CALIFORNIA
STATE UNIVERSITY - LOS ANGELESGenaro
A. Lopez
5151 State University Drive
Los Angeles, CA 90032
(323)
343-2188
FAX (323) 343-5347
glopez@calstatela.eduComprehensive
Health Careers Opportunity ProgramCalifornia
State University, Los Angeles, (Cal State LA) has a strong commitment to serve
disadvantaged student populations and has engaged in programs consistent with
the mission for decades. A number of highly successful programs are in place
to address the educational and economic deficits of the motivated, but disadvantaged
students enrolled. Until 2000, a successful Comprehensive Health Careers
Opportunity Program (HCOP) supplemented these programs. The
Cal State LA HCOP was highly successful at developing a more competitive applicant
pool for the health professions degree program. In 2000, 74% of the
HCOP students applying to health professions programs were accepted vs.
46% non-HCOP Cal State LA students. Most notably, the 1999 Cal State
LA HCOP medical school acceptance rate was 79%. The Cal State LA service
area-urban east and south central LA- is a diverse community with several designated
health Profession Shortage Areas (HPSA). Promoting student entry into health/allied
health careers to yield a culturally competent workforce is challenging because
students are economically and educationally disadvantaged. The
Cal State LA HCOP addresses the barriers that prevent students from becoming health/allied
health professionals, with the placement of a Comprehensive HCOP at Cal State
LA. The goals are to create a more competitive pool of student applicants
for health/allied health programs and maximize program acceptance and retention.
The revised program reflects the institutionalization of key activities, including
a Health Careers Advisement Office. san
francisco state university Amy
Hittner, Ph.D.
1600 Holloway Avenue
San Francisco, CA 94132-1740
(415) 338-7642
FAX (415) 338-0594
shittner@sfsu.edu Comprehensive
Health Careers Opportunity Program University
of Southern California School of Medicine Alexandra
M. Levine, M.D.
1441 Eastlake Avenue, Room 3454
Los Angeles, CA
90035
(323) 442-1050
FAX (323) 442-3575
hornor@hsc.usc.edu Comprehensive
Health Careers Opportunity Program The
University of Southern California School of Medicine, Office of Diversity (USC
SOM OD), was established in 1969. The USC SOM has consistently, over the
past 20 years, developed increasingly larger applicant pools and accepted larger
numbers of disadvantaged students. Until the early 1980s, significant numbers
of those accepted applicants matriculated at USC, despite the institution’s significantly
higher tuition compared to the University of California and other state medical
schools. The institution has prepared hundreds of disadvantaged high school
and college students for entry into medical, other medical professional and graduate
schools. The
USC School of Medicine programs work with high school students to overcome early
deficiencies in their education to prepare them for entry into college as pre-health
professions majors. The Minorities in Medicine Program, Junior Health Careers
Opportunity Program, the County of Los Angeles Summer Community Scholars Program,
Partnership with Cal State Los Angeles new Model Hispanic HCOP, and the Elementary
and High School tutoring programs work to accomplish the goal of strengthening
the local pool of pre-health college students. Thus, the USC SOM is actively
involved in Recruitment of disadvantaged students into the health professions.
Through the institution’s programs at all levels, the USC SOM will attempt to
provide disadvantaged youth with the tools, incentive and spirit to serve their
community in the health professions. The
six legislative purposes include: 1) to recruit disadvantaged applicants to the
health professions at USC; 2) increase acceptance rates of disadvantaged applicants
into the USC SOM and its affiliates in 2003 by providing preliminary education
in both summer and academic year programs. This objective will improve students
GPAs to a minimum 3.0, therefore increasing their chances of entering a health
professional school; 3) motivate and educate students through preliminary education
experiences such as seminars, workshops, clinical experiences; 4) facilitate entry
of disadvantaged students into health professions school by improving study and
critical thinking skills and by improving self-esteem through interaction with
health professions role models; 5) retain student matriculants to graduation at
USC SOM each year by providing tutoring and counseling; and 6) disseminate financial
aid information to prospective applicants. University
of California - San Francisco Katherine
A. Flores, M.D.
Fresno Latino Center for Medical Education and Research
5110 Clinton Way, Suite 117
Fresno, CA 93727-2098
(559) 241-7670
FAX (559) 241-7656
kflores@medisun.ucsfresno.edu Comprehensive
Health Careers Opportunity Program The
University of California San Francisco (USCF) health professions schools are represented
in Fresno by the UCSF-Fresno Medical Education program. This multi-institutional
physician education-training program conducts multiple residencies. Its
faculty and residents serve as mentors and role models to learners at all other
levels of the pipeline. The USCF proposes construction and consolidation
of an educational pipeline designed to identify, educate, and advance annual cohorts
of disadvantaged students from the K-12 level, through college, to health professions
schools. The
program’s partnerships is comprised of five strata: community organizations, K-12
schools, a two-year community college, a four-year undergraduate university, graduate
allied health programs and health professions schools. The populations most
impacted by interventions are those underserved; almost all learners in the program’s
targeted community are educationally and economically disadvantaged. Measurable
objectives assigned to partners and the partnerships include: outreach, recruitment,
facilitation of entry, selection of learner cohorts, educational enrichment, counseling
and advising, peer mentoring, and role modeling. At certain pipeline levels,
parental support (K-12+), transportation (K-12), and retention (graduate), objectives
are in place. The
K-12 assigned objectives include recruitment of students, communication of health
career opportunities, a system of family support that includes contractual educational
agreements between schools, learners, and parents, comprehensive assessment of
learner needs, and specific educational interventions and enrichment activities.
