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dc.contributorWichita State University. Department of Public Health Sciencesen_US
dc.contributor.authorMuma, Richard D.en_US
dc.contributor.authorPries, Patriciaen_US
dc.date.accessioned2012-03-07T17:40:12Z
dc.date.available2012-03-07T17:40:12Z
dc.date.issued2010en_US
dc.identifier21366110en_US
dc.identifier101298201en_US
dc.identifierD57HP05123en_US
dc.identifier.citationMuma RD, Pries P.2012.Evaluation of a diversity intervention funded by title VII.Journal of Physician Assistant Education (in-press), 21(4): 4-17en_US
dc.identifier.issn1941-9430en_US
dc.identifier.urihttp://www.paeaonline.org/index.php?ht=action/GetDocumentAction/i/118959en_US
dc.identifier.urihttp://hdl.handle.net/10057/4758
dc.descriptionClick on the link below to access the article (may not be free).en_US
dc.description.abstractPurpose: The purpose of this study was to evaluate an intervention intended to make an impact in heightening the cultural training of health care-focused high school and physician assistant (PA) students, increasing the number of underrepresented minority faculty and preceptors, and increasing the number of minority/disadvantaged applicants and ultimately graduates from the PA program. Methods: A parsimonious design was developed to assess program components, including PA student instruction of leading health indicator/career information in low-income high schools; affiliating with a diverse faculty; implementing a PA race-neutral application process; and PA student retention activities. Results: The ability of the project to strengthen and expand the cultural training of health care students was demonstrated in the number of participants (high school students [n = 549]; PA students [n = 163]) in the diversity intervention. The scores from the leading health indicator and health care career knowledge tests were above average among high school students. The cultural competency evaluation indicated PA student awareness of health disparities before and after the intervention. Thirty-five percent of each PA class received exposure to underrepresented minority clinicians. The underrepresented and disadvantaged applicant pool increased during the grant project. The number of accepted underrepresented minority matriculates was maintained. Conclusions: The project was successful in terms of heightening the training of health care students as measured by the number of participants and their performance on surveys. Exposure of PA students to underrepresented minority faculty was limited. The number of underrepresented minorities increased in the applicant pool; however, the number of underrepresented minorities accepted remained constant.en_US
dc.description.sponsorshipPHS HHSen_US
dc.description.sponsorshipThis project was supported in part by the Workforce Diversity Initiative Grant, funded by US/DHHS, grant number D57HP05123, 2005–2011, Dr. Richard Muma, PI.
dc.format.extent4-17en_US
dc.language.isoengen_US
dc.publisherPhysician Assistant Education Associationen_US
dc.relation.ispartofseriesJ Physician Assist Educen_US
dc.relation.ispartofseries2010, V.21, No.4en_US
dc.sourceNLMen_US
dc.subjectResearch Support, U.S. Gov't, P.H.S.en_US
dc.subject.meshAdolescenten_US
dc.subject.meshAdulten_US
dc.subject.meshCareer Choiceen_US
dc.subject.meshCultural Competency/educationen_US
dc.subject.meshCultural Diversityen_US
dc.subject.meshHealth Knowledge, Attitudes, Practiceen_US
dc.subject.meshHumansen_US
dc.subject.meshPhysician Assistants/educationen_US
dc.subject.meshProgram Evaluationen_US
dc.titleEvaluation of a diversity intervention funded by Title VIIen_US
dc.typeArticleen_US
dc.coverage.spacialUnited Statesen_US
dc.description.versionpeer revieweden_US
dc.rights.holderCopyright © Physician Assistant Education Associationen_US


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