%0 Book %A National Academies of Sciences, Engineering, and Medicine %E Forstag, Erin Hammers %T COVID-19 and the K-12 Teacher Workforce: Seizing the Moment to Reimagine Education: Proceedings of a Workshop–in Brief %D 2021 %U https://nap.nationalacademies.org/catalog/26356/covid-19-and-the-k-12-teacher-workforce-seizing-the-moment-to-reimagine-education %> https://nap.nationalacademies.org/catalog/26356/covid-19-and-the-k-12-teacher-workforce-seizing-the-moment-to-reimagine-education %I The National Academies Press %C Washington, DC %G English %K Education %P 12 %X On June 1 and 2, 2021, the National Academies of Sciences, Engineering, and Medicine held a virtual workshop, Teaching and the Teaching Workforce Amid the Struggles of COVID-19 and for Racial Justice. The workshop was designed to revisit findings from the 2020 National Academies' report Changing Expectations for the K-12 Teacher Workforce: Policies, Preservice Education, Professional Development, and the Workplace, in the context of the COVID-19 pandemic. Experts from the original study committee, as well other leading scholars on the teacher workforce, explored how the COVID-19 pandemic has changed (or not changed), what teachers need, and where the teacher workforce is vulnerable. This publication highlights the presentation and discussion of the workshop. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Takanishi, Ruby %E Le Menestrel, Suzanne %T Promoting the Educational Success of Children and Youth Learning English: Promising Futures %@ 978-0-309-45537-4 %D 2017 %U https://nap.nationalacademies.org/catalog/24677/promoting-the-educational-success-of-children-and-youth-learning-english %> https://nap.nationalacademies.org/catalog/24677/promoting-the-educational-success-of-children-and-youth-learning-english %I The National Academies Press %C Washington, DC %G English %K Education %K Behavioral and Social Sciences %P 528 %X Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELs—who account for more than 9 percent of enrollment in grades K-12 in U.S. schools—are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result. Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12. %0 Book %A National Research Council %E Ferreras, Ana %E Olson, Steve %E Sztein, A. Ester %T The Teacher Development Continuum in the United States and China: Summary of a Workshop %@ 978-0-309-15163-4 %D 2010 %U https://nap.nationalacademies.org/catalog/12874/the-teacher-development-continuum-in-the-united-states-and-china %> https://nap.nationalacademies.org/catalog/12874/the-teacher-development-continuum-in-the-united-states-and-china %I The National Academies Press %C Washington, DC %G English %K Education %P 68 %X In 1999, Liping Ma published her book Knowing and Teaching Elementary Mathematics: Teachers' Understanding of Fundamental Mathematics in the United States and China, which probed the kinds of knowledge that elementary school teachers need to convey mathematical concepts and procedures effectively to their students. Later that year, Roger Howe, a member of the U.S. National Commission on Mathematics Instruction (USNC/MI), reviewed the book for the Notices of the American Mathematical Society, concluding that it 'has lessons for all educational policymakers.' Intrigued by the idea of superrank teachers, the USNC/MI sponsored a workshop entitled 'The Teacher Development Continuum in the United States and China'. The purpose of the workshop was to examine the structure of the mathematics teaching profession in the United States and China. The main presentations and discussion from the workshop are summarized in this volume. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Thompson, Darla %T Framing the Dialogue on Race and Ethnicity to Advance Health Equity: Proceedings of a Workshop %@ 978-0-309-44573-3 %D 2016 %U https://nap.nationalacademies.org/catalog/23576/framing-the-dialogue-on-race-and-ethnicity-to-advance-health-equity %> https://nap.nationalacademies.org/catalog/23576/framing-the-dialogue-on-race-and-ethnicity-to-advance-health-equity %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 86 %X In February 2016, the National Academies of Sciences, Engineering, and Medicine held a workshop in which speakers shared strategies for individuals, organizations, and communities to advance racial and health equity. Participants discussed increasing awareness about the role of historical contexts and dominant narratives in interpreting data and information about different racial and ethnic groups, framing messages for different social and political outcomes, and readying people to institutionalize practices, policies, and partnerships that advance racial and health equity. This publication serves as a factual summary of the presentations and discussions from the workshop. