David Lakey, MD, Commissioner
Sandra Guerra, MD, MPH, Residency Program Director
Gale Morrow, MPH, CHES, Deputy Regional Director
You may contact the program at the following address:
DSHS Office of Academic Linkages
P.O. Box 149347, Mail Code: 1864
Austin, TX 78714-9347
Phone: (512) 776-7276 | FAX (512) 776-7416
New Rotation: Texas Disaster Response Elective (Word, 238K)
PROGRAM MISSION
This program exists to prepare those physicians who possess the prerequisite training, dedication and value systems, for a competent, productive preventive medicine practice and career. The curriculum and training experiences are planned to enable the resident to reach the overall program educational goals:
- Achieve core and preventive medicine specialty competencies necessary for effective practice,
- Master subject matter pertaining to the scope of public health and preventive medicine duties of DSHS; and
- Attain certification by the American Board of Preventive Medicine.
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BACKGROUND
Why a Residency Requirement at the Department?
Physicians who continue their post graduate training through a year of rotation (PGY-1) obtain an MPH or equivalent degree (PGY-2) and serve a year of practicum in the field of public health with and accredited program (PGY-3) can become eligible to take the American Board exam in Preventive Medicine. Such physicians are in demand as directors of local, regional state and federal health departments or agencies, as well as leaders in other preventive and public health roles.
It was with the intent to train the future leaders of Texas public health that the Department embarked on its program of residency training for the practicum year. This program is supported by State tax dollars.
The Department's program is a fully accredited, one year, full time practicum.
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Role of the Department
The Department of State Health Services (DSHS) is the state agency responsible for oversight and implementation of public health and behavioral health programs in Texas. DSHS is one of four state agencies under the umbrella of the Texas Health and Human Services Commission. With an annual budget of approximately $3 billion and workforce of over 12,000, DSHS includes programs for preparedness and prevention, mental health and substance abuse services, eligibility-based health care for individuals, and regulatory consumer protection services, and operates eleven mental health facilities, two health care facilities, eight health service regional offices and the second largest public health laboratory in the world. Under the leadership of the Commissioner of State Health Services, Dr. David Lakey, the department has recognized that developing and maintaining a health workforce appropriate in skills and numbers is critical for the agency to accomplish its mission: To promote heath and well being in Texas. Considering the agency’s scope of responsibilities, statewide facilities, public health and preventive medicine expertise, range of partnerships with academic and other organizations, and commitment of executive leadership, DSHS is especially well-suited to host a graduate medical residency training program in public health and preventive medicine.
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ACADEMIC REQUIREMENTS
Didactic Component
The DSHS Residency Training Program is a one year practicum which constitutes the third year of a three year residency. The entering physician must have satisfied all requirements for a clinical year rotation and hold a MPH or comparable master’s degree which meets the requirements of the American Board of Preventive Medicine’s eligibility criteria for its National Board examination. Physicians who expect to apply for the DSHS practicum and have not yet acquired their MPH should consult with the DSHS residency program director, as well as with their School of Public Health advisor in the selection of courses for the academic year.
During the practicum year, the resident must continue the process of assimilating the vast store of knowledge concerning the practice of Preventive Medicine and Public Health. This includes, but is not limited to the following:
- Epidemiology
- Biostatistics
- Social and Behavioral Influences on Health
- Environmental and Occupational Health
- Health Services Organization and Administration
To promote a rounded experience in Preventive Medicine and Public Health the DSHS residency program provides exposure to periodic special learning opportunities under the auspices of other institutions or agencies. These are scheduled early in the residency year to permit the resident to work in as many as possible of their special training opportunities. Funding will determine the number and type of outside opportunities which can be offered.
The program relies on self-directed, but supervised adult learning for each resident to satisfy the practicum’s requirements. Residents may be based in the DSHS Central Office in Austin or in one of several DSHS Health Service Region offices across the state depending on the establishment of appropriate supervision, support and opportunities for the full breadth of experiences required by the program. DSHS works with various health departments, agencies, and universities as additional resources for residents’ learning opportunities. Residents participate in didactic training related to core and specialty competencies through formal courses presented by agencies at state and national levels. Coordinated as a whole, the breadth of public health and preventive medicine practice-based learning activities within DSHS, the external courses, and experience in other state and local level organizations round out a strong complement of training opportunities and exposure to a full range of public health and preventive medicine issues.
Rounds in pediatrics, pediatric infectious disease, tuberculosis, and other primary care specialties and public health related subjects are available and can be assigned on a case by case basis, depending on the needs of the resident. The resident will also participate in workshops on sexual harassment in the work place, cultural sensitivity, bio-terrorism, and other relevant public health issues.
