr Performance Report
51
Retrained
Interdiscipl
inary
Teams
Patient
Encounters
Table DSCPH-11
Geriatric Education Centers
Program Specific Indicators
Provide the following information for the period July 1, 2009 through June 30, 2010
TRAINING
OFFERING
(TITLE, TOPIC)
NUMBER
TRAINED
LEVEL
EDUCATIONAL
OFFERING
DISCIPLINES
NUMBER
OF
MODULES
TOTAL
CONTACT
HOURS
Totals:
Instructions
Training Offering
Title should not exceed 35 characters.
FY 2010 – BHPr Performance Report
52
DELIVERY
MODE
START
DATE
COST TO
TRAINEE
PARTNERING/
LEVERAGING
Number Trained
Indicate total number of participants trained in all sessions/trainings for this course. Should not exceed 5 digits.
Level
Indicate the level of sophistication by using the following codes (up to 2 levels may be picked):
1=basic, 2=intermediate, 3=advanced, 4=appropriate for all levels
Educational Offering
Identify the type of educational offering using the following codes:
1= Curricula Development, 2=Faculty Development, 3=Continuing Education
Disciplines
Indicate the disciplines using the training. Pick discipline from below discipline list.
Dentistry, Family Medicine, General Internal Medicine, General Pediatrics, Nurse Practitioner, Nurse-Midwife, Physician Assistant,
Primary Care Podiatric Medicine, Allopathic Medicine, Chiropractic, Clinical Psychology, Dental Public Health, Health Administration,
Nurse Anesthetist, Osteopathic Medicine, Other Advanced, Education Nurse, Pharmacy, Preventive Medicine, Public Health, Social
Work, Undergraduate Nurse, Veterinarian, Clinical Laboratory Sciences, Dental Assistants, Food and Nutrition Services, Health
Information, Rehabilitation, Technicians and Technologists, other
Number of modules
Indicate number of components and time of segments e.g. Health Economics in 5, 30 minute modules or segments. Should not exceed 15
characters.
Total contact hours
Indicate total contact hours e.g. 3 hours/week X 15 weeks = 45 contact hours; or the estimated time necessary for learner to complete
training. Should not exceed 4 digits.
Delivery mode
Indicate training format using the following codes: (list all that apply)
1=Live, 2=Web-based, 3=Live & web-based, 4=Video, 5=CDROM, 6=Audio Cassette, 7=Other form
Start date
Indicate start date in mm/dd/yy format.
Cost to trainee
List the dollar amount of costs that trainees or their agency bear.
Partnering/Leveraging
Indicate any partnering or leveraging resources from another agency or program for training using the following codes (list all that apply
and up to 10 resources may be picked)
0=no partners, 1=Other HRSA program, 2=CDC program, 3=NIH, 4=Veterans Administration, 5=state or local health department,
6=academic department, 7=state public health association, 8=Business/Industry, 9=Non- profit associations, 10=Foundations, 11=Other.
FY 2010 – BHPr Performance Report
53
Table DSCPH-12
Geriatric Training Regarding Physicians and Dentists
Program Specific Indicators
Indicate the number of fellows/trainees for each category of health professional and the percentage of time each fellow/trainee spent in each of the four
areas listed below for the period July 1, 2009 through June 30, 2010
1-year Retraining Program
Behavioral/
Dentists
Physicians
Mental Health
Professionals
Total
2-year Medical Fellowships
Behavioral/
Dentists
Physicians
Mental Health
Professionals
Number of fellows/trainees
Number of fellows/trainees who sat
for Certificate of Added
Qualifications in geriatrics exam
Percentage of time spent in each of
the following areas:
Administration
Clinical
Research
Teaching
FY 2010 – BHPr Performance Report
54
Total
Table DSCPH-13
Geriatric Training Regarding Physicians and Dentists
Clinical Service Training by Health Profession
Indicate the cumulative number of patients seen by fellows/trainees in each clinical training service or site
listed below for the period July 1, 2009 through June 30, 2010
Clinical Training Sites
Behavioral/Mental
Health
Professionals
Dentists
Physicians
Total
Acute Care Services
Community Care Programs
Comprehensive Evaluation Units
Day and Home Care Programs
Dental Services
Extended Care Facilities
Geriatric Ambulatory Care
Geriatric Behavioral/Mental Health
Geriatric Consultation Services
Rehabilitation Services
Total
Table DSCPH-14
Recruitment Into Health Careers
Provide the following information for the period July 1, 2009 through June 30, 2010
Grades K-8
Grades 9-12
College Students
Students who completed health careers
training programs >= 20 Hrs
Students who completed health careers
training programs < 20 Hrs
FY 2010 – BHPr Performance Report
55
Part II Core Performance Measures
Purpose:
The major goals of BHPr are to eliminate barriers to health care, eliminate health disparities,
improve the quality of health care and improve public health and health care systems. The core
performance measures assess the performance of the Bureau in achieving these goals through its
programs.
Categories of Core Measures
Diversity - Increase diversity in the health care workforce
Increase matriculation and graduation rates for underrepresented minorities and students from
disadvantaged backgrounds to increase the proportion of minorities in the health professional
workforce.
Primary Care - Primary Care Career Choice
Implement evidence-based strategies to promote careers in primary care.
Distribution - Improved Workforce Distribution
Implement evidence-based strategies to improve workforce distribution.
Infrastructure - Improved Infrastructure for health, especially primary care, public health
Improve timeliness and accessibility of data; the degree to which specific competencies related
to public health is addressed in BHPr programs.
Quality - Improved Workforce Quality
The degree to which the Institute of Medicine’s 2003 core competencies are integrated into
BHPR education and training programs and institutional commitment to addressing cultural
competence and health literacy.
The following sections have the detailed measures for each category. BHPr requires its grantees
to provide the data only for the appropriate and relevant measures as detailed in the Core
Measures Program Matrix below.
FY 2010 – BHPr Performance Report
56
FY 2010 Core Measures – Program Matrix
Activity
Code
A03 / AOA
Program Name
Public Health Traineeship
LR1
√
LR2
√
DV1
√
DV2
√
DV3
A24
Minority Faculty Fellowships (MFFP)
D01
Geriatric Training Program for Physicians, Dentists,
And Behavioral And Mental Health Professions
√
√
√
D09
Advanced Education Nursing Grants
√
√
√
√
√
D11
Nurse Education, Practice and Retention
√
√
D13 / D5G
Dental Public Health Residency Training Grants
√
√
√
√
√
D18 / D1H
Health Careers Opportunity Program (HCOP)
√
√
√
√
D19 / D1N
Nursing Workforce Diversity
√
√
√
√
D20
Public Health Training Centers (PHTC)
√
√
D31
PC1
PC2
PC3
DS1
DS2
DS3
IN1
√
IN2
Q1
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
Q2
√
√
√
√
√
√
Geriatric Education Centers
√
√
√
D33 / D5H
Preventive Medicine Residencies
√
√
√
D34 / D3E
Centers of Excellence (COE)
√
√
√
Graduate Psychology Education Programs
√
√
√
√
√
D54 / D5A
Academic Administrative Units in Primary Care
√
√
√
√
√
√
√
√
D55 / D5C
Faculty Development in Primary Care
√
√
√
√
√
√
√
√
D56 / D5D
Pre-doctoral Training in Primary Care
√
√
√
√
√
√
√
D57 / D5B
Physician Assistant Training in Primary Care
√
√
√
√
√
√
D58 / D5F
Residency Training in Primary Care
Residency Training in General and Pediatric
Dentistry
√
√
√
√
√
√
√
√
√
√
√
√
Comprehensive Geriatric Education Program
Nurse Education, Practice and Retention: Internship
and Residency Programs
Nurse Education, Practice and Retention Grant
Program: Career Ladder
√
√
√
√
√
√
√
Nurse Education, Practice and Retention Grant
Program: Enhancing Patient Care Delivery Systems
Grow your own FQHC Nurse
√
√
√
√
U1K
Faculty Development: Integrated Technology into
Nursing Education and Practice Initiative
√
√
√
U76
Basic/Core Area Health Education Centers (AHEC)
Model State-Supported Area Health Education
Centers (AHEC)
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
D40
D59 / D5E
D62
D64
D65
D66
T09
U77
FY 2010 – BHPr Performance Report
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
57
Legislatively Required Data
The following tables were developed in order to either meet the Public Health Service Act
requirements for data collection [PHS, Title VII, Sec 799(c) (2)], or to provide a denominator for
the measures used to meet the Government Performance and Results Act (GPRA) requirements
and/or Office of Management and Budget’s (OMB’s) program assessment and evaluation
requirements.
LR-1 Total number of students being trained in BHPr-funded programs.
LR-2 Age and Gender of students trained in BHPr-funded programs.
FY 2010 – BHPr Performance Report
58
Table LR-1
Total Number of Students being Trained in BHPr-funded programs
For the purpose of compiling and analyzing data, anyone who receives training or education in a
BHPr funded program is considered a student.
For each question below, provide the population data requested for the period between July 1, 2009
and June 30, 2010 in the text boxes) to the right of the question.
Count each student only once.
Formative
Education
and/or
Training
PreProfessional
Training
Total number of students being trained in BHPr-funded programs
Enrollees
How many students were trained in BHPr-funded programs
and have not graduated or completed programs
before June 30, 2010?
Total number of students being trained and graduated/completed
programs in BHPr- funded programs before June 30, 2010
Graduates
How many students were being trained in BHPr-funded
programs and have graduated?
Program Completers
How many students were being trained in BHPr-funded
programs and have completed programs that were
less than or equal to 39 hrs?
How many students were being trained in BHPr-funded
programs and have completed programs that were
between 40 and 160 hrs?
How many students were being trained in BHPr-funded
programs and have completed programs that were
more than 160 hrs?
Fellowships & Residencies
How many students were being trained in BHPr-funded
programs and have completed
Fellowships & Residencies of one year or more?
FY 2010 – BHPr Performance Report
59
LR-2 Age and Gender of Students being Trained in BHPr-funded programs
For the purpose of compiling and analyzing data, anyone who receives training or education in a BHPr
funded program is considered a student.
Provide data on age and gender data between July 1, 2009 and June 30, 2010.
Enrollees are students that were trained in BHPr-funded programs and have not graduated or completed
programs before June 30, 2010.
Count each student only once.
LR-2
Students being Trained by Age and Gender
Age
Formative Education
and Training
Pre-Professional
Males
Males
Females
Total
Females
Enrollees
Under 20
Grads/Program
Completers
Enrollees
20-29
Grads/Program
Completers
Enrollees
30-39
Grads/Program
Completers
Enrollees
40-49
Grads/Program
Completers
Enrollees
50-59
Grads/Program
Completers
Enrollees
60 or older
Grads/Program
Completers
Enrollees
Total
Grads/Program
Completers
FY 2010 – BHPr Performance Report
60
Diversity Measures
Strategy: Increase health workforce diversity.
DV-1: The percent of underrepresented minority students in BHPr funded pre-professional,
formative education, and training programs.
DV-2: The percent of disadvantaged students in BHPr funded pre-professional, formative
education, and training programs.
DV-3: The percent of FTE underrepresented minority faculty in BHPr grant programs.
FY 2010 – BHPr Performance Report
61
DV-1: T he p ercent of u nderrepresented minority s tudents i n B HPr f unded p reprofessional, formative education, and training programs.