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Cilio, Caroline M. %E Lustig, Tracy A. %T Aging and Disability: Beyond Stereotypes to Inclusion: Proceedings of a Workshop %@ 978-0-309-47229-6 %D 2018 %U https://nap.nationalacademies.org/catalog/25029/aging-and-disability-beyond-stereotypes-to-inclusion-proceedings-of-a %> https://nap.nationalacademies.org/catalog/25029/aging-and-disability-beyond-stereotypes-to-inclusion-proceedings-of-a %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %K Behavioral and Social Sciences %P 102 %X Many different groups of people are subject to stereotypes. Positive stereotypes (e.g., "older and wiser") may provide a benefit to the relevant groups. However, negative stereotypes of aging and of disability continue to persist and, in some cases, remain socially acceptable. Research has shown that when exposed to negative images of aging, older persons demonstrate poor physical and cognitive performance and function, while those who are exposed to positive images of aging (or who have positive self-perceptions of aging) demonstrate better performance and function. Furthermore, an individual's expectations about and perceptions of aging can predict future health outcomes. To better understand how stereotypes affect older adults and individuals with disabilities, the National Academies of Sciences, Engineering, and Medicine, with support from AARP, convened a public workshop on October 10, 2017. This publication summarizes the presentations and discussions from the workshop. %0 Book %A Institute of Medicine %E Suitor, Carol West %T Planning a WIC Research Agenda: Workshop Summary %@ 978-0-309-16179-4 %D 2011 %U https://nap.nationalacademies.org/catalog/13014/planning-a-wic-research-agenda-workshop-summary %> https://nap.nationalacademies.org/catalog/13014/planning-a-wic-research-agenda-workshop-summary %I The National Academies Press %C Washington, DC %G English %K Food and Nutrition %P 176 %X The time has come to initiate a new program of research on the Supplemental Nutrition Program for Women, Infants, and Children (commonly referred to as WIC). WIC is the third largest food assistance program administered by the U.S. Department of Agriculture (USDA). The program's scope is large, serving approximately 9.3 million low-income women, infants, and children at nutritional risk. Through federal grants to states, participants receive three types of benefits: 1) a supplemental food package tailored to specific age groups for infants and children; 2) nutrition education, including breastfeeding support; and 3) referrals to health services and social services. To cover program costs for fiscal year (FY) 2010, Congress appropriated $7.252 billion. Congress also appropriated $15 million for research related to the program for FY 2010. The timing of the funding for WIC research is propitious. In October 2009, USDA issued regulations that made substantial revisions to the WIC food package. These revisions are the first major change in the food package since the program's inception in 1972. Over the intervening years WIC has expanded greatly, Medicaid coverage has increased, large changes have occurred in the racial and ethnic backgrounds and socioeconomic status of WIC participants as well as in public health services, and obesity rates have increased substantially among the general population. To guide its planning for the use of the $15 million allocated for WIC research, the Food and Nutrition Service of USDA asked the Institute of Medicine to conduct a two-day public workshop on emerging research needs for WIC. As requested, the workshop included presentations and discussions to illuminate issues related to future WIC research issues, methodological challenges, and solutions. The workshop also planned for a program of research to determine the effects of WIC on maternal and child health outcomes. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Duncan, Greg J. %E Gootman, Jennifer Appleton %E Nalamada, Priyanka %T Reducing Intergenerational Poverty %@ 978-0-309-70363-5 %D 2023 %U https://nap.nationalacademies.org/catalog/27058/reducing-intergenerational-poverty %> https://nap.nationalacademies.org/catalog/27058/reducing-intergenerational-poverty %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %P 526 %X Experiencing poverty during childhood can lead to lasting harmful effects that compromise not only children’s health and welfare but can also hinder future opportunities for economic mobility, which may be passed on to future generations. This cycle of economic disadvantage weighs heavily not only on children and families experiencing poverty but also the nation, reducing overall economic output and placing increased burden on the educational, criminal justice, and health care systems. Reducing Intergenerational Poverty examines key drivers of long- term, intergenerational poverty, including