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Curriculum Task Manual Outline
I. PUBLIC HEALTH ADMINISTRATION
A. PUBLIC POLICY DEVELOPMENT - Federal, State and Local level
B. HUMAN RESOURCE DEVELOPMENT AND MANAGEMENT
C. BUDGET/ACCOUNTING AND PURCHASING
D. CONTRACTS, LEASING AND GRANT MANAGEMENT
1. EVALUATING GRANT PROPOSAL
2. PREPARATION AND CRITIQUE OF PROGRAM RESOURCE PROPOSAL
E. PUBLIC AFFAIRS AND MEDIA INTERPLAY
F. INTERGOVERNMENTAL AFFAIRS
G. AUTOMATED DATA PROCESSING SYSTEMS
H. INDIRECT HEALTH CARE SERVICES/PUBLIC HEALTH HOSPITALS
I. STRUCTURE AND FUNCTION OF HEALTH DEPARTMENTS
J. MEDICAL TRANSPORTATION SYSTEMS
K. HEALTH REFORM AND PUBLIC HEALTH
L. MANAGE CARE AND PUBLIC HEALTH
M. FEDERAL PUBLIC HEALTH PROGRAMS
N. PUBLIC HEALTH AND THE LAW
II. PUBLIC HEALTH CLINIC OPERATIONS
A. MATERNAL AND CHILD HEALTH PROGRAMS
B. SEXUALLY TRANSMITTED DISEASE PROGRAMS
1. STD CLINICAL TRAINING
2. STD IN ALTERNATIVE SEXUAL PRACTICES
3. STD INTERVENTION ACTIVITIES
4. STD PATIENT MANAGEMENT
5. STD POLICY AND LAW
C. HIV INFECTION, TESTING, COUNSELING, AND MANAGEMENT
1. HIV KNOWLEDGE BASE
2. CLINICAL MANAGEMENT OF AIDS PATIENTS
D. TUBERCULOSIS MANAGEMENT AND CONTROL PROGRAMS
1. EVALUATION OF TUBERCULOSIS CONTROL PROGRAMS
2. LAW AND POLICY CONCERNING TUBERCULOSIS
E. HANSEN’S DISEASE
1. EVALUATION OF TUBERCULOSIS CONTROL PROGRAM
2. LAW AND POLICY CONCERNING TUBERCULOSIS
F. IMMUNIZATION CLINICS
1. IMMUNIZATION OF INFANTS AND CHILDREN
2. ADULT IMMUNIZATION
G. NUTRITION: THE PUBLIC HEALTH PERSPECTIVE
1. INFANT NUTRITION
2. NUTRITION AND DISEASE I
3. NUTRITIONAL DISEASES ASSOCIATED WITH MENTAL ILLNESS
4. NUTRITIONIST IN THE PUBLIC HEALTH TEAM
H. ADULT CHRONIC DISEASE SCREENING AND COUNSELING
I. FAMILY PLANNING PROGRAMS
J. DENTAL PUBLIC HEALTH
K. SOCIAL WORK SERVICES
L. CLINICAL FORMS AND RECORDS
III. COMMUNITY HEALTH ACTIVITIES
A. COMMUNITY HEALTH AWARENESS I
B. HEALTH PROMOTION AND EDUCATION PROJECTS
1. HEALTH EDUCATION I
2. AIDS PREVENTION THROUGH TEACHING
C. IMMUNIZATION CAMPAIGNS
D. VOLUNTEER RECRUITING AND MANAGEMENT/VISTA PROGRAM
E. HEALTH FAIRS AND MOBILE PROGRAMS
F. COMMUNITY HEALTH ASSESSMENT
G. MOBILIZING COMMUNITY ACTION
IV. FIELD EPIDEMIOLOGY
A. DISEASE REPORTING ANALYSIS
B. EPIDEMIOLOGIC INVESTIGATION
EPIDEMIOLOGY I
EPIDEMIOLOGIC INVESTIGATION: COMMUNICABLE DISEASE
C. FOOD OUTBREAK INVESTIGATION
D. PUBLIC HEALTH MANAGEMENT OF COMMUNICABLE DISEASE
1. MENINGITIS
2. ZOONOTIC TRANSMISSION
3. RABIES
4. FINGERS/FECES/FOOD/WATER TRANSMISSION
5. VIRAL HEPATITIS
E. SAMPLING AND SURVEYING, SURVEILLANCE SYSTEM, DATA INTERPRETATION
F. DISASTER ASSESSMENT AND RESPONSE
G. ANALYSIS OF VIOLENCE
1. ROOTS OF VIOLENCE
2. VIOLENCE: AS A PUBLIC HEALTH PROBLEM
3. VIOLENCE: PUBLIC APPLICATION
H. DATA ACQUISITION AND ASCERTAINMENT
I. NOSOCOMIAL INFECTION CONTROL
J. BIO/CHEMICAL TERRORISM
V. OCCUPATIONAL MEDICINE AND HEALTH
A. ROLE OF THE OCCUPATIONAL MEDICINE PHYSICIAN
B. SAFETY
C. WORKPLACE HAZARD/HEALTH ASSESSMENT
