1. UCLA SMDEP: Modeling a
learning laboratory for
health professions ‘pipeline’
programs
ULURU Muster 2014

2. Lawrence ‘Hy’ Doyle
 Ed.D.
 Adjunct Associate Professor
 At David Geffen School of Medicine
 Executive Director, UCLA PRIME
 Principal Investigator, UCLA SMDEP
 Worked over thirty years in programs related to
health professions diversity

3. No competing interests
 I have no conflicting private interests in materials or
project discussed.
 Although I am salaried by the David Geffen School
of Medicine at UCLA
 The Robert Wood Johnson Foundation provides
funding for the Summer Medical and Dental
Education Program
 The Association of American Medical Colleges and
the American Dental Education Association serve as
a national program office for SMDEP.

4. Health Professions
Pipeline?
 Designed to increase the numbers of students
entering the health professions from
underserved/disadvantaged populations
 Urban underserved
 Rural Underserved
 Particular Under-represented in Medicine
 African American
 Latino/Hispanic
 American India/Alaska Native/Native Hawaiian
 LGBTQ

5. Traditional(1970’s-2000’s)
 Mandated format
 ~six weeks
 Based on typical medical school curricula
 Lecture Based
 Use of laboratories, in particular anatomy
 Expert Lectures
 Summative Assessments

6. 2005 New Opportunity
 RWJF Proposal called for traditional model with
enhancements
 UCLA risked a different format
 Based on idea that evaluation should be considered
at the beginning of the project, and involved at each
planning and implementation step.
 And that the model include reflective practice (QI?)
with changes expected to occur with each iteration.

7. Development of Evaluation
Compendium
 UCLA’s SMDEP proposal team was closely linked
with the UCLA office of Education Development and
Research
 California Health Professions Consortium’s
Evaluation Committee brought together program
administrators from dozens of community,
educational and state institutions to consider issues
related to pipeline

8. CHPC Compendium
Evaluation Model
 CHPC and ED&R developed model
 Begin with Needs Assessment
 Include Delphi Study to gain consensus
 Develop Logic Models for activities
 Include participants input with Formative Assessment
Plan
 Summative assessment plan
 Participant responses
 Pre- Post Content, Skills, and understanding

9. Needs Assessment
 Example-(Center for the study of Latino Health and
Culture)
 Many Latinos would prefer a linguistically and
culturally sensitive physician
 30% of California Population identified as Latino
 ~9,000,000 individuals
 50% of children in K-12 were identified as Latinos
 Only 3-5% of California physicians were Latino
 ~10-15% of medical students were Latino
 QED

10. Delphi
 Participants included faculty, community/administrators,
students
 Develop a deeper level of content understanding
 Less emphasis on heavy memorization
 Development of particular skills
 Study Skills
 Test-taking
 Reading
 Understanding of Health Disparities and Healthcare
disparities in California populations

11. UCLA PROPOSAL
 Problem based learning models for sciences
 Measured by content assessments
 Changes in learning approaches
 Reading Skills
 Pre- Post-
 Improvement of 1 grade level over six weeks
 Health Disparities
 Initial presentations lecture-based

12. Logic Models
 Most powerful tools for planning
 Useful in reflective practice modifications
 Useful in reporting to institution
 Powerful for funding agencies

13. One particular unforeseen
use of logic models
 Disparity lectures provided interesting but did not
actually improve students sense of understanding
issue
 Students could differentiate between health
disparities and health care disparities etc. but did
not change sense of healthcare system.

14. Student Disparity Project
 Required to identify community and related disparity
or disparity and particular affected community
 Required to propose intervention to alleviate
disparity (health fairs, mobile clinics, health
education classes)
 Explain what intervention might accomplish
 Identify manner in which project could be evaluated
a success

15. Outcomes
 ~50% of students have been admitted to health
professions schools
 Most of the other eleven SMDEP programs
nationally have instituted
 Problem Based Learning
 Health Disparity Projects
 Closer ties to their related Medical Education Program