Opportunity Information: Apply for HRSA 11 155
Apply for HRSA 11 155
- The Health Resources and Services Administration in the health sector is offering a public funding opportunity titled "Pre Doctoral Training in Primary Care" and is now available to receive applicants.
- Interested and eligible applicants and submit their applications by referencing the CFDA number(s): 93.884 Grants for Primary Care Training and Enhancement.
- This funding opportunity was created on Jun 20, 2011 and posted on Jun 10, 2011.
- Applicants must submit their applications by Jul 11, 2011. (Agency may still review applications by suitable applicants for the remaining/unused allocated funding in 2026.)
- The funding agency has allocated a total of $4,175,000.00 to eligible and selected applicants.
- The number of recipients for this funding is limited to 24 candidate(s).
- Eligible applicants include: Others (see text field entitled Additional Information on Eligibility for clarification).
- Eligible entities include accredited public and nonprofit private hospitals, schools of allopathic medicine or osteopathic medicine and public or private nonprofit entities which the Secretary has determined are capable of carrying out such grant.
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Opportunity Summary:
The Pre Doctoral Training in Primary Care funding opportunity (HRSA-11-155) was a discretionary grant program offered by the U.S. Health Resources and Services Administration (HRSA) under CFDA 93.884, Grants for Primary Care Training and Enhancement. Released for Fiscal Year 2011, the program was designed to strengthen the nation s primary care workforce by supporting medical school level training initiatives that encourage and prepare medical students to enter primary care careers. The announcement emphasized building and improving structured predoctoral education pathways that steer learners toward family medicine, general internal medicine, general pediatrics, and combined internal medicine and pediatrics (med peds), with an overall goal of expanding the pipeline of clinicians trained to meet community needs.
At its core, the program funded projects that planned, developed, and operated accredited professional training experiences for medical students in the targeted primary care disciplines. Awardees could use grant funds not only to create new training components, but also to enhance or participate in existing accredited programs, as long as the funded work clearly supported predoctoral preparation for primary care practice. The opportunity placed strong attention on curricula that actively build student interest in primary care and that teach using modern, practical approaches to care delivery. In particular, HRSA highlighted innovative strategies and real world models of patient care, including team based care and interprofessional education, where medical students learn alongside or in coordinated instruction with faculty and professionals from across the health disciplines.
A major theme of the announcement was preparing students to care for vulnerable and underserved populations. The training approach was meant to go beyond traditional classroom learning by embedding students in settings and learning experiences that reflect the realities of primary care delivery, especially in communities with limited access to services. The opportunity encouraged a broad range of instructional formats, such as classroom based teaching, clinical rotations, practicums, peer to peer teaching models, simulation, web based instruction, distance learning, blended learning, and focused seminars or workshops. By allowing multiple learning modalities, the program aimed to support schools and training partners in tailoring education to local needs and to emerging best practices in medical education.
The announcement also stressed that training should include community based sites, rather than relying solely on tertiary academic hospital environments. These community experiences were intended to take place under the auspices of university departments, academic health science centers, or other appropriate entities, ensuring that community training was academically connected and supervised while still exposing students to outpatient and community oriented care. This reflects a broader workforce strategy: students who train in community settings and underserved areas are more likely to understand those practice environments and, in many cases, to pursue careers serving similar communities after graduation.
In terms of funding scale and timing, HRSA anticipated making about 24 awards with an estimated total funding amount of $4,175,000. The opportunity did not require cost sharing or matching funds. Key dates included a posted date of June 10, 2011, with an application closing date of July 11, 2011, and an archive date of September 9, 2011, indicating it was a time limited competition for FY 2011. Eligible applicants included accredited public and nonprofit private hospitals, schools of allopathic medicine, schools of osteopathic medicine, and other public or private nonprofit entities that the Secretary determined capable of carrying out the grant purpose. In practice, this eligibility language signaled that medical schools and closely affiliated nonprofit training institutions were the primary expected applicants, while leaving room for other qualified nonprofit organizations with the appropriate infrastructure and accreditation ties to implement medical student training.
Overall, this grant opportunity was a targeted investment in predoctoral medical education infrastructure and curriculum design, with a clear workforce intent: increase the number of physicians entering core primary care fields and improve the quality and relevance of their training through community based experiences, team oriented care models, and educational methods that better match how primary care is delivered, especially for underserved populations. For applicants, the competitive focus would have been on proposing credible, accredited training approaches that demonstrate innovation, meaningful community engagement, and a strong plan to influence student interest and preparedness for long term careers in primary care.