For the purpose of compiling and analyzing data, anyone who receives training or education in a BHPr
funded program is considered a student.
Provide the number of students by race and ethnicity that have graduated or completed programs between
July 1, 2009 and June 30, 2010. For enrollees provide the number of students who received training and
have not graduated or completed programs before June 30, 2010.
Count each student only once.
Did your BHPr funded program have students of “Hispanic or Latino” ethnicity between July 1,
2009 and June 30, 2010?
Yes
No
If “Yes” provide the number of “Hispanic or Latino” students by race
Note: “Hispanic or Latino” is an ethnicity. Therefore you must enter the number of “Hispanic or Latino”
students in the race categories below.
Table DV-1a
Hispanic or Latino Students by Race
Enrollees
Graduates
Program
Completers
(< 39 hrs)
Program
Completers
(40 - 160
hrs)
Program
Completers
(> 161 hrs)
Fellowships &
Residencies
(1 yr or more)
Total
American Indian or Alaska
Native
Asian (Not
Underrepresented)
*Asian –
(Underrepresented)
Black or African American
Native Hawaiian or Other
Pacific Islander
White
Unknown
More Than One Race
Total
* Any Asian other than Chinese, Filipino, Japanese, Korean, Asian Indian or Thai
FY 2010 – BHPr Performance Report
62
Did your BHPr funded program have students of a “Non-Hispanic or Non-Latino” ethnicity
between July 1, 2009 and June 30, 2010?
Yes
No
If “Yes” provide the number of “Non-Hispanic or Non-Latino” students by race
Table DV-1b
Non-Hispanic or Non-Latino Students by Race
Enrollees
Graduates
Program
Completers
(< 39 hrs)
Program
Completers
(40 - 160
hrs)
Program
Completers
(> 161 hrs)
Fellowships &
Residencies
(1 yr or more)
Total
American Indian or Alaska
Native
Asian (Not
Underrepresented)
*Asian –
(Underrepresented)
Black or African American
Native Hawaiian or Other
Pacific Islander
White
Unknown
More Than One Race
Total
* Any Asian other than Chinese, Filipino, Japanese, Korean, Asian Indian or Thai
FY 2010 – BHPr Performance Report
63
Outcome for Core Performance Measure – DV-1
The p ercent o f u nderrepresented minority s tudents t rained i n B HPr-funded pr eprofessional, formative e ducation, an d t raining p rograms an d h ave n ot g raduated or
completed programs.
For each year listed, enter the Goal that you have set for this performance measure for your grant. Goals
should be set for the purpose of establishing a benchmark for your particular BHPr funded grant.
Note: While you have the opportunity to develop and submit goals for all the years listed, you are only
required to enter a goal for the current reporting year and the year that follows.
Use the Outcome Calculation below as a basis to specify your goals. Enter this goal as a whole number
percentage (round up to a whole number without decimal places).
Reported Data
BPR
2008
BPR
2009
BPR
2010
BPR
2011
BPR
2012
Goal
Outcome
Numerator
Denominator
Outcome Calculations (pre populated by the system):
1. The Annual Outcome is calculated by dividing the numerator by the denominator and
multiplying by 100.
2. The Numerator is based on combined total of enrollees in DV-1a and number of
underrepresented minority enrollees (other than Asian-Not Underrepresented or White race
categories) from DV-1b
3. The Denominator is based on the combined total of enrollees in DV-1a and DV-1b.
The p ercent o f u nderrepresented minority students g raduated/completed p rograms i n
BHPr-funded pre-professional, formative education, and training programs.
Reported Data
BPR
2008
BPR
2009
BPR
2010
BPR
2011
BPR
2012
Goal
Outcome
Numerator
Denominator
Outcome Calculations (pre populated by the system):
1. The Annual Outcome is calculated by dividing the numerator by the denominator and multiplying
by 100.
2. The Numerator is based on combined total of graduates/program completers in DV-1a and
number of underrepresented minority graduates/program completers (other than Asian-Not
Underrepresented or White race categories) from DV-1b.
3. The Denominator is based on the combined total of graduates/program completers in DV-1a and
DV-1b.
FY 2010 – BHPr Performance Report
64
DV-2: The percent of disadvantaged students in BHPr funded pre-professional, formative
education, and training programs.
For the purpose of compiling and analyzing data, anyone who receives training or education in a BHPr
funded program is considered a student.
Provide the number of students by race/ethnicity that have graduated or completed programs between July
1, 2009 and June 30, 2010. For enrollees provide the number of students who received training and have
not graduated or completed programs before June 30, 2010.
Table DV-2
Students by Disadvantaged Status and Race
Enrollees
Graduates
Program
Completers
(< 39 hrs)
Program
Completers
(40 - 160
hrs)
Program
Completers
(> 161 hrs)
Fellowships &
Residencies
(1 yr or more)
Total
Total number of
disadvantaged students
Total number of Hispanic
Students from DV-1a plus
total number of
underrepresented minority
students (URM) from DV-1b
Number of disadvantaged
students in row 1 that were
not counted as a minority or
Hispanic in tables DV-1a and
DV-1b
Number of either
disadvantaged or Hispanic or
underrepresented minority
students*
*These data are needed to respond to Office of Management and Budget’s (OMB) Program Assessment
Rating Tool (PART) request.
Note: Rows 2 and 4 will be pre-populated for you.
FY 2010 – BHPr Performance Report
65
Outcome for Core Performance Measure DV-2
The percent of disadvantaged students trained in BHPr-funded pre-professional, formative
education, and training programs and have not graduated or completed programs.
For each year listed, enter the Goal that you have set for this performance measure for your grant. Goals
should be set for the purpose of establishing a benchmark for your particular BHPr funded grant.
Note: While you have the opportunity to develop and submit goals for all the years listed, you are only
required to enter a goal for the current reporting year and the year that follows.
Use the Outcome Calculation below as a basis to specify your goals. Enter this goal as a whole number
percentage (round up to a whole number without decimal places).
Reported Data
BPR
2008
BPR
2009
BPR
2010
BPR
2011
BPR
2012
Goal
Outcome
Numerator
Denominator
Outcome Calculations (pre populated by the system):
1. The Annual Outcome is calculated by dividing the numerator by the denominator and multiplying
by 100.
2. The Numerator is based on the number of disadvantaged enrollees from Table DV-2.
3. The Denominator is based on the total number of enrollees in Table LR-1 (pre-professional,
formative education, and training programs).
The percent of disadvantaged students graduated/program completed in BHPr-funded preprofessional, formative education, and training programs.
Reported Data
BPR
2008
BPR
2009
BPR
2010
BPR
2011
BPR
2012
Goal
Outcome
Numerator
Denominator
Outcome Calculations (pre populated by the system):
1. The Annual Outcome is calculated by dividing the numerator by the denominator and multiplying
by 100.
2. The Numerator is based on the number of disadvantaged students, graduates/program completers
from Table DV-2.
3. The Denominator is based on the total number of graduates/program completers and fellowships
& residencies from Table LR-1 (pre-professional, formative education, and training programs).
FY 2010 – BHPr Performance Report
66
DV-3: The percent of FTE underrepresented minority faculty in BHPr grant programs.
Did your grant fund full time faculty who are of “Hispanic or Latino” ethnicity between July 1,
2009 and June 30, 2010?
Yes
No
If “Yes” provide the number of “Hispanic or Latino” faculty by race
Table DV-3a
Hispanic or Latino Faculty by Race
Full Time
Faculty
Race
American Indian or Alaska Native
*Asian (Underrepresented)
Asian – (Not Underrepresented)
Black or African American
Native Hawaiian or Other Pacific Islander
White
Unknown
More Than One Race
Total
* Any Asian other than Chinese, Filipino, Japanese, Korean, Asian Indian or Thai
Did your grant fund any part time faculty who are of “Hispanic or Latino” ethnicity between
July 1, 2009 and June 30, 2010?
Yes
No
If “Yes” provide the following data for each part time faculty member:
1. Race from the above table.
2. Percent of full time workload or percentage of Full-time Equivalent (FTE) for each part
time employee of your grant-funded program for this reporting year.
Race of each part time faculty
10%
FY 2010 – BHPr Performance Report
20%
Percent of Full time Workload
(Check box most nearly descriptive)
30%
40%
50%
60%
70%
80%
67
90%
Did your grant fund full time faculty who are of “Non-Hispanic or Non-Latino” ethnicity between
July 1, 2009 and June 30, 2010?
Yes
No
If “Yes” provide the number of “Non-Hispanic or Non-Latino” faculty by race
Table DV-3b
Non-Hispanic or Non-Latino Faculty by Race
Full Time
Faculty
Race
American Indian or Alaska Native
*Asian (Underrepresented)
Asian – (Not Underrepresented)
Black or African American
Native Hawaiian or Other Pacific Islander
White
Unknown
More Than One Race
Total
*Any Asian other than Chinese, Filipino, Japanese, Korean, Asian Indian or Thai
Did your grant fund part time faculty who are of “Non-Hispanic or Non-Latino” ethnicity between
July 1, 2009 and June 30, 2010?
Yes
No
If “Yes” provide the following data for each part time faculty member:
1. Race from the above table.
2. Percent of full time workload or percentage of Full-time Equivalent (FTE) for each part
time employee of your grant-funded program for this reporting year.
Race of each part time faculty
10%
FY 2010 – BHPr Performance Report
20%
Percent of Full time Workload
(Check box most nearly descriptive)
30%
40%
50%
60%
70%
80%
68
90%
Outcome for Core Performance Measure DV-3
The p ercent o f full t ime eq uivalent u nderrepresented m inority f aculty i n B HPr g rant
programs.
For each year listed, enter the Goal that you have set for this performance measure for your grant. Goals
should be set for the purpose of establishing a benchmark for your particular BHPr funded grant.
Note: While you have the opportunity to develop and submit goals for all the years listed, you are only
required to enter a goal for the current reporting year and the year that follows.
Use the Outcome Calculation below as a basis to specify your goals. Enter this goal as a whole number
percentage (round up to a whole number without decimal places).
Reported Data
BPR
2008
BPR
2009
BPR
2010
BPR
2011
BPR
2012
Goal
Outcome
Numerator
Denominator
Outcome Calculations (pre populated by the system):
1. The Annual Outcome is calculated by dividing the numerator by the denominator and multiplying
by 100.
2. The Numerator is based on combined total of FTE faculty in DV-3a and number of
Underrepresented minority FTE faculty (other than Asian-Not Underrepresented or White race
categories) from DV-3b
3. The Denominator is based on the total number of FTE faculty (added from Tables DV-3a and
DV-3b).
FY 2010 – BHPr Performance Report
69
Primary Care Measures
Strategy: Promote careers in primary care.
PC-1: The percent of evidence based strategies implemented in Bureau-funded programs to
promote the selection of or enhance the preparation of a primary care career among health
professional students.
PC-2: The percent of all students in BHPr-funded training and/or formative education programs
being trained for a career in primary care.
PC-3: The percent of formative education and formative training program students receiving a
portion of their clinical training in a non-hospital, primary care site.
FY 2010 – BHPr Performance Report
70
PC-1 The percent of evidence based strategies implemented in Bureau-funded programs to
promote the selection of or enhance the preparation of a primary care career among health
professional students.