the racial disparities and structural factors that contribute to this cycle. The report assesses existing research on the effects on intergenerational poverty of income assistance, education, health, and other intervention programs and identifies evidence-based programs and policies that have the potential to significantly reduce the effects of the key drivers of intergenerational poverty. The report also examines the disproportionate effect of disadvantage to different racial/ethnic groups. In addition, the report identifies high-priority gaps in the data and research needed to help develop effective policies for reducing intergenerational poverty in the United States. %0 Book %A Institute of Medicine %T Role of the Primary Care Physician in Occupational and Environmental Medicine %D 1988 %U https://nap.nationalacademies.org/catalog/9496/role-of-the-primary-care-physician-in-occupational-and-environmental-medicine %> https://nap.nationalacademies.org/catalog/9496/role-of-the-primary-care-physician-in-occupational-and-environmental-medicine %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 113 %0 Book %A National Research Council %T Preparing Teachers: Building Evidence for Sound Policy %@ 978-0-309-12805-6 %D 2010 %U https://nap.nationalacademies.org/catalog/12882/preparing-teachers-building-evidence-for-sound-policy %> https://nap.nationalacademies.org/catalog/12882/preparing-teachers-building-evidence-for-sound-policy %I The National Academies Press %C Washington, DC %G English %K Education %P 234 %X Teachers make a difference. The success of any plan for improving educational outcomes depends on the teachers who carry it out and thus on the abilities of those attracted to the field and their preparation. Yet there are many questions about how teachers are being prepared and how they ought to be prepared. Yet, teacher preparation is often treated as an afterthought in discussions of improving the public education system. Preparing Teachers addresses the issue of teacher preparation with specific attention to reading, mathematics, and science. The book evaluates the characteristics of the candidates who enter teacher preparation programs, the sorts of instruction and experiences teacher candidates receive in preparation programs, and the extent that the required instruction and experiences are consistent with converging scientific evidence. Preparing Teachers also identifies a need for a data collection model to provide valid and reliable information about the content knowledge, pedagogical competence, and effectiveness of graduates from the various kinds of teacher preparation programs. Federal and state policy makers need reliable, outcomes-based information to make sound decisions, and teacher educators need to know how best to contribute to the development of effective teachers. Clearer understanding of the content and character of effective teacher preparation is critical to improving it and to ensuring that the same critiques and questions are not being repeated 10 years from now. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Floden, Robert %E Stephens, Amy %E Scherer, Layne %T Changing Expectations for the K-12 Teacher Workforce: Policies, Preservice Education, Professional Development, and the Workplace %@ 978-0-309-49903-3 %D 2020 %U https://nap.nationalacademies.org/catalog/25603/changing-expectations-for-the-k-12-teacher-workforce-policies-preservice %> https://nap.nationalacademies.org/catalog/25603/changing-expectations-for-the-k-12-teacher-workforce-policies-preservice %I The National Academies Press %C Washington, DC %G English %K Education %P 222 %X Teachers play a critical role in the success of their students, both academically and in regard to long term outcomes such as higher education participation and economic attainment. Expectations for teachers are increasing due to changing learning standards and a rapidly diversifying student population. At the same time, there are perceptions that the teaching workforce may be shifting toward a younger and less experienced demographic. These actual and perceived changes raise important questions about the ways teacher education may need to evolve in order to ensure that educators are able to meet the needs of students and provide them with classroom experiences that will put them on the path to future success. Changing Expectations for the K-12 Teacher Workforce: Policies, Preservice Education, Professional Development, and the Workplace explores the impact of the changing landscape of K-12 education and the potential for expansion of effective models, programs, and practices for teacher education. This report explores factors that contribute to understanding the current teacher workforce, changing expectations for teaching and learning, trends and developments in the teacher labor market, preservice