Alien Registration- Mulkern, Mary (Portland, Cumberland County)

https://digitalmaine.com/alien_docs/23629/thumbnail.jp

Alien Registration- Mulkern, Mary (Portland, Cumberland County)

https://digitalmaine.com/alien_docs/23629/thumbnail.jp

Alien Registration- Mulkern, Catherine (Portland, Cumberland County)

https://digitalmaine.com/alien_docs/23749/thumbnail.jp

Promoting Mental Health in Schools

About 1 in 7 U.S. children aged 2-8 have a mental, behavioral or developmental disorder reported by a parent. The Maine CDC\u27s Pediatric Mental Health Care Access Grant provides behavioral health consultation to pediatric primary care providers and training and support to schools by strengthening policies and programs in school mental health.https://digitalcommons.library.umaine.edu/ccids_posters/1064/thumbnail.jp

Alien Registration- Mulkern, Catherine (Portland, Cumberland County)

https://digitalmaine.com/alien_docs/23749/thumbnail.jp

Alien Registration- Mulkern, Mary A. (Portland, Cumberland County)

https://digitalmaine.com/alien_docs/23731/thumbnail.jp

Alien Registration- Mulkern, Mary A. (Portland, Cumberland County)

https://digitalmaine.com/alien_docs/23731/thumbnail.jp

Navigating medical education reform: charting a course through changing landscapes of technology, pedagogy, and content

BACKGROUND: Less than two decades into the 21st century, U.S. medical schools are experiencing substantial curricular reform affecting multiple aspects of teaching and learning. The pace of change is rapid when compared to that of the previous century. Little changed in medical education for 100 years after Abraham Flexner’s 1910 recommendations from his evaluation of North American medical schools. Using a case-study approach to examine a single medical school, this dissertation study explores pre-clerkship faculty perspectives of select curricular changes over a ten-year span at Boston University School of Medicine (BUSM). These changes include the adoption of educational technologies and student-centered pedagogical approaches, as well as curricular content integration designed for foundational science courses. PURPOSE: This study seeks to understand and document faculty experiences with change, factors influencing change, effective and challenging aspects of change, and recommendations for successful future changes. It also explores faculty change adoption tendencies and change leadership styles for those who led groups through a newly integrated curriculum. METHODS: This is a mixed-methods study using qualitative and quantitative inquiry in three phases of data collection with two subject sets. In the first phase, qualitative data was collected from interviews with a subset of 12 subjects to inform creation of a researcher-designed survey, which was used in the second phase collecting responses from a larger pool of 55 subjects. The third phase collected quantitative data from an externally-validated instrument, Change Intelligence (CQ) (Trautlein, 2013), which assessed change leadership styles of the subset of 12 subjects who experienced all changes studied. RESULTS: BUSM faculty members are motivated towards continuous improvement of the curriculum to foster students’ success. Faculty are challenged by compressed time to plan and implement change and when change is mandated without opportunity for pre-decision input. BUSM faculty adopt changes at higher rates than the normal curve defined in Diffusion of Innovations (Rogers, 2003). The subset of 12 subjects assessed for change leadership styles focus on people and process when leading change. CONCLUSION: Medical education change studies on the faculty perspective are limited. This study provides insight and recommendations for future study and successful change

Alien Registration- Mulkern, Mary A. (Portland, Cumberland County)

https://digitalmaine.com/alien_docs/23631/thumbnail.jp

The McKinney Act: New England Responses to Federal Support for State and Local Assistance to the Homeless and Mentally Ill

The Stewart B. McKinney Homeless Assistance Act of 1987 builds on the work of state mental health authorities and the National Institute of Mental Health in the early 1980s. The act and its subsequent amendments are designed to organize, coordinate, and enhance federal support to the states in financing the development of shelter, health, housing, employment, and support services to homeless persons. There is a special focus in the act on assisting homeless persons with handicaps. In the main, the New England states have met the requirements of the act to provide mandated essential services, which include outreach; community mental health, crisis, and rehabilitation services; health and substance-abuse services; training of homeless service providers; case management, including service planning, benefits assistance, and service coordination; and supportive residential services. While the federal funds available are insufficient to cover the majority of costs associated with serving homeless and mentally ill persons, states report their utility in targeting high-needs areas, supporting demonstrations of service innovations, creating incentives for state and local matching funds, and focusing on vulnerable subpopulations. State advocates credit the McKinney Act mental health programs for stimulating localities\u27 interest in and ability to attract HUD funding for housing special needs persons among those homeless. Within the contrary New England economic context, the federal contribution is an important resource and stimulus to state spending