Table PC-1
Evidence Based Strategies Encouraging the Selection of a Career in Primary Care
Listed below are some strategies in which your grant-funded program may participate to encourage the
selection of a career in primary care. Please check all strategies that your program used between July 1,
2009 and June 30, 2010.
Strategies
Grant
Funded
Program
Creating/have a “primary care track” in residency or graduate nursing
programs
Developing community-based primary care rotations for residents and
graduate nursing trainees
Developing high school and college undergraduate recruitment programs
Enhance the status and promotion of clinician-educators in health
professions institutions:
Including generalist oriented clinical medicine courses in the curriculum
Including generalist practical experiences in the curriculum
Including primary care community experiences in the curriculum, including
experiences in federally funded health centers, urban, rural health clinics,
migrant health centers
Increase the representation of primary care providers on admissions
committees
Increasing the size of primary care residency or nursing traineeship
programs
Providing reimbursement or other incentives for community-based
preceptors
Special selection criteria to enhance recruitment of students committed to
primary care
FY 2010 – BHPr Performance Report
71
Outcome for Core Performance Measure – PC-1
The p ercent o f ev idence b ased s trategies i mplemented i n B ureau-funded pr ograms t o
promote the selection of or enhance the preparation of a primary care career among health
professional students.
For each year listed, enter the Goal that you have set for this performance measure for your grant. Goals
should be set for the purpose of establishing a benchmark for your particular BHPr funded grant.
Note: While you have the opportunity to develop and submit goals for all the years listed, you are only
required to enter a goal for the current reporting year and the year that follows.
Use the Outcome Calculation below as a basis to specify your goals. Enter this goal as a whole number
percentage (round up to a whole number without decimal places).
Grantees should be reasonable when setting the goals. Not all strategies may be applicable for your
program/school, therefore 100% may not be attainable for all grantees.
Reported Data
BPR
2008
BPR
2009
BPR
2010
BPR
2011
BPR
2012
11
11
11
11
11
Goal
Outcome
Numerator
Denominator
Outcome Calculations (pre populated by the system):
1. The Annual Outcome is calculated by dividing the numerator by the denominator and multiplying
by 100.
2. The Numerator is based on the number of strategies used by your grant program.
3. The Denominator is based on the total number of strategies.
FY 2010 – BHPr Performance Report
72
PC-2 T he pe rcent o f all s tudents i n B HPr-funded t raining a nd/or f ormative education
programs being trained for a career in primary care.
Provide the number of students who graduated or completed formative professional training programs
between July 1, 2009 and June 30, 2010. Provide the number of enrollees. For this table, enrollees refer
to individuals who have received formative professional training, and did not graduate or complete a
program before June 30, 2010.
Count each person only once.
Do not count anyone as a program completer and also as a graduate; graduation from any program
supersedes any completed program.
Table PC-2a
Enrollees, Graduates, and Program Completers Trained in Primary Care Disciplines
Enrollees
Graduates
Program
Completers
(< 39 hrs)
Program
Completers
(40 - 160
hrs)
Program
Completers
(> 161 hrs)
Fellowships &
Residencies
(1 yr or more)
Total
Dentistry
Family Medicine
General Internal
Medicine
General Pediatrics
Nurse Practitioner
Nurse-Midwife
Physician Assistant
Primary Care Podiatric
Medicine
Total
FY 2010 – BHPr Performance Report
73
Table PC-2b
Enrollees, Graduates, and Program Completers Trained in
Other Health Professions that could support Primary Care
Enrollees
Graduates
Program
Completers
(< 39 hrs)
Program
Completers
(40 - 160
hrs)
Program
Completers
(> 161 hrs)
Fellowships &
Residencies
(1 yr or more)
Total
Allopathic Medicine
Chiropractic
Clinical Psychology
Dental Public Health
Health Administration
Nurse Anesthetist
Osteopathic Medicine
Other Advanced
Education Nurse
Pharmacy
Preventive Medicine
Public Health
Social Work
Registered Nurse
(not Advanced
Practice)
*Other
Total
*Specify any disciplines that could support primary care not listed above in the boxes under “Other”
category
FY 2010 – BHPr Performance Report
74
Outcome for Core Performance Measure – PC-2
The percent of all students in BHPr-funded training and/or formative education programs
being trained for a career in primary care.
For each year listed, enter the Goal that you have set for this performance measure for your grant. Goals
should be set for the purpose of establishing a benchmark for your particular BHPr funded grant.
Note: While you have the opportunity to develop and submit goals for all the years listed, you are only
required to enter a goal for the current reporting year and the year that follows.
Use the Outcome Calculation below as a basis to specify your goals. Enter this goal as a whole number
percentage (round up to a whole number without decimal places).
Reported Data
BPR
2008
BPR
2009
BPR
2010
BPR
2011
BPR
2012
Goal
Outcome
Numerator
Denominator
Outcome Calculations (pre populated by the system):
1. The Annual Outcome is calculated by dividing the numerator by the denominator and multiplying
by 100.
2. The Numerator is based on the number of trainees in BHPr-funded formative education and
formative training programs supporting primary care.
3. The Denominator is based on total number of students supported by your BHPr-funded formative
education and training program students from Table LR-1.
FY 2010 – BHPr Performance Report
75
PC-3 The percent of formative education and formative training program students
receiving a portion of their clinical training in a non-hospital, primary care site.
Provide the number of students receiving training between July 1, 2009 and June 30, 2010
Table PC-3
Students Receiving Clinical Training in Non hospital, Primary Care Site
Total Number of Students receiving
clinical training supported by your
formative education or training grant
Number of students receiving a portion of their
clinical training in an ambulatory site
<1 month
≥ 1 month
Outcome for Core Performance Measure – PC-3
The p ercent o f f ormative ed ucation a nd f ormative t raining p rogram s tudents re ceiving a
portion of their clinical training in a non-hospital, primary care site.
For each year listed, enter the Goal that you have set for this performance measure for your grant. Goals
should be set for the purpose of establishing a benchmark for your particular BHPr funded grant.
Note: While you have the opportunity to develop and submit goals for all the years listed, you are only
required to enter a goal for the current reporting year and the year that follows.
Use the Outcome Calculation below as a basis to specify your goals. Enter this goal as a whole number
percentage (round up to a whole number without decimal places).
Reported Data
BPR
2008
BPR
2009
BPR
2010
BPR
2011
BPR
2012
Goal
Outcome
Numerator
Denominator
Outcome Calculations (pre populated by the system):
1. The Annual Outcome is calculated by dividing the numerator by the denominator and multiplying
by 100.
2. The Numerator is based on the total number of students receiving a portion of their clinical
training in an ambulatory site.
3. The denominator is based on total number of students receiving clinical training.
FY 2010 – BHPr Performance Report
76
Distribution Measures
Strategy: Improve the distribution of the health workforce.
DS-1: The percent of evidence-based strategies implemented in Bureau-funded programs to
influence the distribution of the health professional workforce, by providing opportunities to
understand and experience the delivery of health care in underserved areas.
DS-2: The percent of students in this BHPr-funded grant program receiving a portion of their
clinical training in underserved area sites.
DS-3: The percent change of health professionals entering practice in underserved areas after
graduation from a BHPr-funded formative education and formative training program.
FY 2010 – BHPr Performance Report
77
DS-1 The percent of evidence-based strategies implemented in Bureau-funded programs to
influence the distribution of the health professional workforce, by providing opportunities
to understand and experience the delivery of health care in underserved areas.
Table DS-1
Evidence Based Strategies to Influence the Distribution of Health Professional Workforce
Listed below are some evidence-based strategies that your grant-funded program may use to encourage
service in underserved areas. Please check all the strategies your program used between July 1, 2009 and
June 30, 2010.
Strategies
Grant
Funded
Program
Develop high school and college undergraduate outreach and recruitment
programs addressing the underserved
Enter into partnerships with interdisciplinary teams
Financial assistance contingent on practice in underserved area
Have a clear mission to produce clinicians to serve the needs of the
underserved
Implement a rural training track
Implement an inner-city training track
Increase emphasis on primary care in the curriculum
Offer inner city residency traineeship rotation or preceptorships
Offer rural residency traineeship rotation or preceptorships
Provide clinical experiences in underserved areas
Provide electives focusing on inner-city health issues
Provide electives focusing on rural health issues
Provide faculty role models who have worked in underserved communities
Use innovative curricular strategies, e.g. Distance Learning, Telemedicine
Use selective admissions criteria for students from rural and inner-city areas
FY 2010 – BHPr Performance Report
78
Outcome for Core Performance Measure – DS-1
The p ercent o f ev idence-based s trategies i mplemented i n B ureau-funded pr ograms to
influence the distribution of the health professional workforce, by providing opportunities
to understand and experience the delivery of health care in underserved areas.
For each year listed, enter the Goal that you have set for this performance measure for your grant. Goals
should be set for the purpose of establishing a benchmark for your particular BHPr funded grant.
Note: While you have the opportunity to develop and submit goals for all the years listed, you are only
required to enter a goal for the current reporting year and the year that follows.
Use the Outcome Calculation below as a basis to specify your goals. Enter this goal as a whole number
percentage (round up to a whole number without decimal places).
Grantees should be reasonable when setting the goals. Not all strategies may be applicable for your
program/school, therefore 100% may not be attainable for all grantees.
Reported Data
BPR
2008
BPR
2009
BPR
2010
BPR
2011
BPR
2012
15
15
15
15
15
Goal
Outcome
Numerator
Denominator
Outcome Calculations (pre populated by the system):
1. The Annual Outcome is calculated by dividing the numerator by the denominator and
multiplying by 100.
2. The Numerator is based on the number of strategies used by your grant funded program.
3. The Denominator is based on the total number of strategies.
FY 2010 – BHPr Performance Report
79
DS-2 The percent of students in this BHPr-funded grant program receiving a portion of
their clinical training in underserved area sites.
Provide the number of students receiving training between July 1, 2009 and June 30, 2010
Table DS-2
Students Receiving Training in Underserved Area Sites
Total Number of students supported by
your training or formative education grant
Number of students receiving a portion of their
training in an underserved area
<1 month
≥ 1 month
(Pre populated from table LR-1)
Of the above students being trained in an underserved
area site, how many were receiving clinical training?
Outcome for Core Performance Measure – DS-2
The percent of students in this BHPr-funded grant program receiving a portion of their
clinical training in underserved area sites.
For each year listed, enter the Goal that you have set for this performance measure for your grant. Goals
should be set for the purpose of establishing a benchmark for your particular BHPr funded grant.
Note: While you have the opportunity to develop and submit goals for all the years listed, you are only
required to enter a goal for the current reporting year and the year that follows.
Use the Outcome Calculation below as a basis to specify your goals. Enter this goal as a whole number
percentage (round up to a whole number without decimal places).
Reported Data
BPR
2008
BPR
2009
BPR
2010
BPR
2011
BPR
2012
Goal
Outcome
Numerator
Denominator
Outcome Calculations (pre populated by the system):
1. The Annual Outcome is calculated by dividing the numerator by the denominator and multiplying
by 100.
2. The Numerator is based on Total number of students receiving clinical training in an underserved
area.
3. The Denominator is based on total number of students supported by your BHPr-funded grant
program from Table LR-1.
FY 2010 – BHPr Performance Report
80
DS-3 T he p ercent ch ange o f health p rofessionals en tering p ractice i n u nderserved a reas
after gr aduation f rom a B HPr-funded f ormative education a nd f ormative training
program.