teacher education, and opportunities for learning in the workplace and in-service professional development. %0 Book %A National Research Council %E Olson, Steve %E Labov, Jay %T STEM Learning Is Everywhere: Summary of a Convocation on Building Learning Systems %@ 978-0-309-30642-3 %D 2014 %U https://nap.nationalacademies.org/catalog/18818/stem-learning-is-everywhere-summary-of-a-convocation-on-building %> https://nap.nationalacademies.org/catalog/18818/stem-learning-is-everywhere-summary-of-a-convocation-on-building %I The National Academies Press %C Washington, DC %G English %K Education %P 90 %X Science, technology, engineering, and mathematics (STEM) permeate the modern world. The jobs people do, the foods they eat, the vehicles in which they travel, the information they receive, the medicines they take, and many other facets of modern life are constantly changing as STEM knowledge steadily accumulates. Yet STEM education in the United States, despite the importance of these subjects, is consistently falling short. Many students are not graduating from high school with the knowledge and capacities they will need to pursue STEM careers or understand STEM-related issues in the workforce or in their roles as citizens. For decades, efforts to improve STEM education have focused largely on the formal education system. Learning standards for STEM subjects have been developed, teachers have participated in STEM-related professional development, and assessments of various kinds have sought to measure STEM learning. But students do not learn about STEM subjects just in school. Much STEM learning occurs out of school—in organized activities such as afterschool and summer programs, in institutions such as museums and zoos, from the things students watch or read on television and online, and during interactions with peers, parents, mentors, and role models. To explore how connections among the formal education system, afterschool programs, and the informal education sector could improve STEM learning, a committee of experts from these communities and under the auspices of the Teacher Advisory Council of the National Research Council, in association with the California Teacher Advisory Council organized a convocation that was held in February 2014. Entitled "STEM Learning Is Everywhere: Engaging Schools and Empowering Teachers to Integrate Formal, Informal, and Afterschool Education to Enhance Teaching and Learning in Grades K-8," the convocation brought together more than 100 representatives of all three sectors, along with researchers, policy makers, advocates, and others, to explore a topic that could have far-reaching implications for how students learn about STEM subjects and how educational activities are organized and interact. This report is the summary of that meeting. STEM Learning is Everywhere explores how engaging representatives from the formal, afterschool, and informal education sectors in California and from across the United States could foster more seamless learning of STEM subjects for students in the elementary and middle grades. The report also discusses opportunities for STEM that may result from the new expectations of the Next Generation Science Standards and the Common Core Standards for Mathematics and Language Arts. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Olson, Steve %T Experimental Approaches to Improving Research Funding Programs: Proceedings of a Workshop %@ 978-0-309-71034-3 %D 2024 %U https://nap.nationalacademies.org/catalog/27244/experimental-approaches-to-improving-research-funding-programs-proceedings-of-a %> https://nap.nationalacademies.org/catalog/27244/experimental-approaches-to-improving-research-funding-programs-proceedings-of-a %I The National Academies Press %C Washington, DC %G English %K Policy for Science and Technology %P 100 %X On March 14-15, 2023, the Board on Science, Technology, and Economic Policy of the National Academies of Sciences, Engineering, and Medicine held a 2-day workshop in Washington, DC to explore the use of data, research, and experiments to improve the processes for and outcomes of federal funding of scientific research. The workshop brought together researchers in the science of science funding and practitioners from government and the private sector with experience supporting or carrying out experimentation and evaluation to discuss illustrative examples of the use of experimentation from the United States and abroad; consider methods of evaluation; and foster relationships for future experimentation. %0 Book %A Institute of Medicine %A National Academies of Sciences, Engineering, and Medicine %E Alper, Joe %T Health Literacy and Consumer-Facing Technology: Workshop Summary %@ 978-0-309-37690-7 %D 2015 %U https://nap.nationalacademies.org/catalog/21781/health-literacy-and-consumer-facing-technology-workshop-summary %> https://nap.nationalacademies.org/catalog/21781/health-literacy-and-consumer-facing-technology-workshop-summary %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 122 %X The proliferation of consumer-facing technology and personal health information technology has grown steadily over the past decade, and has certainly exploded over the past several years. Many people have embraced smartphones and wearable health-monitoring devices to track their fitness and personal health information. Providers have made it easier for patients and caregivers to access health records and communicate through online patient portals. However, the large volume of health-related information that these devices can generate and input into a health record can also lead to an increased amount of confusion on the part of users and caregivers. The Institute of Medicine convened a workshop to explore health literate practices in health information technology and then provide and consider the ramifications of this rapidly growing field on the health literacy of users. Health Literacy and Consumer-Facing Technology summarizes the discussions and presentations from this workshop, highlighting the lessons presented, practical strategies, and the needs and opportunities for improving health literacy in consumer-facing technology. %0 Book %A National Research Council %T Attracting PhDs to K-12 Education: A Demonstration Program for Science, Mathematics, and Technology %@ 978-0-309-08427-7 %D 2002 %U https://nap.nationalacademies.org/catalog/10433/attracting-phds-to-k-12-education-a-demonstration-program-for %> https://nap.nationalacademies.org/catalog/10433/attracting-phds-to-k-12-education-a-demonstration-program-for %I The National Academies Press %C Washington, DC %G English %K Education %P 108 %X The National Research Council (NRC) has undertaken a three-phase project to explore the possibility of a program to attract science, mathematics and engineering PhDs to careers in K-12 education. The first phase of the project surveyed the interests of recent PhDs in science and mathematics in pursuing careers in secondary education. Analysis of the Phase I data suggests that a significant percentage of PhDs might be interested in pursuing careers in secondary education under some circumstances. This report from the second phase of the project presents a proposal for a national demonstration program to determine how one might prepare PhDs to be productive members of the K-12 education community. The proposed program is designed to help meet the needs of the nation's schools, while providing further career opportunities for recent PhDs in science, mathematics and engineering. %0 Book %A National Research Council %T The Role of Scientists in the Professional Development of Science Teachers %@ 978-0-309-10372-5 %D 1996 %U https://nap.nationalacademies.org/catalog/2310/the-role-of-scientists-in-the-professional-development-of-science-teachers %> https://nap.nationalacademies.org/catalog/2310/the-role-of-scientists-in-the-professional-development-of-science-teachers %I The National Academies Press %C Washington, DC %G English %K Education %P 256 %X Scientists nationwide are showing greater interest in contributing to the reform of science education, yet many do not know how to begin. This highly readable book serves as a guide for those scientists interested in working on the professional development of K-12 science teachers. Based on information from over 180 professional development programs for science teachers, the volume addresses what kinds of activities work and why. Included are useful examples of programs focusing on issues of content and process in science teaching. The authors present "day-in-a-life" vignettes, along with a suggested reading list, to help familiarize scientists with the professional lives of K-12 science teachers. The book also offers scientists suggestions on how to take first steps toward involvement, how to identify programs that have been determined effective by teachers, and how to become involved in system-wide programs. Discussions on ways of working with teachers on program design, program evaluation, and funding sources are included. Accessible and practical, this book will be a welcome resource for university, institutional, and corporate scientists; teachers; teacher educators; organizations; administrators; and parents. %0 Book %A Institute of Medicine %E Alper, Joe %E Sanders, Julia %E Saunders, Robert %T Core Measurement Needs for Better Care, Better Health, and Lower Costs: Counting What Counts: Workshop Summary %@ 978-0-309-28522-3 %D 2013 %U https://nap.nationalacademies.org/catalog/18333/core-measurement-needs-for-better-care-better-health-and-lower-costs %> https://nap.nationalacademies.org/catalog/18333/core-measurement-needs-for-better-care-better-health-and-lower-costs %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 148 %X Health care quality and its affordability have become very pressing issues in the United States. All sectors of the country are attempting to push forward initiatives that will improve the health care system as well as the health of the American population in general. Despite the economical dedication to health care, about 1/5, the system remains uneven and fragmented, patient harm is quite common, care is often uncoordinated, and many more mishaps occur. There exists many obstacles to improve the nation's health care system; these include the capacity to reliably and consistently measure progress. In 2006 the Institute of Medicine (IOM) established the Roundtable on Value & Science-Driven Health Care which has since accelerated the development of a learning health system- one in which science, informatics, incentives, and culture are aligned to create a continuous learning loop. This learning loop would thus help make the health care system better. In response, the IOM organized a 2-day workshop to explore in depth the core measurement needs for population health, health care quality, and health care costs. The workshop hoped to gain a full understanding of how to improve the nation's measurement capacity to track progress in the health care system. Having this knowledge would help the nation get one step closer to the creation of an efficient learning loop. The workshop was divided into a series of sessions that focused on different aspects of measurement. Core Measurement Needs for Better Care, Better Health, and Lower Costs: Counting What Counts: Workshop Summary includes explanations and key details for these sessions: Vision, Current Measurement Capabilities, Specifying the Shape of a Core Metric Set, and Implementation. The report also features common themes within these areas, the workshop agenda, and information about those involved. %0 Book %A Institute of Medicine %E Reeve, Megan %E Wizemann, Theresa %E Eckert, Bradley %E Altevogt, Bruce %T The Impacts of the Affordable Care Act on Preparedness Resources and Programs: Workshop Summary %@ 978-0-309-30360-6 %D 2014 %U https://nap.nationalacademies.org/catalog/18755/the-impacts-of-the-affordable-care-act-on-preparedness-resources-and-programs %> https://nap.nationalacademies.org/catalog/18755/the-impacts-of-the-affordable-care-act-on-preparedness-resources-and-programs %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 158 %X Many of the elements of the Affordable Care Act (ACA) went into effect in 2014, and with the establishment of many new rules and regulations, there will continue to be significant changes to the United States health care system. It is not clear what impact these changes will have on medical and public health preparedness programs around the country. Although there has been tremendous progress since 2005 and Hurricane Katrina, there is still a long way to go to ensure the health security of the Country. There is a commonly held notion that preparedness is separate and distinct from everyday operations, and that it only affects emergency departments. But time and time again, catastrophic events challenge the entire health care system, from acute care and emergency medical services down to the public health and community clinic level, and the lack of preparedness of one part of the system places preventable stress on other components. The implementation of the ACA provides the opportunity to consider how to incorporate preparedness into all aspects of the health care system. The Impacts of the Affordable Care Act on Preparedness Resources and Programs is the summary of a workshop convened by the Institute of Medicine's Forum on Medical and Public Health Preparedness for Catastrophic Events in November 2013 to discuss how changes to the health system as a result of the ACA might impact medical and public health preparedness programs across the nation. This report discusses challenges and benefits of the Affordable Care Act to disaster preparedness and response efforts around the country and considers how changes to payment and reimbursement models will present opportunities and challenges to strengthen disaster preparedness and response capacities. %0 Book %A Institute of Medicine %A National Academy of Engineering %E Grossmann, Claudia %E Goolsby, W. Alexander %E Olsen, LeighAnne %E McGinnis, J. Michael %T Engineering a Learning Healthcare System: A Look at the Future: Workshop Summary %@ 978-0-309-12064-7 %D 2011 %U https://nap.nationalacademies.org/catalog/12213/engineering-a-learning-healthcare-system-a-look-at-the-future %> https://nap.nationalacademies.org/catalog/12213/engineering-a-learning-healthcare-system-a-look-at-the-future %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 340 %X Improving our nation's