Research Grant Application Information - CAAHP Advisor Members Only

Current Research by a CAAHP Research Grant Recipient:

Robin Selzer, PhD, University of Cincinnati Cultural Competency Quality Performance Compass ™ (QI Compass) Research with STEMM-D cohort of under-represented pre-health students

The purpose of this research is to explore under-represented students understanding of cultural competency in healthcare delivery by using the Quality Interactions Cultural Competency Quality Performance Compass™ (QI Compass) tool. The overarching research question is, “How prepared are under-represented pre-health students to deliver culturally competent healthcare services to a diverse population?” The QI Compass focuses on key areas of performance that are directly tied to health care equity and quality. The results can help determine larger, more theoretical level findings about the pre-health education of under-represented students in general and the value of analyzing cultural competency. The goal is to learn more about the need to incorporate cultural competency into pre-health curriculums before professional school.

Research Proposals Funded 2017

Project 1

Medical Education Then and Now: How Prospective Physicians Make Sense of Institutional Change
Submitted by Jim Johnson, Loyola University

Synopsis: The American Association of Medical Colleges (AAMC) “Navigate your Journey from Pre-Med to Residency” ( is one of many examples that detail the importance of pre-medical students’ understanding professional realties of medical students, residents, and physicians. Two guiding questions of this research project are: What are the levels and directions of effort of medical students? How are these levels and directions developed collectively?

The proposed research will involve the collection and analysis of in-depth qualitative interviews with medical students, as well as a reanalysis of a classic study of medical education using new theoretical tools in sociology (e.g., inhabited institutionalism). As healthcare institutions change, it is imperative to understand how the professionals who will inhabit these institutions anticipate the ways they will navigate such change.

Project 2

Undergraduate Science Coursework: Perceptions of Second Year Dental Students
Submitted by Tammy Welchert (UMKC) and Steve Daggett (Avila University)

Synopsis: The project will center around a survey of dental students at the beginning of their second year to gain a better understanding of the undergraduate courses they most attribute with being able to successfully complete the first year of dental school. Having just completed the first year professional curriculum the second year students will be able to most accurately reflect on their immediate past experience and relate it back to their undergraduate courses. Pre-Professional Advisors often develop close professional relationships with their undergraduate students preparing for professional health programs. Unfortunately, for most advisors, these relationships end once the student leaves the undergraduate institution and tracking students for follow-up is time consuming and often non a fruitful venture. With the drive toward holistic review and well-rounded applicants more students are considering non-science undergraduate degrees. The data from this project will better inform undergraduate advisors who in turn will be able to better advise students preparing for careers in dentistry. The purpose of the proposed project is to repeat the work of Kerry Cheesman, KT Mechlin, Peggy Abels, Jeanne Barnett, Marivern Easton, and Ian Cheesman Academic Preparation for Medical School: What Second Year Medical Students Perceive to be Important (Advisor, December 2005) except with dental students instead of medical students.