Instructions
Provide the number of students entering into Medically Underserved Communities/Areas after those
students have exited their BHPr program. Do not include the program completers other than fellowships
& residencies.
Reporting Period: Students who graduated between July 1, 2008-June 30, 2009 and entered practice in
underserved areas before June 30, 2010.
Counting Rules: (1) If someone spends at least 50% of work time in an underserved community, then
this person should be counted in Table DS-3a and DS-3b;
(2) Persons may only be counted on this table one time; they may not be counted in more than one
underserved area. Note: Validation system will not allow submission of report if students are reported in
more than one area.
Classification Hierarchy
If someone trained in your BHPr-supported project is working in more than one underserved
communities/areas, choose the category in the table which best describes his/her employment. If someone
is serving in a practice site such as a CHC that is located in a HPSA, count that person only once in the
specific practice site, (e.g., the CHC). Do not count the individual in both the CHC and the HPSA.
FY 2010 – BHPr Performance Report
81
Table DS-3a
Persons in Primary Care Disciplines in
Residencies, or Practices in Underserved Communities
Count each person only once; in either residency or practice, but not both.
Ambulatory
Practice
Sites
Designated
by State
Governors
Dentistry
Family Medicine
CHC
Federally
designated
HPSAs
FQHCs
Health
Care for
Homeless
Health
Dept.
Residencies
Practices
Residencies
Practices
General Internal
Medicine
General Pediatrics
Nurse Practitioner
Nurse-Midwife
Residencies
Practices
Residencies
Practices
Residencies
Practices
Residencies
Practices
Physician Assistant
Primary Care Podiatric
Medicine
Total
Residencies
Practices
Residencies
Practices
Residencies
Practices
FY 2010 – BHPr Performance Report
82
IHS
Sites
MHC
NHSC
Sites
Public
Housing
Primary
Care
Grantees
Rural
Health
Clinics
Total
Table DS-3b
Other Health Professions that could support Primary Care in Practices in Underserved Communities
Ambulatory
Practice Sites
Designated by
State
Governors
CHC
Federally
designated
HPSAs
FQHCs
Health
Care for
Homeless
Health
Dept.
Allopathic Medicine
Chiropractic
Clinical Psychology
Dental Public Health
Health Administration
Nurse Anesthetist
Osteopathic Medicine
Other Advanced
Education Nurse
Pharmacy
Preventive Medicine
Public Health
Social Work
Registered Nurse (not Advanced
Practice)
*Others
Total
*Specify any disciplines not listed above in the boxes under “Other” category
FY 2010 – BHPr Performance Report
83
IHS
Sites
MHC
NHSC
Sites
Public
Housing
Primary
Care
Grantees
Rural
Health
Clinics
Total
Table DS-3c
Persons in Allied Health Disciplines in Practice in Underserved Communities
Ambulatory
Practice
Sites
Designated
by State
Governors
CHC
Federally
designated
HPSAs
FQHCs
Health
Care for
Homeless
Health
Dept.
IHS Sites
MHC
NHSC
Sites
Public
Housing
Primary
Care
Grantees
Rural
Health
Clinics
Total
Clinical Laboratory Sciences
Dental Assistants
Food and Nutrition Services
Health Information
Rehabilitation
Technicians and Technologists
* Other
*Specify any disciplines not listed above in the boxes under “Other” category
In the above table, do the numbers include anyone in non-HPSA categories (Ambulatory Practice Sites Designated by State Governors, Health Care
for Homeless, Health Dept., and Public Housing Primary Care Grantees) who are working in HPSA’s?
Yes
No
If “Yes” provide the number of students
FY 2010 – BHPr Performance Report
84
Outcome for Core Performance Measure – DS-3
The p ercent o f h ealth p rofessionals en tering p ractice i n u nderserved a reas a fter
graduation from a BHPr-funded formative education and formative training program.
For each year listed, enter the Goal that you have set for this performance measure for your grant.
Goals should be set for the purpose of establishing a benchmark for your particular BHPr funded grant.
Note: While you have the opportunity to develop and submit goals for all the years listed, you are only
required to enter a goal for the current reporting year and the year that follows.
Use t he O utcome C alculation b elow a s a b asis t o sp ecify y our goal s. Enter this goal as a whole
number percentage (round up to a whole number without decimal places).
Reported Data
BPR
2008
BPR
2009
BPR
2010
BPR
2011
BPR
2012
Goal
Outcome
Numerator
Denominator
Outcome Calculations (pre populated by the system):
1. The annual outcome is calculated by dividing the numerator by the denominator
and multiplying by 100.
2. The Numerator is based on the number of BHPr graduates entering practice in an
underserved area.
3. The Denominator is based on total number of graduates and fellowships &
residencies supported by your BHPr-funded formative education and formative
training program in Table LR-1 from the last reporting period.
FY 2010 – BHPr Performance Report
85
Infrastructure Measures
Strategy: Strengthen public health and health care infrastructure.
IN-1: The percent of curricula related to improving population-based health (public health)
implemented in BHPr-funded education and training programs.
IN-2: The percent change of Continuing Education Contact hours offered by BHPr programs.
FY 2010 – BHPr Performance Report
86
IN-1 The percent of curricula related to improving population-based health (public health)
implemented in BHPr-funded education and training programs.
Reporting period: between July 1, 2009 and June 30, 2010
1. Assessing Population-based Health Curricula and Ways of Implementation
For each field in the table below, score your answer on a scale of 0 to 3 for the eight core competencies as
follows:
0 = Not implemented
1 = Didactic
2 = Clinical or Field work
3 = Both Didactic and Clinical or Field work
Note: Only record scores for curricula that include a credited course on the subject.
Your total scores for each row and column will be calculated automatically. The total score for any one
row will be 0-6 and for any one column will be 0-15. The overall score for this table is between 0 and 48
and is displayed in field for Curricula Area Total and Implementation Total.
Table IN-1
Population-based Health Curricula and Ways of Implementation
Curricula Area/
Way of Implementation
Elective
Course
Required
Course
Curricula
Area Total
Biostatistics
Environmental health
Epidemiology
Health Behavior
Health Promotion/Disease prevention
Leadership skills
Population-based health care
(Community-Oriented Primary Care)
Program evaluation/performance
monitoring
Implementation Total
FY 2010 – BHPr Performance Report
87
Outcome for Core Performance Measure – IN-1
The p ercent o f cu rricula rel ated t o i mproving p opulation-based health ( public he alth)
implemented in BHPr-funded education and training programs.
For each year listed, enter the Goal that you have set for this performance measure for your grant. Goals
should be set for the purpose of establishing a benchmark for your particular BHPr funded grant.
Note: While you have the opportunity to develop and submit goals for all the years listed, you are only
required to enter a goal for the current reporting year and the year that follows.
Use the Outcome Calculation below as a basis to specify your goals. Enter this goal as a whole number
percentage (round up to a whole number without decimal places).
Grantees should be reasonable when setting the goals. Not all curricula areas may be applicable for your
program/school, therefore 100% may not be attainable for all grantees.
Reported Data
BPR
2008
BPR
2009
BPR
2010
BPR
2011
BPR
2012
48
48
48
48
48
Goal
Outcome
Numerator
Denominator
Outcome Calculations (pre populated by the system):
1. The Annual Outcome is calculated by dividing the numerator by the denominator
and multiplying by 100.
2. The Numerator is based on the value from Table 1 Implementation Total/Curricula
Area.
3. The Denominator for this measure is 48, which is the total possible score if all
eight curricula area received a high score of “3” for the two implementation noted.
FY 2010 – BHPr Performance Report
88
IN-2 T he p ercent c hange o f C ontinuing Education C ontact ho urs o ffered by B HPr
Programs.
Table IN-2
Continuing Education Contact Hours Offered by BHPr Programs
For each question below, please provide the data requested in the text box to the right of the
question:
1. Total Number of Continuing Education Contact hours offered by your BHPr formative
education or training program between July 1, 2009 and June 30, 2010:
What was the total number of Continuing Education Contact hours offered by
your program for the current reporting year?
2. Total Number of Continuing Education Contact hours supported by your BHPr formative
education or training program between July 1, 2008 and June 30, 2009:
What was the total number of Continuing Education Contact hours supported
In the reporting year PRIOR to the current reporting year?
Outcome for Core Performance Measure – IN-2
The percent change of Continuing Education Contact hours offered by BHPr Programs.
For each year listed, enter the Goal that you have set for this performance measure for your grant. Goals
should be set for the purpose of establishing a benchmark for your particular BHPr funded grant.
Note: While you have the opportunity to develop and submit goals for all the years listed, you are only
required to enter a goal for the current reporting year and the year that follows.
Use the Outcome Calculation below as a basis to specify your goals. Enter this goal as a whole number
percentage (round up to a whole number without decimal places).
Reported Data
BPR
2008
BPR
2009
BPR
2010
BPR
2011
BPR
2012
Goal
Outcome
Numerator
Denominator
Outcome Calculations (pre populated by the system):
1. The Annual Outcome equals ([Value from Question 1] – [Value from Question 2])
divided by [Value from Question 2]. This percent change could be a negative
number.
2. The Numerator is the Value from the Question 1
3. The Denominator is the Value from the Question 2.
FY 2010 – BHPr Performance Report
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Quality Measures
Strategy: Improve the quality of care through training.
Q-1: The percent of Institute of Medicine (IOM) Core Competencies (patient safety and care
that is timely, effective, efficient and equitable), patient-centered care, health informatics,
evidence-based strategies (EBS), interdisciplinary team training, other quality measurement and
improvement integrated into BHPr-funded health professional education and training programs.
Q-2: The percent of comprehensive cultural competence curricula integrated into BHPr-funded
education and training programs (Section 741: Health Disparities and Cultural Competencies).
FY 2010 – BHPr Performance Report
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Q-1 The percent of Institute of Medicine (IOM) Core Competencies (patient safety and
care t hat i s t imely, e ffective, ef ficient a nd equitable), p atient-centered ca re, h ealth
informatics, ev idence-based s trategies (EBS), i nterdisciplinary t eam t raining, o ther
quality m easurement a nd improvement i ntegrated i nto B HPr-funded he alth
professional education and training programs.
Reporting period: between July 1, 2009 and June 30, 2010
Assessing Core Competency Training and Ways of Implementation
For each field in the table below, score your answer on a scale of 0 to 3 for the five core competencies
as follows;
0 = Not implemented
1 = Didactic
2 = Clinical or Field work
3 = Both Didactic and Clinical or Field work
Note: C ourses reported in this table must devote instruction time to the desired competency at or
above t he f ollowing l evels: evidence-based d ecision-making (5 0 p ercent), health i nformatics (25
percent), interdisciplinary team training (25 percent), IOM core competencies (50 percent), quality
measurement and improvement (25 percent).
Your total scores for each row and column will be calculated automatically. The total score for any
one row will be 0-6 and for any one column will be 0-15. The overall score for this table is between 0
and 30 and is displayed in field for Competency Total and Implementation Total.
Count each appropriate course only once.
