Critical element | Indicators of success | Indicators of challenge |
---|---|---|
Activities | ||
Generate interest in VA clinical placements amongst students | ● In sites where students select clinical placements, VA representatives provided engaging presentations regarding the benefits of interning at the VA | ● Disgruntled students placed at VA for clinical rotations; Concerns raised about being placed in an older, predominately male environment |
Place students on VAMC units | ● Processing of students through human resources (HR) at VAMC went smoothly and usually occurred prior to first day of clinical placements | ● Student placements on VA units were delayed, often until late in the first semester, due to lack of anticipation of cumbersome VA HR policy requirements |
● [Indicator of partial success] Students often spent their initial clinical placement day or days completing HR processes and orienting to the VAMC | ||
Outputs | ||
Increase undergraduate student enrollment | ● All or nearly all of increased student enrollment quotas (per grant requirements) were met by the beginning of the first school year | ● Enrollment quotas were not met by end of first year |
● Significant logistical hurdles were encountered in orienting students into newly offered curriculum | ||
● [Indicator of partial success] Increased student quotas were met, but enrollments were made into a newly offered curriculum (e.g., 12-month accelerated program) that often still had unresolved logistical hurdles | ||
Increased student satisfaction with participation | ● High levels of student satisfaction were measured in VNEP surveys | ● High levels of student dissatisfaction were measured in VNEP surveys |
● Students often competed for slots in programs where the option to have all clinical placements at the VAMC (except pediatrics and obstetrics) was offered | ● Students were required to have all clinical placements (except pediatrics and obstetrics) at the VAMC without a choice of healthcare facilities |