Looking at Graduates of Title V MCHB-Funded Training Programs Through the Lens of the MCH Pyramid
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To examine the distribution of professional responsibilities as reflected in each level of the MCH Pyramid for 208 graduates of five Maternal and Child Health Bureau (MCHB)-funded training programs—Leadership Education in Neurodevelopmental and Related Disabilities, nutrition, pediatric dentistry, public health, and social work—at the University of North Carolina at Chapel Hill.
Graduates completed a web-based survey, 1–8 years after graduation. For each program, we constructed means of the reported percentages of total work time spent in infrastructure-building, population-based, enabling, and direct health care services.
Although generally consistent with the goals of the training programs, the percentages of time spent in each level of the Pyramid varied substantially among the five programs. For example, for a clinically focused program like pediatric dentistry, 80.2 % of time is spent in direct care services in contrast to 14.8 % for public health graduates. For each program, however, graduates report responsibilities among the different levels of the Pyramid.
Reporting job responsibilities within the MCH Pyramid provides a more informative picture of the contributions of training program graduates than do conventional metrics such as institutional or agency appointments. The fact that graduates from all five programs engage multiple roles is consistent with the MCHB workforce training goal to develop leaders in the field of MCH. Given the central role of the MCH Pyramid in planning and reporting for the MCH Services Block Grant, MCH training programs should include metrics such as graduates’ roles according to the MCH Pyramid to assure that training goals are more closely aligned with workforce needs.
KeywordsPerformance measures MCH pyramid MCH training programs
We would like to thank our colleagues, Kathleen Rounds, Jan Dodds, Michael Milano, Bill Vann, and Jessica Lee, who have been and continue to be excellent colleagues in exploring the world of interdisciplinary training and practice. We also express our appreciation for the thoughtful participation of the graduates of our programs. Anita Farel provided insightful comments on the manuscript. This research was supported by HRSA/MCHB grant R40MC08558.
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