Table Q-1
Training Core Competencies and Ways of Implementation
Core Competency /
Way of Implementation
Elective
Course
Required
Course
Competency
Total
Evidence-based decision-making
Health informatics
Interdisciplinary team training
IOM CORE Competencies (patient safety and
care that is timely, effective, efficient and
equitable)
Quality measurement and improvement (other
than IOM)
Implementation Total
FY 2010 – BHPr Performance Report
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Outcome for Core Performance Measure – Q-1
The percent of Institute of Medicine (IOM) Core Competencies (patient safety and care
that i s ti mely, effective, ef ficient a nd eq uitable), p atient-centered ca re, h ealth
informatics, ev idence-based s trategies (EBS), i nterdisciplinary t eam t raining, o ther
quality m easurement a nd improvement i ntegrated i nto B HPr-funded he alth
professional education and training programs.
For each year listed, enter the Goal that you have set for this performance measure for your grant. Goals
should be set for the purpose of establishing a benchmark for your particular BHPr funded grant.
Note: While you have the opportunity to develop and submit goals for all the years listed, you are only
required to enter a goal for the current reporting year and the year that follows.
Use the Outcome Calculation below as a basis to specify your goals. Enter this goal as a whole number
percentage (round up to a whole number without decimal places)
Grantees should be reasonable when setting the goals. Not all core competencies may be applicable for
your program/school, therefore 100% may not be attainable for all grantees.
.
Reported Data
BPR
2008
BPR
2009
BPR
2010
BPR
2011
BPR
2012
30
30
30
30
30
Goal
Outcome
Numerator
Denominator
Outcome Calculations (pre populated by the system):
1. The Annual Outcome is calculated by dividing the numerator by the denominator
and multiplying by 100.
2. The Numerator is based on the value from Table 1, Implementation
Total/Competency Total.
3. The Denominator is for this measure is 30, which is the total possible score if all
five competencies received a high score of “3” for the two implementation
categories.
FY 2010 – BHPr Performance Report
92
Q-2 T he p ercent o f c omprehensive cu ltural co mpetence cu rricula i ntegrated i nto
BHPr-funded education and training programs (Section 741: Health Disparities and
Cultural Competencies).
Reporting period: between July 1, 2009 and June 30, 2010
1. Assessing Core Competency Training and Ways of Implementation
For each field in the table below, score your answer on a scale of 0 to 3 for the five core
competencies as follows:
0 = Not implemented
1 = Didactic
2 = Clinical or Field work
3 = Both Didactic and Clinical or Field work
Your total scores for each row and column will be calculated automatically. The total score for any
one row will be 0-6 and for any one column will be 0-15. The overall score for this table is between
0 and 30 and is displayed in field for Competency Total and Implementation Total.
Count each appropriate course only once.
Table Q-2
Training Core Competencies and Ways of Implementation
Core Competency /
Way of Implementation
Elective
Course
Required
Course
Competency
Total
Cross-Cultural Clinical Skills (for example,
communication skills, working with
interpreters, problem-solving skills,
immigrants, refugees)
Health Disparities and Factors Influencing
Health (for example, demographic patterns of
disparities, and factors underlying disparities)
Key Aspects of Cultural Competence (for
example, epidemiology of population health;
healing traditions, beliefs systems health and
illness)
Rationale, Context, and Definition (for
example, definitions of race, ethnicity, culture
and religion)
Understanding the Impact of Stereotyping
on Health Decision-Making (for example,
history and effects of bias, discrimination,
racism and stereotyping)
Implementation Total
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Outcome for Core Performance Measure – Q-2
The percent of comprehensive cultural competence curricula integrated into BHPr-funded
education an d t raining p rograms ( Section 741: H ealth D isparities an d C ultural
Competencies).
For each year listed, enter the Goal that you have set for this performance measure for your grant. Goals
should be set for the purpose of establishing a benchmark for your particular BHPr funded grant.
Note: While you have the opportunity to develop and submit goals for all the years listed, you are only
required to enter a goal for the current reporting year and the year that follows.
Use the Outcome Calculation below as a basis to specify your goals. Enter this goal as a whole number
percentage (round up to a whole number without decimal places).
Grantees should be reasonable when setting the goals. Not all core competencies may be applicable for
your program/school, therefore 100% may not be attainable for all grantees.
Reported Data
BPR
2008
BPR
2009
BPR
2010
BPR
2011
BPR
2012
30
30
30
30
30
Goal
Outcome
Numerator
Denominator
Outcome Calculations (pre populated by the system):
1. The annual outcome is calculated by dividing the numerator by the denominator and
multiplying by 100.
2. The Numerator is based on the value from Table Q-2 Implementation
Total/Competency Total.
3. The Denominator for this measure is 30, which is the total possible score if all five
competencies received a high score of “3” for the two implementation categories.
FY 2010 – BHPr Performance Report
94
Glossary
Advanced Education Nursing Program means a program of study in a collegiate school of
nursing or other eligible entity which leads to a masters and/or doctoral degree and which
prepares nurses to serve as nurse practitioners, nurse-midwives, nurse anesthetists, nurse
educators, nurse administrators, or public health nurses, or in other nurse specialties
determined by the Secretary to require advanced education. In addition, programs to
prepare advanced education nurses through combined registered nurse to masters degree
programs, post-nursing masters certificate programs, clinical nurse specialists, eligible
nurse-midwifery certificate programs are included as advanced nurse education programs
for purposes of this legislation. Eligible nurse-midwifery certificate programs in
existence on November 12, 1998 are included as advanced education nurses for purposes
of this legislation.
Allied Health Disciplines have been classified in the following categories/groups:
Assistants refer to: Home Health Aides and Medical Assistants.
Clinical Laboratory Sciences
refers to: Cytotechnologists, Histologic
Technicians/Technologists, Medical
Laboratory Technicians,
Medical
Technologists and Phlebotomists.
Dental refers to: Dental Hygienists, Dental Assistants and Dental Laboratory
Technicians.
Food and Nutrition Services refers to: Dietetic Technicians, Dietitians, and
Nutritionists.
Health Information refers to: Health Information Administrators and Health
Information Technicians.
Rehabilitation refers to: Occupational Therapists, Occupational Therapy
Assistants, Orthotists or Prosthetists, Physical Therapists, Physical Therapy
Assistants, Recreation Therapists and Speech Pathologist/Audiologists.
Technicians and Technologists refers to: Clinical Perfusionists, Cardiopulmonary
Technologists, Diagnostic Medical Sonographers, Electrocardiograph Technicians
(EKG), Electroencephalograph Technicians (EEG), Medical Imaging
Technologists, Nuclear Medicine Technologists, Ophthalmic Medical
Technicians/ Technologists, Radiation Therapy Technologists, Radiology
Technologists, Respiratory Therapists, Respiratory Therapy Technicians, Surgical
Technologists, and Emergency Medical Technicians or EMT Paramedics.
Unspecified refers to any Allied Health discipline not included in the
categories/groups as defined.
Clinical Training the patient-care component of health professions education, including clinical
FY 2010 – BHPr Performance Report
95
rotations and clerkships for medical, dental, nursing, allied health, public health,
physician assistant and pharmacy students; and residency and fellowship training.
Continuing Education Contact hours are the number of hours to which the participant is exposed
to continuing education.
Continuing Education Program means a formal, post-licensure education program designed to
increase knowledge and/or skills of health professionals. Continuing education programs
may include: workshops, institutes, clinical conferences, staff development courses and
individual studies. It does not include study for an academic degree, post-masters
certificate or other evidence of completing such a program.
Cultural Competence means a set of academic and interpersonal skills that allow an individual to
increase his or her understanding and appreciation of cultural differences and similarities
within, among and between groups. This requires willingness and ability to draw on
values, traditions, and customs of the populations served and the ability to develop
culturally sensitive interventions.
Curriculum means a set of courses constituting an area of specialization.
Default Rate means the ratio (stated as a percentage) that the defaulted principal amount
outstanding of the school bears to the matured loans of the school. For this purpose:
The term “defaulted principal amount outstanding” means the total amount
borrowed from the loan fund of a school that has reached the repayment
stage (minus any principal amount repaid or cancelled) on loans in default
for 120 days or more.
The term “matured loans” means the total principal amount of all loans made by a
school minus the total principal amount of loans made by the school to
students who are enrolled in a full-time course of study at the school or are
in their grace period.
Disadvantaged means an individual who (1) Educationally comes from an environment that has
inhibited the individual from obtaining the knowledge, skill and abilities required to
enroll in and graduate from a health professions school, or (2)Economically comes from a
family with an annual income below a level based on low income thresholds according to
family size published by the U.S. Bureau of the Census, adjusted annually for changes in
the Consumer Price index, and adjusted by the Secretary for use in all health professions
programs.
Discipline means a field of study.
Disparity means a pattern of differences in health outcomes that occurs by age, gender, race,
ethnicity, education or income, disability, geographic location, or sexual orientation.
Diversity is defined by the following quote …”Diversity is most often viewed as the proportion
FY 2010 – BHPr Performance Report
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and number of individuals from groups underrepresented among students, faculty,
administrators, and staff (i.e., structural diversity). Diversity, however, can also be
conceptualized as the diversity of interactions that take place on campus (e.g., the quality
and quantity of interactions across diverse groups and the exchange of diverse ideas), as
well as campus diversity-related initiatives and pedagogy (e.g., the range and quality of
curricula and programming pertaining to diversity, such as cultural activities and cultural
awareness workshops; Hurtado et al., 1999).”
Enrollee refers to an individual who receives training in BHPr funded programs, but did not
finish them during the study period.
Entering Practice means health professions students who intend to begin providing direct patient
care or public health upon graduation from a funded formative or advanced education and
training program.
Employ Evidence-Based Approach means to integrate best practices and research with clinical
expertise and patient values for optimum care related to the desired outcome.
Ethnicity There are two categories for data on ethnicity: “Hispanic or Latino,” and “Not Hispanic
or Not Latino.”
“Hispanic or Latino” means a person of Cuban, Mexican, Puerto Rican, Cuban,
South or Central American, or other Spanish culture or origin, regardless of race.
Faculty refers to those members of the instructional staff employed full-time or part-time or who
volunteer. Faculty provides the curriculum to develop skills inherent in practice to a level
of professional competency and, in graduate education and may include the development
of research capability. This includes all faculty, even those who participate on an as
needed basis. Faculty will be counted by a full-time equivalent (FTE) measure unless
otherwise noted.
Fellowship means a 1 or 2 year organized training effort designed to meet a specific training
purpose.
Formative Health Profession Education includes matriculating, continuing, and graduate
students. The program of study to prepare an individual for a degree in a health
profession.
Geriatrics focuses on health promotion and the prevention and treatment of disease and disability
in later life.
Graduates refers to individuals who have successfully completed all educational requirements for
a specified academic program of study or have met the eligibility requirements for full
certification/degree in a designated health profession.
Health Informatics means the systematic application of information and computer sciences to
public health practice, research, and learning [patient care]. It is the discipline that
integrates public health with information technology. The development of this field and
FY 2010 – BHPr Performance Report
97
dissemination of informatics knowledge and expertise to public health professionals is
the key to unlocking the potential of information systems to improve the health of the
nation.
Health Literacy means the degree to which individuals have the capacity to obtain, process, and
understand basic health information and services needed to make appropriate health
decisions.
Navigating the healthcare system, filling out medical forms, deciding among
different types of treatment, and choosing a healthy lifestyle all require health
literacy skills.
