259999 Exploring how MCH training programs incorporate transition to adulthood for YSHCN in their curricula

Wednesday, October 31, 2012

Jamie Perry, MD, MPH , Association of University Centers on Disabilities, Silver Spring, MD
Peter Scal, MD, MPH , Division of Academic General Pediatrics, University of Minnesota, Minneapolis, MN
Albert Hergenroeder, MD , Department of Pediatrics, Adolescent Medicine and Sports Medicine, Baylor College of Medicine, Houston, TX
Judith Holt, PhD , Center for Persons with Disabilities, Utah State University, Logan, UT
Rebecca Carman, MSW , Association of University Centers on Disabilities, Silver Spring, MD
Background: The Life Course perspective highlights transition to adulthood as a critical period of human development. MCHB identifies transition for YSHCN as a 2020 priority, but its transition objective is met for only 40% of YSHCN. MCHB-funded training programs have an unparalleled opportunity to shape public health practitioners of tomorrow. Little is known about the range of activities that these training programs are engaged in to address transition for YSHCN. Methods: Directors of 99 long-term MCH training programs were sent an electronic survey to gather information about their training on transition for YSHCN. Results: 87% response rate. The most commonly endorsed method of incorporating transition within curricula is through specific presentations/discussions (65%) followed by experiential opportunities in clinical/community venues (46%). There is variability by training program type in how transition is incorporated within curricula. The transition topic most frequently addressed is health care transition (74%) while other important topics such as education, employment, and independent living are much less frequently included. 73% of Directors believe that transition is as important as other training topics; 64% are only somewhat satisfied with their training on transition. Directors endorse multiple barriers to inclusion of transition within their curriculum. Conclusions: Transition for YSHCN is an MCHB priority with content applicable across all currently funded training programs. This survey demonstrates that there is a gap between the MCHB priority and the extent to which transition is incorporated within training. Opportunities exist to impact transition outcomes for YSHCN through improvements in training of future MCH professionals.

Learning Areas:
Administration, management, leadership
Chronic disease management and prevention
Clinical medicine applied in public health
Other professions or practice related to public health

Learning Objectives:
1. Describe how MCH training programs currently incorporate transition to adulthood for YSHCN in their curricula. 2. Describe the barriers to incorporation of transition for YSHCN as a training topic within MCH training program curricula.

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I have professional expertise in the project subject area as the Director of an MCHB-funded center that provides technical assistance to MCH training programs and as a practicing developmental pediatrician. I conducted the project to be presented in collaboration with colleagues.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.