The overarching purpose of the PCTE program is to strengthen the primary care workforce by supporting enhanced training for future primary care clinicians, teachers, and researchers. In FY16, applicants for the PCTE program must focus on training for transforming healthcare systems, particularly enhancing the clinical training experience of trainees. Some of the characteristics identified by the Centers for Medicare and Medicaid Services (CMS) that are closely associated with transformed healthcare delivery systems include:
- Providers across the care continuum participate in integrated or virtually integrated delivery models;
- Care is coordinated across all providers and settings;
- There is a high level of patient engagement and quantifiable results on patient experience;
- Providers leverage the use of health information technology to improve quality;
- Providers perform at the top of their license and board certification;
- Population health measures are integrated into the delivery system; and
- Data is used to drive health system processes.
In addition, projects that address the social determinants of health while addressing health care delivery transformation are encouraged.
This program further encourages interprofessional education and provides an option to apply for either a single or a collaborative project that incorporates training for interprofessional teams. Collaborative projects qualify for a higher funding ceiling in recognition of the additional costs associated with providing interprofessional training and experiences for primary care trainees. While the lead applicant training program for this grant must be from one of the following professions/disciplines: family medicine, general internal medicine, general pediatrics, medical students, physician assistant students, or faculty in any of these areas, collaborative projects must propose training across the training continuum (e.g., student, resident, faculty development, and practicing primary care physician or physician assistants) and across primary care professions (e.g., physicians, physician assistants, and other primary care professions).
Applicants must also propose an evaluation plan focused on assessment of outcomes related to graduate career choices and patient access, quality of care, and cost effectiveness in the clinical training environment. Evaluation plans may include integration of evaluation activities with existing institution efforts, such as quality improvement initiatives. Examples of outcomes are changes in:
- Rate of graduates/program completers practicing in primary care, at least 1 year after program completion;
- Rate of graduates/program completers practicing in underserved areas, at least 1 year after program completion;
- Patient service provided by graduates/program completers;
- Quality of care provided by graduates/program completers;
- Patient service provided by trainees and faculty at participating PCTE clinical training sites;
- Quality of care provided by trainees and faculty at participating PCTE clinical training sites; and
- Cost of care provided by trainees and faculty at participating PCTE clinical training sites
During the funded grant period, award recipients will be required to work with an evaluation technical assistance contractor identified by HRSA to support program evaluation. The evaluation technical assistance contractor will review evaluation plans and provide feedback to award recipients. Award recipients will be required to address any evaluation concerns identified by the contractor with the Project Officer and will need to submit a revised evaluation plan to HRSA before the end of the first budget period.