For patients, health literacy means being able to follow instructions from a doctor,
nurse or pharmacist; manage a chronic illness; or take medication properly. For
health care practitioners, it is about helping patients understand and act on health
care information.
Health Professional refers to an individual who has received a certificate, an associate degree, a
bachelors degree, a masters degree, a doctoral degree, or post baccalaureate training, in a
field relating to health care, and who shares in the responsibility for the delivery of health
care services or related services.
Interdisciplinary education and training is defined as the collaborative process by which an
interdisciplinary team of health care professionals-faculty, clinical preceptors and
community health care providers-collaborates, plans, and coordinates an interdisciplinary
program of education and training that encompasses didactic and clinical training
components. The collaborative process requires the preparation and functioning
of interdisciplinary teams who share knowledge and decision making with the purpose of
creating solutions to health care problems that transcend conventional discipline-specific
methods. The goal is to work together in service of patient-centered and/or communitycentered health care needs.
Interdisciplinary Clinical Training is defined as the collaborative clinical experience in any
appropriate setting whereby interdisciplinary care is provided to patients and/or the
community. Clinical settings include but are not limited to: hospitals, long-term care
facilities, ambulatory care settings, home and community-based settings, and public
health agencies. Outcomes of interdisciplinary clinical training include at a minimum
that interdisciplinary core competencies are identified and the interdisciplinary team
share accountability for achieving mutual goals and decision-making. Core competencies
require that the participants:
Level I: demonstrate an understanding of the roles and responsibilities of
participating disciplines in the interdisciplinary clinical training.
Level II: demonstrate an understanding of the ways to integrate multiple disciplines
in the assessment, diagnosis, and treatment of patient-centered and/or
community-centered care, and
Level III: develop knowledge, skills, and abilities in interdisciplinary health care
FY 2010 – BHPr Performance Report
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team practice.
Work in interdisciplinary teams: cooperate, collaborate, communicate, and
integrate care in teams to ensure that care is continuous and reliable.
Matriculant refers to a student who participates in the enrollment process of an institution. The
matriculation process is an agreement between the institution and the student who enrolls
for credit to define the student’s educational goals and provide support and resources for
attaining those goals. This applies to students enrolled in a degree or certificate program.
Medically Underserved Communities means any geographic area and/or population served by
any of the following practice sites:
• Ambulatory practice sites designated by State Governors as serving medically
undeserved communities
• Community Health Centers (CHCs) (section 330)
• Federally Qualified Health Centers (FQHCs) (section 1905(1)(2)(B) of the Social
Security Act)
• Health Care for the Homeless Grantees (section 330)
• Indian Health Service Sites (IHS) (Pub. L. 93-638 for tribal operated sites and
Pub. L. 94-437 for IHS operated sites)
• Migrant Health Centers (MHCs) (section 330)
• Primary Medical Care, Mental Health, and Dental Health Professional Shortage
Areas (HPSAs) (federally designated under section 332)
• Public Housing Primary Care Grantees (section 330)
• Rural Health Clinics, federally designated (section 1861(aa) (2) of the Social
Security Act)
• State or Local Health Departments (regardless of sponsor – for example, local
health departments who are funded by the State would qualify)
Note: Information on Community Health Centers, Migrant Health Centers, Health Care for the
Homeless Grantees, Public Housing Primary Care Grantees, National Health Service Corps
Sites, and Health Professional Shortage Areas is available BHPr web site http://bhpr.hrsa.gov/ or
on Bureau of Primary Health Care Web site at http://bphc.hrsa.gov/ (select “Key Program Areas”
and “Resources”).
Patient-Centered means as providing care that is respectful of and responsive to individual
patient preferences, needs, and values, and ensuring that patient values guide all clinical
decisions.
Population-Based Health is an approach to health that aims to improve the health of the entire
population and to reduce health inequities among population groups. In order to reach
these objectives, it looks at and acts upon the broad range of factors and conditions that
have a strong influence on our health.
Pre-Professional Student is a student trained in K-12 or undergraduate BHPr-funded programs
FY 2010 – BHPr Performance Report
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that help develop an interest in attending or prepare them for entrance into a health
professions school.
Primary Care is the provision of integrated comprehensive and continuous, accessible health care
services by clinicians, including nurse practitioners and nurse-midwives, who are
accountable for addressing a large majority of personal health care needs within their
scopes of practice, developing a sustained partnership with clients, and practicing in the
context of family and communities. Critical elements also include accountability of
clinicians and systems for quality of care, consumer satisfaction, efficient use of
resources, and ethical behavior. Clients have direct access to an appropriate source of
care, which continues over time for a variety of problems and includes needs for
preventive services.
Primary Care Service Area (PCSA) is a geographic unit used for the measurement of primary
care resources, utilization, and associated outcomes. Identifies clusters of people
receiving primary care within geographic boundaries, and represents market areas for
primary care services.
Public Health is the science and art of protecting and improving the health of communities
through education, promotion of healthy lifestyles, and research for disease and injury
prevention.
Publications refer to articles, reports or other documents based on HRSA supported data and
information; including peer reviewed journals.
Program Completers: refers to individuals who have met the didactic and/or clinical
requirements of a structured educational program which does not confer a degree (e.g., summer
enrichment programs, continuing education, and fellowship) and is designed to improve their
knowledge and skills. Program completers are grouped together by the length of the program
completed:
Programs ≤ 39 hours
Programs of 40-160 hours
Programs ≥161 hours including fellowships and residencies and 1 year or more
Quality Improvement identifies errors and hazards in care; understand and implement basic
safety design principles, such as standardization and simplification; continually
understand and measure quality of care in terms of structure, process, and outcomes in
relation to patient and community needs; design and test interventions to change process
and systems of care, with the objective of improving care.
Quality of Care includes attention to the following:
Efficient – avoiding waste, including waste of equipment, supplies, ideas, and
energy
Effective – providing services based on scientific knowledge to all who could
benefit and refraining from providing services to those not likely to benefit
(avoiding under use and overuse, respectively).
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Equitable – providing care that does not vary in quality because of personal
characteristics such as gender, ethnicity, geographic location, and
socioeconomic status.
Patient-Centered – providing care that is respectful of and responsive to
individual patient preferences, needs, and values and ensuring that patient
values guide all clinical decisions.
Safe: avoiding injuries to patients from the care that is intended to help them.
Timely – reducing waits and sometimes harmful delays for both those who
receive and those who give care.
Residency is a period of advanced training in a medical specialty after graduation from medical
school.
Underrepresented Minority, with respect to a health profession, means racial and ethnic
populations that are underrepresented in the health profession relative to their proportion
of the population involved, to include Blacks or African Americans, American Indians or
Alaska Natives, Native Hawaiians or Other Pacific Islanders, Hispanics or Latinos, and
certain Asian subpopulations (other than Chinese, Filipino, Japanese, Asian Indian or
Thai)
Minority means an individual is either of the Hispanic or Latino ethnicity or is an
American Indian or Alaska Native, Asian, Black or African American, Native Hawaiian
or Pacific Islander.
Race The standards have five categories for data on race: American Indian or Alaska Native,
Asian, Black or African American, Native Hawaiian or Other Pacific Islander, and White.
The minimum categories for data on race and ethnicity for Federal statistics, program
administrative reporting, and civil rights compliance reporting are defined as follows:
•
•
•
•
•
American Indian or Alaska Native. A person having origins in any of the
original peoples of North and South America (including Central America),
and who maintains tribal affiliation or community attachment.
Asian. A person having origins in any of the original peoples of the Far East,
Southeast Asia, or the Indian subcontinent including, for example, Cambodia,
China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands,
Thailand, and Vietnam.
Black or African American. A person having origins in any of the black racial
groups of Africa. Terms such as “Haitian” or “Negro” can be used in addition
to “Black or African American.”
Native Hawaiian or Other Pacific Islander. A person having origins in any of
the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
White. A person having origins in any of the original peoples of Europe, the
Middle East, or North Africa.
Respondents shall be offered the option of selecting one or more racial designations.
FY 2010 – BHPr Performance Report
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Note: See “Ethnicity” for definitions of Hispanic or Latino ethnicity.
Students: For the purpose of compiling and analyzing data, anyone who receives training or
education in a BHPr-funded program is considered a student.
Underserved Area/Population includes:
•
•
•
•
•
•
•
•
•
The Elderly, Individuals with HIV-AIDS, Substance Abuse, Homeless, and Victims
of Domestic Violence
Homeless Populations
Health Professional Shortage Areas/Populations
Medically Underserved Areas/Populations
Migrant and Seasonal Farm workers
Nurse Shortage Areas
Residents of Public Housing
Rural Communities
Rural Health Clinic Certified Areas; now defined with additional entities listed
below:
Ambulatory Surgical Center – An entity that provides surgical services to
individuals on an outpatient basis and is not owned or operated by a
hospital.
Disproportionate Share Hospital (DSH) – A hospital as certified under
1886(d) of the Social Security Act that 1) has a disproportionately large
share of low-income patients and 2) receives a) an augmented payment
from the States under Medicaid or b) a payment adjustment from
Medicare. Hospital-based outpatient services are included under this
definition.
Federal Hospital – Any Federal institution that is primarily engaged in
providing care, by or under the supervision of physicians, to inpatients or
outpatients: (a) diagnostic and therapeutic services for medical diagnosis,
treatment, and care of injured, disabled, or sick persons, or (b)
rehabilitation of injured, disabled, or sick persons.
Home Health Agency – A public agency or private organization as certified
under section 1861(o) of Social Security Act that is primarily engaged in
providing skilled nursing care and other therapeutic services.
Hospice Program – A public agency or private organization as certified under
section 1861 (dd)(2) of the Social Security Act that provides 24-hour care
and treatment services (as needed) to terminally ill individuals and their
families. This care is provided in individuals’ homes on an outpatient
basis, and on a short-term inpatient basis, directly or under arrangements
made by the agency or organization.
Native Hawaiian Health Center – An entity (a) which is organized under the
laws of the State of Hawaii: (b) which provides or arranges for health care
services through practitioners licensed by the State of Hawaii, where
licensure requirements are applicable; (c) which is a public or nonprofit
private entity; and (d) in which Native Hawaiian health practitioners
FY 2010 – BHPr Performance Report
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significantly participate in planning, management, monitoring, and
evaluation of health services. See the Native Hawaiian Health Care Act of
1988)Public Law 100-579), as amended by Public Law 102-396.
Non-Federal Non-Disproportionate Share Hospital – Any public or private
institution that is primarily engaged in providing care, by or under the
supervision of physicians, to inpatients or outpatients: (a) diagnostic and
therapeutic services for medical diagnosis, treatment, and care of injured,
disabled, or sick persons, or (b) rehabilitation of injured, disabled, or sick
persons.
Nursing Home – An institution (or a distinct part of an institution) as certified
under section 1919 (a) of the Social Security Act, that is primarily
engaged in providing, on a regular basis, health-related care and service to
individuals who because of their mental or physical condition require care
and service (above the level of room and board) that can be made
available to them only through institutional facilities, and is not primarily
for the care and treatment of mental diseases.
Skilled Nursing Facility – An institution (or a distinct part of an institution) as
certified under section 1819 (a) of the Social Security Act, that is
primarily engaged in providing skilled nursing care and related services to
residents requiring medical, rehabilitation or nursing care and is not
primarily for the care and treatment of mental diseases.
