Patel Ashruta, Knox Regina J, Logan Alicia, Summerville Katie
Philadelphia College of Osteopathic Medicine-Georgia Campus, 625 Old Peachtree Road NW, Suwanee, GA 30024 USA.
West Central Alabama-Area Health Education Center, 800 Hall St., Suite C, Greensboro, AL 36744 USA.
Arch Public Health. 2017 Jul 24;75:32. doi: 10.1186/s13690-017-0200-1. eCollection 2017.
This paper evaluated the implementation West Central Alabama Area Health Education Center programs for high school students in grades 9-12 through participant-reported evaluations and feedback during the September 1st, 2013 to August 31st, 2014 fiscal year. The programs targeted racial/ethnic minorities and/or rural individuals interested in pursuing a career as a healthcare provider in medically underserved counties of Alabama.
Students participated in enrichment activities related to prospective health careers that included: successful college preparedness, knowledge about health careers, and the types of primary care health professions that are needed in underserved Alabama communities. The curriculum studied 593 (ACT preparation: = 172, AHEC 101: = 56, FAFSA: = 109, Health Career Exploration: = 159, College Career Readiness: = 67, Dixie Scholars NERD: = 30) baseline measures for the programs to evaluate effectiveness when rated by participants both quantitatively and qualitatively.
Interactive activities with video incorporation, hands-on experiences, and group discussions paired with student motivation and interest in specific health career-related activities provided the highest program ratings.
It is important to use a variety of successful program strategies when forming healthcare workforce development interventions. Student evaluations can help adapt methods for future program implementation to ultimately achieve strategies for health professional recruitment, training, and retention in areas that lack access to quality healthcare.
本文通过参与者报告的评估和反馈，对2013年9月1日至2014年8月31日财政年度阿拉巴马州中西部地区健康教育中心针对9至12年级高中生开展的项目进行了评估。这些项目的目标对象是阿拉巴马州医疗服务不足县中对从事医疗保健行业感兴趣的少数族裔和/或农村居民。
学生参加了与未来健康职业相关的丰富活动，包括：成功的大学准备、健康职业知识以及阿拉巴马州服务不足社区所需的初级保健健康职业类型。该课程研究了593项（ACT备考：=172，AHEC 101：=56，FAFSA：=109，健康职业探索：=159，大学职业准备：=67，迪克西学者NERD：=30）项目的基线指标，以便参与者从定量和定性两方面对项目效果进行评估。
结合视频的互动活动、实践经验以及小组讨论，再加上学生对特定健康职业相关活动的积极性和兴趣，这些项目获得了最高评分。
在制定医疗劳动力发展干预措施时，采用各种成功的项目策略非常重要。学生评估有助于调整未来项目实施的方法，以最终实现健康专业人员在缺乏优质医疗服务地区的招聘、培训和留用策略。