Frequently Asked Questions (FAQs)
What is the Pre Doctoral Training in Primary Care funding opportunity (HRSA-11-155)?
HRSA-11-155 was a discretionary grant program from the U.S. Health Resources and Services Administration (HRSA), released for Fiscal Year 2011 under CFDA 93.884 (Grants for Primary Care Training and Enhancement). It was designed to strengthen the U.S. primary care workforce by supporting medical school level (predoctoral) training initiatives that encourage and prepare medical students to enter primary care careers.
What was the main goal of this program?
The central goal was to expand and strengthen the pipeline of physicians entering core primary care fields by supporting structured predoctoral education pathways and training experiences that increase student interest in primary care and improve preparation for real-world practice, especially in communities with limited access to care.
Which primary care disciplines were specifically emphasized?
The announcement emphasized training pathways that steer learners toward family medicine, general internal medicine, general pediatrics, and combined internal medicine and pediatrics (med peds).
What types of activities or projects could grant funds support?
Grant funds could support projects that planned, developed, and operated accredited professional training experiences for medical students in the targeted primary care disciplines. Funding could be used to create new training components and also to enhance, or participate in, existing accredited programs as long as the funded work clearly supported predoctoral preparation for primary care practice.
Did the program require the training experiences to be accredited?
Yes. The opportunity centered on accredited professional training experiences for medical students, including projects implemented through or connected to accredited programs.
What kinds of educational approaches did HRSA encourage?
HRSA encouraged modern, practical approaches to care delivery and instruction, including innovative strategies and real-world models of patient care. A highlighted theme was team based care and interprofessional education, where medical students learn alongside or in coordinated instruction with faculty and professionals across health disciplines.
Was interprofessional education an expected element?
The announcement strongly highlighted interprofessional education and coordinated learning with other health disciplines as an innovative strategy for training that better reflects real-world primary care delivery.
How did the opportunity address underserved or vulnerable populations?
A major theme was preparing students to care for vulnerable and underserved populations. The training approach was intended to go beyond classroom learning by embedding students in settings and experiences that reflect the realities of primary care delivery, particularly in communities with limited access to services.
Were community based training sites required or encouraged?
Community based sites were strongly emphasized. The announcement stressed that training should include community based experiences rather than relying solely on tertiary academic hospital environments.
How were community experiences supposed to be organized or supervised?
Community experiences were intended to occur under the auspices of university departments, academic health science centers, or other appropriate entities, so the training remained academically connected and supervised while exposing students to outpatient and community oriented care.
What instructional formats were allowed under the program?
The opportunity encouraged a broad range of instructional formats, including classroom based teaching, clinical rotations, practicums, peer to peer teaching models, simulation, web based instruction, distance learning, blended learning, and focused seminars or workshops.
Could applicants combine multiple teaching modalities?
Yes. By allowing multiple learning modalities, the program aimed to let schools and training partners tailor education to local needs and emerging best practices in medical education.
How many awards did HRSA expect to make, and what was the total funding amount?
HRSA anticipated making about 24 awards, with an estimated total funding amount of $4,175,000.
Was cost sharing or matching required?
No. The opportunity did not require cost sharing or matching funds.
What were the key dates for this funding opportunity?
The posted date was June 10, 2011. The application closing date was July 11, 2011. The archive date was September 9, 2011, indicating the competition was time limited for FY 2011.
Who was eligible to apply?
Eligible applicants included accredited public and nonprofit private hospitals, schools of allopathic medicine, schools of osteopathic medicine, and other public or private nonprofit entities that the Secretary determined capable of carrying out the grant purpose.
Were medical schools the primary expected applicants?
Yes. The eligibility language signaled that medical schools and closely affiliated nonprofit training institutions were the primary expected applicants, while still allowing other qualified nonprofit organizations with the right infrastructure and accreditation ties to implement medical student training.
What did HRSA appear to prioritize in competitive applications?
Based on the announcement emphasis, competitive proposals would likely have featured credible, accredited training approaches with innovation, meaningful community engagement, and a strong plan to influence student interest and preparedness for long-term careers in primary care. Focus areas included community based experiences, team oriented care models, and training designed to improve care for underserved populations.
How did this program connect training to workforce outcomes?
The program reflected a workforce strategy that students who train in community settings and underserved areas are more likely to understand those environments and, in many cases, pursue careers serving similar communities after graduation. The overall intent was to increase both the number of physicians entering primary care and the relevance of their training to community needs.
What is CFDA 93.884 in relation to this opportunity?
CFDA 93.884 is the catalog listing for "Grants for Primary Care Training and Enhancement" under which this HRSA opportunity (HRSA-11-155) was offered.
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