healthcare system is a challenge which, because of its scale and complexity, requires a creative approach and input from many different fields of expertise. Lessons from engineering have the potential to improve both the efficiency and quality of healthcare delivery. The fundamental notion of a high-performing healthcare system--one that increasingly is more effective, more efficient, safer, and higher quality--is rooted in continuous improvement principles that medicine shares with engineering. As part of its Learning Health System series of workshops, the Institute of Medicine's Roundtable on Value and Science-Driven Health Care and the National Academy of Engineering, hosted a workshop on lessons from systems and operations engineering that could be applied to health care. Building on previous work done in this area the workshop convened leading engineering practitioners, health professionals, and scholars to explore how the field might learn from and apply systems engineering principles in the design of a learning healthcare system. Engineering a Learning Healthcare System: A Look at the Future: Workshop Summary focuses on current major healthcare system challenges and what the field of engineering has to offer in the redesign of the system toward a learning healthcare system. %0 Book %A Institute of Medicine %T Mental Health Services in General Health Care: A Conference Report, Volume I %D 1979 %U https://nap.nationalacademies.org/catalog/9935/mental-health-services-in-general-health-care-a-conference-report %> https://nap.nationalacademies.org/catalog/9935/mental-health-services-in-general-health-care-a-conference-report %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 294 %0 Book %A National Academies of Sciences, Engineering, and Medicine %T Evaluation of PEPFAR's Contribution (2012-2017) to Rwanda's Human Resources for Health Program %@ 978-0-309-67205-4 %D 2020 %U https://nap.nationalacademies.org/catalog/25687/evaluation-of-pepfars-contribution-2012-2017-to-rwandas-human-resources-for-health-program %> https://nap.nationalacademies.org/catalog/25687/evaluation-of-pepfars-contribution-2012-2017-to-rwandas-human-resources-for-health-program %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 298 %X Since 2004, the U.S. government has supported the global response to HIV/AIDS through the President's Emergency Plan for AIDS Relief (PEPFAR). The Republic of Rwanda, a PEPFAR partner country since the initiative began, has made gains in its HIV response, including increased access to and coverage of antiretroviral therapy and decreased HIV prevalence. However, a persistent shortage in human resources for health (HRH) affects the health of people living with HIV and the entire Rwandan population. Recognizing HRH capabilities as a foundational challenge for the health system and the response to HIV, the Government of Rwanda worked with PEPFAR and other partners to develop a program to strengthen institutional capacity in health professional education and thereby increase the production of high-quality health workers. The Program was fully managed by the Government of Rwanda and was designed to run from 2011 through 2019. PEPFAR initiated funding in 2012. In 2015, PEPFAR adopted a new strategy focused on high-burden geographic areas and key populations, resulting in a reconfiguration of its HIV portfolio in Rwanda and a decision to cease funding the Program, which was determined no longer core to its programming strategy. The last disbursement for the Program from PEPFAR was in 2017. Evaluation of PEPFAR's Contribution (2012-2017) to Rwanda's Human Resources for Health Program describes PEPFAR-supported HRH activities in Rwanda in relation to programmatic priorities, outputs, and outcomes and examines, to the extent feasible, the impact on HRH and HIV-related outcomes. The HRH Program more than tripled the country's physician specialist workforce and produced major increases in the numbers and qualifications of nurses and midwives. Partnerships between U.S. institutions and the University of Rwanda introduced new programs, upgraded curricula, and improved the quality of teaching and training for health professionals. Growing the number, skills, and competencies of health workers contributed to direct and indirect improvements in the quality of HIV care. Based on the successes and challenges of the HRH program, the report recommends that future investments in health professional education be designed within a more comprehensive approach to human resources for health and institutional capacity building, which would strengthen the health system to meet both HIV-specific and more general health needs. The recommendations offer an aspirational framework to reimagine how partnerships are formed, how investments are made, and how the effects of those investments are documented.