WENDY MOURADIAN: Thank you very much, for that excellent, presentation, Ginny. I couldn't help thinking as you were going over some of the final slides and discussing how you might identify emergent leadership in trainees, issues of their availability to articulate to talk about their learning, to integrate what's going on, to view things through multiple lenses. These are, many of these are abstract thinking skills. I don't think we're going to teach these. I think that these, this goes into the identification of people who are ready for leadership. But I think there are lots and lots of other things that we can do to promote and support people along the line. But some core aspects of leadership, I believe, and I think this is why we developed a group on critical thinking, to look at this, do relate to some intellectual capacities that are around the ability to take what you have in one setting and apply it to another. And that's an abstract ability. So we have a few minutes for questions. And, well, I'll just open it up at this point, and.
MS. HELLERSTON: Well, thank you, my name is (Inaudible) Hellerston from the University of Minnesota School of Public Health. One thing I think the failure of our program is the lack, our program in Minnesota, possibly in other programs, is the lack of economic diversity in our students. We are training the children of the middle-class. And increasingly in public health, we really need to see economic justice and social justice as-I mean, they are-our key goal is to work toward these things. Yeah, I would love to be able to think out of the box in our training program, and say we're going to do primary conventions. We're going to go into, you know, the middle schools, and we're gonna start mentoring kids to bring them along to get them to apply for a graduate school. So I'm kind of throwing this at you. Is there every going to be an opportunity within our programs, for us to get more economic diversity in the leaders we're training?
VIRGINIA REED: I'll take that I guess.
UNIDENTIFIED SPEAKER: (Inaudible)
VIRGINIA REED: Um, we are making very small investments in, there are representatives from the graduate medical education and summer mentors programs? We fund four programs across the country that are targeted to intermediate school, high school, and college students, who are considering careers in health professions. And if you talk to the current trainees, which we've done, I've done it a couple of programs, but you should talk to the folks who are from the, the programs here. Many of the students who come in to the programs say, "I came in thinking all I could be was a doctor. And I was exposed to the world the possibility. I'd never heard of public health. I'd never heard of being a nutritionist. I'd never thought about being a social worker." They're exposed in the summer mentors programs, and there's different models in each of the four programs. But in general, it's an intense curriculum over the course of the summer, to expose them to a variety of different, health professional settings. It's, like I said, it's a very small investment. There are some investments also within the health resources and services administration in the bureau of, health professions that we need to make better linkages to. We have fallen down on the job in trying to make that happen as well. And that's what one of the emphasis in our, the training strategic plan as well. So I'd love to partner with you about ways we can make that happen. But I hope we can make some connections here between.
MS. HELLERSTON: (Overlap) What are the four programs?
VIRGINIA REED: The four programs are, uh, University of California, Charles Drew Medical Center. Monte Fure, Mahare, and Howard is not funded-
UNIDENTIFIED SPEAKER: Morehouse.
VIRGINIA REED: Morehouse, thank you. It's changeover time. I apologize. I've just, want to see if, Doug Shaw, do you want to make any comment at all? We've struggled with this issue here at the University of Washington, exposing trainees to other disciplines and pulling them very, very early through a six school effort, plus the School of Information. So, medicine, dentistry, nursing, pharmacy, social work, and, public health, and the School of Information to create these early opportunities and experiences. Do you want to say anything?
Doug Shaw: Only that it's extremely challenging because at one point, we bring them together on the first day, is what we do. The issue is, they don't have any role definition. But if you wait too long, they have too much role definition. Yeah, so trying to find the optimum time to bring students together from six or seven different health science programs for a collaborative learning experience is just a real challenge. We've tried numerous events and we're still working on it.
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JAN DODDS: I'm Jan Dodds. I'm from the UNC School of Public Health. I wonder if you have some suggestions on how to handle when many of our trainees wait until they finish their training program. And this could be a cross-disciplines. To have a family. And so then they usually go out, and than they build a family for, uh, usually three to five years. And then, they, then they, they come back in and are more full-time in terms of practice. Do you have a suggestion how we could talk about that or report on that, that would still be in keeping with our goals and objectives?
WENDY MOURADIAN: We're gonna punt again.
VIRGINIA REED: All righty. Um, it was one of issues that we really struggled with, with the training evaluation too. And that's why we looked at two different points in time. We looked at five years out and 10 years out. And the, the self-reported leadership activities of trainees who were 10 years out of training was dramatically different from those who were five years out. And when we discussed developing a performance measure around this we talked about asking you to report data on five years out and 10 years out. And Ellen B. felt that that was, that the data reporting issue with that was just too burdensome. Which is understanding, I mean were only funding you for five years, and now we're asking you to track data for essentially 15 years because they have to complete after five years. I would love to problem solve with you about how we can capture that in reporting. I think right now, it's captured qualitatively in your progress reports where you talk about, you know, we've contacted all of the trainees this year. But they're focusing on this aspect of their life. And it's not just developing families, but other areas as well. They just, you know, you take different paths when you're relieved to be finished with the training. You're try, ready to try something a little, you know, for a little, and like come back into the field. But I agree with if you. I think it's a real issue. Especially with our marker being at five years out.
UNIDENTIFIED SPEAKER: (Inaudible)
UNIDENTIFIED SPEAKER: Hi, I'm (Inaudible) from Arizona College, and there was some concern about the diversity. We do have a broken fence several years, where we trained 20 high school and first-year college students. Well, maybe some, well, (Inaudible) program. And this program's very well planned. And we have a curriculum it does anybody interested in maybe, well, I'd be more than happy, be more than happy to provide you that information. If there are any of you who would like to welcome some of our students in terms of research, I mean, in terms of, scholarships or whatever. We'd be more than happy to provide you with them. Yeah, it's a very good time for them, for the students that come to us, but either direction, we'd be more than happy to help.
WENDY MOURADIAN: Thank you. You're dying.
VIRGINIA REED: A long day.
WENDY MOURADIAN: It's been a long day. But the attention span in this group has been unbelievable. So, I will let it go with that. I'll have to tell you, no, I've got to tell you one funny thing. So, Bruce Shapiro and Lou Margolis, there's nobody from UW in your group. Having run six conference, five conferences in six years, I could tell you that the hardest thing to do is get your information from your work groups back. So, we strategically decided to place people that we thought we could beat sooner, who would be co-facilitators in these groups. But we had such great trust for Bruce and Lou, that we let you on your own. We reconvene at 6:30 for, No Host Bar and networking and 7:00 for dinner in this room. Thank you.