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Core Performance Measures
HRSA Goals
As the nation’s Access Agency, HRSA focuses on uninsured, underserved, and special needs
populations in its goals and program activities.
Goal 1: Improve Access to Health Care
Goal 2: Improve Health Outcomes
Goal 3: Improve the Quality of Health Care
Goal 4: Eliminate Health Disparities
Goal 5: Improve the Public Health and Health Care Systems
Goal 6: Enhance the Ability of the Health Care System to Respond to Public Health
Emergencies
Goal 7: Achieve Excellence in Management Practices
BHPr Strategic Goals
Goal 1: Eliminate Barriers to Health Care
Goal 2: Eliminate Health Disparities
Goal 3: Improve the Quality of Health Care
Goal 4: Improve Public Health and Health Care systems
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Summary of Core Performance Measures
Strategy: Increase health workforce diversity.
Diversity
DV-1: The percent of underrepresented minority students in BHPr funded preprofessional, formative education, and training programs.
DV-2: The percent of disadvantaged students in BHPr funded pre-professional, formative
education, and training programs.
DV-3: The percent of FTE underrepresented minority faculty in BHPr grant programs.
Strategy: Promote careers in primary care.
Primary Care
PC-1: The percent of evidence based strategies implemented in Bureau-funded programs
to promote the selection of or enhance the preparation of a primary care career among
health professional students.
PC-2: The percent of all students in BHPr-funded training and/or formative education
programs being trained for a career in primary care.
PC-3: The percent of formative education and formative training program students
receiving a portion of their clinical training in a non-hospital, primary care site.
Strategy: Improve the distribution of the health workforce.
Distribution
DS-1: The percent of evidence-based strategies implemented in Bureau-funded programs
to influence the distribution of the health professional workforce, by providing
opportunities to understand and experience the delivery of health care in underserved
areas.
DS-2: The percent of students in this BHPr-funded grant program receiving a portion of
their clinical training in underserved area sites
DS-3: The percent change of health professionals entering practice in underserved areas
after graduation from a BHPr-funded formative education and formative training
program.
Strategy: Strengthen public health and health care infrastructure.
IN-1: The percent of curricula related to improving population-based health (public
Infrastructure health) implemented in BHPr-funded education and training programs.
IN-2: The percent change of Continuing Education Contact hours offered by BHPr
programs.
Strategy: Improve the quality of care through training.
Quality
Q-1: The percent of Institute of Medicine (IOM) Core Competencies (patient safety and
care that is timely, effective, efficient and equitable), patient-centered care, health
informatics, evidence-based strategies (EBS), interdisciplinary team training, other
quality measurement and improvement integrated into BHPr-funded health professional
education and training programs.
Q-2: The percent change of comprehensive cultural competence curricula integrated into
BHPr-funded education and training.
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Core Measures Detail Sheets
DV-1
PERFORMANCE MEASURE
GOAL
MEASURE
SIGNIFICANCE
The percent of underrepresented minority students
in BHPr funded pre-professional, formative
education, and training programs.
Increase diversity in the health care workforce.
Assess the percent change in underrepresented
minority students enrolled or graduated or
completed programs in BHPr-funded preprofessional, formative education, and training
programs.
BHPr programs support increasing minority and
disadvantaged representation in the health care
workforce by sponsoring programs to
encourage a greater interest in health careers,
programs to increase academic achievement,
provide financial support, and social support for
minority students.
The success of these programs can be measured
by continuing increases in the percent of
minorities and disadvantaged in each entering
class.
DEFINITION
Numerator:
Number of URM students enrolled or graduated
or completed programs in BHPr-funded preprofessional, formative education, and training
programs
Denominator:
The total number of enrollees or graduates or
program completers in BHPr-funded preprofessional, formative education, and training
programs.
FY 2010 – BHPr Performance Report
106
DV-2
PERFORMANCE MEASURE
The percent of disadvantaged students in BHPr
funded pre-professional, formative education, and
training programs.
GOAL
Increase diversity in the health care workforce
MEASURE
Assess the percent change in disadvantaged
students enrolled or graduated or completed
programs in BHPr-funded pre-professional,
formative education, and training programs.
SIGNIFICANCE
BHPr programs support increasing minority and
disadvantaged representation in the health care
workforce by sponsoring programs to
encourage a greater interest in health careers,
programs to increase academic achievement,
provide financial support, and social support for
minority and disadvantaged students.
The success of these programs can be measured
by continuing increases in the percent of
minorities and disadvantaged in each entering
class.
DEFINITION
Numerator:
Number of disadvantaged students enrolled or
graduated or completed programs in BHPrfunded pre-professional, formative education,
and training programs.
Denominator:
The total number of enrollees or graduates or
program completers in BHPr-funded preprofessional, formative education, and training
programs.
FY 2010 – BHPr Performance Report
107
DV-3
PERFORMANCE MEASURE
The percent of FTE underrepresented minority
faculty in BHPr grant programs.
GOAL
Increase the percent of FTE underrepresented
minority faculty in health professions education
and training programs.
MEASURE
Assess the percent change of FTE
underrepresented faculty in BHPr grant
programs.
SIGNIFICANCE
As a nation, we are trying to increase diversity
in the health professions workforce. In order to
succeed, we need to increase minority
representation among faculty.
Underrepresented minority role models and
mentors are needed to assist and encourage
minority students and trainees in preparing for a
career in health professions.
Many BHPr programs are working actively to
promote faculty development and increase the
number of minorities working in the health
professions.
This performance measure will enable the
bureau to monitor progress in increasing the
representation of underrepresented minorities
on institutional faculties.
DEFINITION
FY 2010 – BHPr Performance Report
Numerator:
The full time equivalent number of
underrepresented minority faculty in a grant
program.
Denominator:
The full time equivalent number of faculty in a
grant program.
108
PC-1
PERFORMANCE MEASURE
GOAL
MEASURE
SIGNIFICANCE
The percent of evidence based strategies
implemented in Bureau-funded programs to
promote the selection of or enhance the preparation
of a primary care career among health professional
students.
Promote the selection or enhance the
preparation of a primary care career among
health professional students by demonstrating
use of evidence based strategies (EBS).
Assess the percent change in the number of
evidenced-based strategies implemented in
BHPR-funded programs to promote the
selection of or enhance the preparation of a
primary care career among health professional
students.
The number of individuals choosing careers in
primary care has been declining since the late
1990s, in large part due to the significant debt
incurred by US trained medical students and
decreasing reimbursement for primary care vs.
specialty physicians. To reverse this decline,
BHPr supports programs that encourage
students to choose a career in primary care.
This measure will track the degree to which
BHPr-funded education and training programs
are implementing evidence-based strategies to
promote careers in primary care.
DEFINITION
SOURCE
FY 2010 – BHPr Performance Report
Numerator:
Total number of the EBS used by grantees.
Denominator:
The maximum possible number of strategies.
The Generalist Physician Initiative: National
Program Report (2003), The Robert Wood
Johnson
109
PC-2
PERFORMANCE MEASURE
The percent of all students in BHPr-funded training
and/or formative education programs being trained
for a career in primary care.
GOAL
To maintain or increase the number of
individuals training for careers in primary care.
MEASURE
Assess the percent change in all students in
BHPr-funded formative education and
formative training programs being trained for a
career in primary care.
The number of individuals choosing careers in
primary care is declining, in large part due to
the significant debt incurred by US trained
medical students and decreasing reimbursement
for primary care vs. specialty physicians. To
reverse this decline, BHPr supports programs
that encourage students to choose a career in
primary care.
SIGNIFICANCE
In fact, BHPr is the only source of Federal
funds to promote training in primary care.
While some BHPr programs support fields such
as nurse midwifery and nurse anesthesia, the
majority of BHPr funding supports primary
care.
This measure provides a simple indicator of the
degree to which BHPr funds are targeting and
supporting training in primary care.
DEFINITION
FY 2010 – BHPr Performance Report
Numerator:
Number of trainees in BHPr-funded formative
education and formative training programs
supporting primary care.
Denominator:
Number of trainees in all BHPr-funded
formative education and training programs.
110
PC-3
PERFORMANCE MEASURE
GOAL
MEASURE
The percent of formative education and formative
training program students receiving a portion of
their clinical training in a non-hospital, primary care
site.
To increase the number of individuals in BHPrfunded education and formative training programs
who are exposed to primary care during their
clinical training.
Assess the percent change of formative education
and training program participants receiving a
portion (≤1 month or ≥ 1 month) of their clinical
training in a non-hospital, primary care site.
The number of individuals choosing careers in
primary care is declining, in large part due to the
significant debt incurred by US trained medical
students and decreasing reimbursement for primary
care vs. specialty physicians. To reverse this
decline, BHPr supports programs that encourage
students to choose a career in primary care.
SIGNIFICANCE
In fact, BHPr is the only source of Federal funds to
promote training in primary care. While some
BHPr programs support fields such as nurse
midwifery and nurse anesthesia, the majority of
BHPr funding supports primary care.
Exposure to ambulatory care during clinical training
increases the likelihood that students and trainees
will choose a career in primary care. This measure
provides a simple indicator of the degree to which
BHPr funds are targeting and supporting training in
primary care.
DEFINITION
FY 2010 – BHPr Performance Report
Numerator:
Number of individuals receiving a portion (<1
month or ≥ 1 month) of their clinical training in an
ambulatory site.
Denominator:
Total number of individuals receiving their clinical
training in a BHPr-funded program.
111
DS-1
PERFORMANCE MEASURE
GOAL
MEASURE
SIGNIFICANCE
The percent of evidence-based strategies
implemented in Bureau-funded programs to
influence the distribution of the health professional
workforce, by providing opportunities to understand
and experience the delivery of health care in
underserved areas.
Increase the distribution of the health
professional workforce by providing
opportunities to understand and experience the
delivery of health care in underserved areas.
Assess the percent change in evidenced-based
strategies implemented in BHPr-funded
programs to influence the distribution of the
health professional workforce by providing
opportunities to understand and experience the
delivery of health care in underserved areas.
A literature review was conducted to identify
factors that promote improved provider
distribution. These factors were integrated into
a scale measure of the degree to which BHPr
programs are using strategies based on
evidence.
This measure will track the degree to which
BHPr-funded education and training programs
are implementing evidence-based strategies to
influence the distribution of the health
professional workforce.
DEFINITION
SOURCE
FY 2010 – BHPr Performance Report
Numerator:
Total number of the EBS used by grantees.
Denominator:
The maximum possible number of the
strategies.
MGT of America, Inc. Study of Best Models
for Training and Retaining Physicians for
Service in Underserved Areas. FSU
Tallahassee, Florida, Oct 1999.
112
DS-2
PERFORMANCE MEASURE
The percent of students in this BHPr-funded grant
program receiving a portion of their clinical training
in underserved area sites
GOAL
To increase the percent of health professional trainees
choosing to serve in underserved areas.
MEASURE
Assess the percent change in participants in BHPRfunded formative education and formative training
programs receiving a portion (≤1 month or ≥ 1 month)
of their clinical training in underserved area sites.
Historically, health care providers, especially
physicians, have tended to settle in areas with higher
average incomes, higher average population density,
greater access to other providers and hospital facilities,
and leisure amenities. Consequently, the distribution of
health care providers across the United States has
become unequal, creating access problems within rural
and other underserved areas.
