CREATING AND IMPLEMENTING A NEW RURAL / UNDERSERVED MEDICAL STUDENT TRAINING TRACK TRUST AT THE UNIVERSITY OF WASHINGTON - PowerPoint PPT Presentation

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CREATING AND IMPLEMENTING A NEW RURAL / UNDERSERVED MEDICAL STUDENT TRAINING TRACK TRUST AT THE UNIVERSITY OF WASHINGTON

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creating and implementing a new rural / underserved medical student training track trust at the university of washington – PowerPoint PPT presentation

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Title: CREATING AND IMPLEMENTING A NEW RURAL / UNDERSERVED MEDICAL STUDENT TRAINING TRACK TRUST AT THE UNIVERSITY OF WASHINGTON


1
CREATING AND IMPLEMENTING A NEW RURAL /
UNDERSERVED MEDICAL STUDENT TRAINING TRACKTRUST
AT THE UNIVERSITY OF WASHINGTON
2
TRUST Targeted Rural UnderServed Track
  • Introduction
  • TRUST Admissions
  • TRUST Year 1
  • TRUST Year 2
  • TRUST Years 3 4
  • Challenges
  • Discussion

3
The WWAMI Program 1971-2009
17
66
61
70
59
4
Rural/Underserved Programs
  • R/UOP 1988
  • WRITE 1996
  • Underserved Pathway 2006
  • Rural required third-year clerkships (Family
  • Medicine, Internal Medicine, OB/GYN)
  • Rural clinical electives

5
TRUST Continuum
6
TRUST Admissions A Separate Process
  • Where have you lived/worked from birth until
  • present?
  • How do you imagine your personal and
  • professional lives intersecting ten years
    from now?
  • What obstacles have you overcome in your life to
  • get to the point of applying for medical
    school?
  • Why have you applied to participate in the TRUST
  • program?

7
Pre-Matriculation Experience
Grand Coulee, Washington
8
Pre-Matriculation Experience
  • 2 weeks before starting 1st year
  • Hospital
  • First observation of a birth
  • First mentor experience created
  • EMS
  • Public Health
  • Shadowing

9
TRUST The Students First Year Experience
  • TRUST rural health class addressing
  • Rural social life
  • Scope of practice
  • Benefits/pitfalls
  • Economics

10
Continuity with the Pre-Mat Site
  • Hands on experience with visits
  • to Pre-mat site
  • Growth in skills becomes evident
  • to student and preceptor
  • Mentorship continues
  • Continuity of care manifests

11
Journal Club
  • Focus on health policy discussions
  • High student interest evident from lively
    discussions
  • Open to other interested students

12
R/UOP
  • Month long immersion
  • clinical experience
  • Approx 120 of 216
  • students will participate
  • in Summer 2010
  • Most students complete a
  • community-oriented
  • scholarly project
  • Highly rated

13
The Students Second Year Experience in Seattle
Building TRUST Scholar Cohesion
  • All TRUST students are together in Seattle for
    their
  • second year where they
  • Continue participation in the Underserved Pathway
  • Participate in the Rural Health Class
  • Continue and build relationship with School of
  • Medicine college mentor

14
Underserved Pathway Diagram
Year I
Year II
Year III
Year IV
Pre-Clinical Electives, Selectives, RUOP,
Preceptorships in underserved sites
Clinical Block Rotations, Core Clerkships,
Electives in underserved sites
Service Learning CHAP, SITC, Volunteer
activities
Mentorship Quarterly contacts with mentors,
faculty/staff support
Web Module
Web Module
Web Module
Web Module
Independent Investigative Inquiry
15
Underserved Pathway Core Curriculum (web-based)
  • Teaches fund of knowledge in underserved
  • medicine
  • 12 web-based modules with interactive elements
  • Pathway students complete two modules per year
  • In person/video conferencing sessions to build
  • community with mentor and others

16
UP Provides Core Support for TRUST Scholars
  • Pathway as curricular base
  • Pre-matriculation Mentors role
  • New courses (rural health)
  • Community building and support
  • Journal Club across years
  • Face to face module completion
  • Social gatherings

17
Mentorship TRUST Scholars Have Many
Opportunities
  • Pre-matriculation site mentor
  • Regional Dean - home state mentor
  • School of Medicine College mentor with
  • underserved service background
  • Underserved Pathway faculty

18
Mentorship Purposes
  • To establish a long-term mentoring relationship
  • between student and healthcare provider
    working
  • in an underserved setting
  • To nurture the students career goals
  • To provide career and educational counseling
  • To introduce students to working in an
    underserved
  • setting

19
TRUST The Students Third Year Experience
  • 21 WRITE (WWAMI Rural Integrated Training
  • Experience) sites across the region
  • 20 weeks of integrated training
  • Immersion experience - Significant clinical
  • responsibilities
  • Significant outcomes
  • Two thirds of students choose primary care
  • One third of students choose rural practice

20
WRITE Sites in 5 WWAMI States
21
TRUST in Washington
21
W
W
W
W
22
TRUST in Montana
23
TRUSTThe Students Fourth Year Experience
  • Work on career development
  • Participate in sub-internships
  • Establish links with regional
  • residency programs
  • Explore integrated residency

24
Challenges
  • Funding
  • Program administration costs
  • Student scholarships and/or loan repayment
  • Student travel costs
  • Program evaluation
  • Faculty Development
  • Regional challenges - students across four years,
  • faculty across four states

25
Challenges
  • Pipeline starting with K-12
  • Connections with communities including training
    site
  • support
  • Balance of rural and urban opportunities
  • Engaging other medical specialties
  • Linkages with regional residency programs
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