The Fresno City College students will conduct outreach activities to the K-12
level, receive mentoring from students upstream in the pipeline, participate in
pre-freshman summer and educational enrichment programs receive education planning
assistance and career planning support. An
additional component of the pipeline is the community itself as represented by
multiple organizations that advise and support the project. Examples are
Chicano/Latino Medical Association of Central California and the Center
for New Americans, a multiethnic Southeast Asian community organization.
Each is committed to carry out or assist in carrying out specific objectives of
the proposal. STANFORD
UNIVERSITY School
of Medicine
Medical School Office Building, Suite 347
241 Campus
Drive West
Ronald D. Garcia, Ph.D.
Palo Alto, CA 94304-5401
Fernando S. Mendoza, M.D.
(650) 725-0403
FAX (650) 725-5538
Ron.garcia@stanford.edu Comprehensive
Health Careers Opportunity Program The
overall purposes of Stanford’s Comprehensive Health Careers Opportunities Program
(CHCOP) are to produce a diverse and culturally competent workforce by assisting
disadvantaged students in attaining health careers and to increase the number
of disadvantaged students entering and successfully completing medical schools
and physician assistant programs. This will be accomplished through the development
of the Santa Clara County educational pipeline and other regional and national
activities. The CHCOP regional educational pipeline consists of a series of partnerships
that span middle school, high school, community college, and four-year colleges
and universities in Santa Clara County; the Gardner Health Center; and the Regional
Health Educational Training Center in San Jose. The Alum Rock School District,
the largest in Northern California, is committed to a partnership with Stanford
to sponsor educational and motivational activities of interest to middle school
students in health careers. A bilingual and bicultural health educator coordinates
the delivery of presentations regarding health careers, anatomy class/demonstrations
with emphasis on science and math, and health promotion, tutors and tours to Stanford
School of Medicine. Andrew
Hill Medical Magnet High School activities and services are organized around five
key themes: academic preparation, motivation and self-concept, health career awareness,
peer group formation, and family involvement. These activities will be coordinated
by the Health Education Training Center. The
Stanford-San Jose State partnership will expand current resources and create new
activities for disadvantaged students interested in the health professions. SJSU
sponsors and links a number of major academic activities with existing programs,
Math, Engineering, and Science Achievement (MESA) chapters and the Alliance for
Minority Participation Program (AMP). The Gardner Health Center in San Jose will
provide clinical and mentorship activities for students in the pipeline. In addition
to pipeline activities CHCOP sponsors other activities to expand the medical school/physicians
assistants applicant pool, such as the sponsorship of regional and national recruitment
conferences at Stanford. Structured
HCOP programs: 1) Stanford Medical Youth Science Program (SMYSP) is a five
week residential program designed to promote
health careers to minority and disadvantaged high school students; 2) Stanford
Summer HCOP Program offers preliminary education to 20 minority and disadvantaged
college sophomores who are interested in pursuing a career in medicine; 3) Physician
Assistant Program Summer HCOP Program (PASHP) is a pre-matriculation program designed
to prepare disadvantaged students for successful completion of the Stanford Primary
Care Associate Program through an early introduction to the curriculum and testing
components of the program; 4) Leadership Development Program supports the development
of health career clubs at undergraduate campuses. UNIVERSITY
OF CALIFORNIA at SAN FRANCISCOSchool
of Dentistry
513 Parnassus Avenue, S630
San Francisco, CA 94143-0430
Charles Alexander, Ph.D.
(415) 476-1323
FAX (415) 476-4226
Alexanderc@dentistry.ucsf.eduComprehensive
Health Careers Opportunity Program The
UCSF Dental Careers Program (UCSF-DCP) seeks to establish a comprehensive program
that will provide career awareness and academic enrichment activities that will
assist disadvantaged students to become competitive applicants for dental school.
The UCSF-DCP will be based at the UCSF School of Dentistry and will collaborate
with three high schools, four universities, and one community based organization
to carry out the objectives of this proposal. Each educational partner has
committed resources and staff to assist in the implementation and execution of
the UCSF-DCP. The UCSF-DCP will collaborate with each partner to provide:
recruitment activities, preliminary education during the academic year and summer,
financial aid information dissemination, facilitating entry activities, counseling,
mentoring and other services to develop a more competitive applicant pool of students
to enter and complete training in the field of dentistry. The
UCSF-DCP and its partners will address the HCOP Program Purposes through the following
objectives: (1) Stimulate the interest of 60 middle school students in science
and health subjects so that their knowledge is increased about the field of dentistry
and other health professions. Assist 80 high school students at partnership
high schools with career exploration and mentorship experiences. Develop
a competitive applicant pool that will generate 100 applications from disadvantaged/minority
students each year so that at least 16 will enroll in the School of Dentistry,
(2a) Facilitate the entry of 15 minority/disadvantaged students into dental school
via a Post-Bac program, (2b) Assist at least 70 disadvantaged students with facilitation
services, (3) Provide personal and academic support to entering and enrolled dental
students, (4a) Increase the academic potential of 40 disadvantaged high school
students, (4b) Increase the entry potential of 40 disadvantaged undergraduates
so that 80% will be accepted into dental school within three years.
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