SIGNIFICANCE
Studies have shown that programs combining selected
admissions policies with special educational programs
have been successful in increasing the number of
providers practicing in rural and underserved areas. In
particular exposure to underserved areas and
populations during formative education has shown a
greater likelihood of health professionals entering
practice in such areas.
Improving the distribution of primary-care providers in
the United States is a goal common to many BHPrfunded health professions education and training
programs.
This measure will enable the Bureau to begin tracking
the extent to which supported programs are providing
opportunities for their students and trainees to gain
clinical experience in underserved areas sites.
DEFINITION
FY 2010 – BHPr Performance Report
Numerator:
Number of students in formative education and
formative training programs receiving a portion (<1
month or ≥ 1 month) of their clinical training in an
underserved area.
Denominator:
Total number of students in formative education and
training programs.
113
DS-3
PERFORMANCE MEASURE
GOAL
MEASURE
The percent change of health professionals entering
practice in underserved areas after graduation from
a BHPr-funded formative education and formative
training program.
To increase the percent of graduates and completers of
BHPr-funded programs practicing in underserved
areas, communities, or health professional shortage
areas.
Assess the percent change in health professionals
entering practice in underserved areas after graduation
from a BHPR-funded formative education and
formative training program.
Historically, health care providers, especially
physicians, have tended to settle in areas with higher
average incomes, higher average population density,
greater access to other providers and hospital
facilities, and leisure amenities. Consequently, the
distribution of health care providers across the United
States has become unequal, creating access problems
within rural and other underserved areas.
SIGNIFICANCE
Studies have shown that programs combining selected
admissions policies with special educational programs
have been successful in increasing the number of
providers practicing in rural and underserved areas. In
particular exposure to underserved areas and
populations during formative education has shown a
greater likelihood of health professionals entering
practice in such areas.
Improving the distribution of primary-care providers
in the United States is a goal common to many BHPrfunded health professions education and training
programs.
This measure will enable the Bureau to monitor the
success of programs to increase the number of health
care providers working in underserved areas,
communities, or health professional shortage areas.
DEFINITION
FY 2010 – BHPr Performance Report
Numerator:
The number of BHPr graduates entering practice in an
underserved area.
Denominator:
Total number of graduates in BHPr-funded programs.
114
IN-1
PERFORMANCE MEASURE
GOAL
The percent of curricula related to improving
population-based health (public health)
implemented in BHPr-funded education and
training programs.
Strengthen the public health infrastructure
MEASURE
Assess the percent change in curricula related to
improving population-based health implemented in
BHPr-funded education and training programs.
The Nation’s public health infrastructure is the
resource needed to deliver the essential public
health services to every community. It includes
people who work in the field of public health, the
information and communication systems used to
collect and disseminate accurate health data, and
public health organizations at the State and local
levels in the front lines of public health.
SIGNIFICANCE
Many BHPr programs, not just those specifically
targeted at public health, contribute to the
achievement of the core competencies in public
health. Efforts include curriculum development,
continuing education, development of public health
and prevention research agenda.
This measure will track the degree to which the
following are included in the curricula of BHPrfunded education and training programs:
population-based health care, biostatistics,
epidemiology, program evaluation and performance
monitoring, community-oriented primary care,
health promotion, disease prevention, environmental
health, health behavior, and leadership skills.
DEFINITION
SOURCE
FY 2010 – BHPr Performance Report
Numerator:
Total number of the curricula used by grantees.
Denominator:
The maximum possible number of the curricula.
Council on Linkages between Academia and Public
health Practice: Core Competencies for Public
Health Professionals, Public Health Foundation,
2001.
115
IN-2
PERFORMANCE MEASURE
The percent change of Continuing Education
Contact hours offered by BHPr programs.
GOAL
Meet the continuing education needs of health
professionals in CHCs.
MEASURE
Assess the percent change in Continuing
Education Contact hours offered by BHPr
programs.
There are numerous providers of continuing
education for health professionals in the U.S.
Both private entities and the Federal
government are major sponsors of continuing
education programs.
SIGNIFICANCE
Features that distinguish federally-funded
continuing education, in general, and BHPrfunded continuing education, in particular, from
privately sponsored programs is its ability to
provide programming in locations that are not
profitable for private sponsors, such as Health
Professional Shortage Areas (HPSAs).
In addition, BHPr continuing education
programs are offered to all health professionals
regardless of discipline, and can be tailored to
meet the specific needs of local health
professionals and the populations they serve.
Topics addressed in BHPr-funded sponsored
CE programs include emergency preparedness.
DEFINITION
FY 2010 – BHPr Performance Report
Numerator:
The total number of Continuing Education
Contact hours offered by your program for the
current reporting year.
Denominator:
The total number of Continuing Education
Contact hours offered by your program PRIOR
to the current reporting year.
116
Q-1
PERFORMANCE MEASURE
GOAL
MEASURE
The percent of Institute of Medicine (IOM) Core
Competencies(patient safety and care that is timely,
effective, efficient and equitable), patient-centered
care, health informatics, evidence-based strategies
(EBS), interdisciplinary team training, other quality
measurement and improvement integrated into
BHPr-funded health professional education and
training programs.
To integrate quality of care into health professional
curricula.
Assess the percent change in Institute of Medicine (IOM)
Core Competencies (patient safety and care that is timely,
effective, efficient and equitable), patient-centered care,
health informatics, evidence-based strategies (EBS),
interdisciplinary team training, other quality measurement
and improvement integrated into BHPr-funded health
professional education and training programs.
Recent changes in the health care environment necessitate
corresponding changes in the structure of health
professional education.
Among these are advances in science and health
technology, changes in the practice environment, the
diversity of the U.S. population, and the increasing
predominance of chronic over acute conditions.
SIGNIFICANCE
The core recommendations of a 2003 Institute of Medicine
report focus in particular on patient-centered care, health
informatics, evidence-based decision-making,
interdisciplinary team training, and quality measurement
and improvement as a means to improve the health care
system’s ability to keep up with new knowledge and
technology.
BHPr-funded education and training programs will be
asked to rate themselves on actions they have taken or are
taking to improve the quality of provider education, using
the attached instrument.
DEFINITION
SOURCE
FY 2010 – BHPr Performance Report
Numerator:
Total number of the EBS or quality improvement curricula
used by grantees.
Denominator:
The maximum possible number of curricula.
Institute of Medicine (IOM), Health profession Education:
A Bridge to Quality, April 2003.
117
Q-2
PERFORMANCE MEASURE
GOAL
MEASURE
The percent of comprehensive cultural competence
curricula integrated into BHPr-funded education
and training programs.
Improve the quality of health professional
education.
Assess the percent change in comprehensive cultural
competence curricula integrated into BHPr-funded
education and training programs.
Cultural competence has been recognized by the
American Medical Association, the Association of
Academic Medical Colleges and the Institute of
Medicine of the National Academies of Science as
being an important component of medical and
health professional education curricula.
SIGNIFICANCE
The American Association of Medical Colleges
recently published an instrument for the Technical
Assessment of Cultural Competence Training
(TACCT), which provides a framework for medical
schools to assess the adequacy of their cultural
competence curricula. The framework identifies
cultural competence as consisting of five domains of
expertise.
The data collection instrument attached uses the five
domains of cultural competence adapted from the
TACCT to assess the degree to which BHPr-funded
educational organizations are integrated into the
curricula of health professionals regardless of
discipline and area of expertise.
DEFINITION
SOURCE
FY 2010 – BHPr Performance Report
Numerator:
Total number of the core cultural competence
curricula used by grantees.
Denominator:
The maximum possible number of the curricula.
American Association of Medical Colleges
(AAMC): Instrument for the Technical Assessment
of Cultural Competence Training (TACCT).
118
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U.S. Preventive Services Task Force (USPSTF). www.uspstfix.htm
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IOM 1996. Primary Care: America’s Health in a New Era.
Senf J. H., Campos-Outcalt D., Watkins A J., Bastacky S, Killian C. A systematic analysis of
how medical school characteristics relate to graduates’choices of primary-care specialties.
Academic Medicine 1997 June: 72 (6 t): 524 – 33.
Pan RJ, Clark-Chiarelli N, Peters AS, Block SD. Intention to Practice by Primary-Care Pediatric
Residents: Nature or Nurture? Clinical Pediatrics 1999 August; 38 (8): 473 – 9.
Henderson MC, Hunt DK, Williams JW Jr. General Internists Influence Students to Choose
Primary Care Careers: The Power of Role Modeling. American Journal of Medicine 1996
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Solomon D. J., D. I PETTE D. J.. Specialty Choice among Students Entering the Fourth Year of
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Internal Medicine 1992 March 15; 116 ( 6 ): 482 –7..
The Generalist Physician Initiative: National Program Report (2003) The Robert Wood Johnson
Foundation.
Pipas, CF, Peltier DA, Fall LH, Olson AL, Mahoney JF, Skochelak JF, Gjerde CL.
Collaborating to integrate curriculum in primary-care medical education: successes and
challenges from three U.S. medical schools. Family medicine 2004; 36 (January supplement) : S.
126 – S. 132.
Friedman RH, Wahi-Gururaj S, Alpert J, Bauchner H, Culpepper L, Heeren T, Singer A. the
views of U.S. medical school deans toward academic primary-care. Academic Medicine,
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Blumenthal D, Gokhale M, Campbell EG, Weissman JS. Preparedness for clinical practice:
reports of graduating residents had academic health centers. Journal of the American Medical
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Lynch D. C, Pugno P, Beebe D. K., Cullison SW, Lin JJ. Family Practice Graduates
Preparedness in the Six ACGME Competency Areas: Prequel. Family Medicine May, 2003
Distribution
MGT of America, Inc. A Study of Best Models for Training and Retaining Physicians for
Service in Underserved Areas. Tallahassee, Florida. October 1999.
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Goodman, David C.. ( 2004) Trends: twenty year trends in regional variations in the U.S.
Physician workforce. Health Affairs, Vol. 90
Oandasan, I.F and Keegan K. Barker. Educating for advocacy: Exploring the source and
substance of community-responsive physicians. Academic Medicine, volume 78, number (10)/
October Supplement 2003.
Quality
Weissman JS, Betancourt J, Campbell EG, Park ER, Kim M, Clarridge B, Blumenthal D, Lee
KC, Maina AW. Resident physicians preparedness to provide cross–cultural care. Journal of the
American Medical Association, September 7, 2005 Volume 294, number 9.
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Perls, TT. The Geriatrics Scene in the Harvard Medical School Curriculum.
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Bread, Elizabeth J. And Gregg A. Warshaw. ACGME Requirements For Geriatrics Medicine
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Infrastructure
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FY 2010 – BHPr Performance Report
120
Accreditation Council For Continuing Medical Education. (ACCME). The ACCME’s Essential
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Data Collection Instruments
FY 2010 – BHPr Performance Report
121
Thank you for taking the time to complete this report.
The information collected will be used by BHPr to justify the President's annual budget
request to Congress and meet the mandatory performance measurement requirements of
the Government Performance Results Act (GPRA).
FY 2010 – BHPr Performance Report
122
| File Type | application/pdf |
| File Title | Performance Report for Grants and Cooperative Agreements |
| Subject | Performance Report for Grants and Cooperative Agreements |
| Author | HRSA |
| File Modified | 2010-06-23 |
| File Created | 2010-06-18 |