D. PRE-EMPLOYMENT PERIODIC HISTORY AND PHYSICAL
E. WORKER’S COMPENSATION ACT
F. OSHA/NIOSH POLICY AND ROLES
G. EMPLOYEE ASSISTANCE PROGRAMS
H. CORPORATE FITNESS PROGRAM
I. PREVENTION STRATEGIES IN THE WORKPLACE
J. SURVEY OF OCCUPATIONAL DISEASES AND INJURIES
VI. ENVIRONMENTAL AND CONSUMER PROTECTION
A. FOOD AND DRUG SAFETY
1. MANUFACTURED FOODS DIVISION
2. MILK AND DAIRY SANITATION
B. PRODUCT SAFETY
C. SOLID WASTE TECHNOLOGY AND REGULATION
D. WASTE WATER/POTABLE WATER PROCESSES AND REGULATION
E. ENVIRONMENTAL CONTAMINATION
F. AIR QUALITY CONTROL
G. ANIMAL CONTROL PROGRAMS
H. HEALTH FACILITIES LICENSURE AND CERTIFICATION
I. EMERGENCY SERVICES TRAINING, TESTING AND CERTIFICATION
J. REGULATION OF FACILITIES FOR CHILDREN
K. RADIOLOGICAL PROTECTION AND CONTROL
L. BORDER HEALTH PROBLEMS AND PROGRAMS
VII. PREVENTIVE MEDICINE IN DIVERSE SETTINGS
A. COMMUNITY ORIENTED PRIMARY CARE
B. PRISON SYSTEM PREVENTIVE MEDICINE HEALTH CARE
C. SUBSTANCE ABUSE REHABILITATION SYSTEMS
D. SCHOOL HEALTH CLINICS AND PROGRAMS
E. REFUGEE HEALTH CARE FACILITIES AND PROGRAMS/IMMIGRANT HEALTH
F. CLINICAL PREVENTIVE MEDICINE IN CLINICAL SETTINGS
G. INTERNATIONAL HEALTH ISSUES AND PROGRAMS - TRAVEL MEDICINE
VIII. PREVENTIVE MEDICINE AND CHRONIC DISEASE
A. SCREENING PROGRAM ASSESSMENT
B. HEART DISEASE
C. DIABETES PROGRAM
D. CANCER
1. BREAST CANCER
2. CERVICAL CANCER
3. COLORECTAL CANCER
4. LUNG CANCER
5. PROSTATE CANCER
6. SKIN CANCER
E. TOBACCO AND HEALTH
F. RENAL HEALTH PROGRAM
G. GERIATRIC HEALTH ISSUES
H. GENETICS
IX. RECORDS AND REPORTS
A. VITAL STATISTICS
B. BIRTH DEFECTS REGISTRY
C. HEALTH DATA SYSTEM MANAGEMENT
X. LABORATORY SUPPORT
A. PUBLIC HEALTH LABORATORY STRUCTURE AND FUNCTION
XI. MENTAL HEALTH PROGRAMS
A. MENTAL HEALTH AND SUBSTANCE ABUSE
B. STATE SCHOOLS/HOSPITALS
C. MENTAL HEALTH CLINICS-
XII. PUBLIC HEALTH PRACTICE
HISTORY, ROLES, AND TASKS
PROFESSIONAL ETHICS
VALUES AND ETHICS
CAREER PLANNING
THE DIRECTOR
CULTURAL DIVERSITY AND PUBLIC HEALTH
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OPERATIONAL CONCEPT
Resident Roles, Responsibilities and Activities
The American Board of Preventive Medicine requires that a resident serve at least 12 months in a training position which allows application of the didactic knowledge base to the actual practice of preventive medicine/public health. During the 12 month practicum with DSHS, the resident is expected to take full, advantage of the opportunities available to learn from all the members of the public health team.
Mentors will assign preceptors with the level of training and experience that will be most valuable to the resident.
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Resident, Mentor and Curriculum
The residency program director assigns a mentor who is certified by the American Board of Preventive Medicine to each resident. Mentors (supervising faculty) are generally Regional Medical Directors of DSHS, but may also be one of the boarded specialists at the DSHS Central Office in Austin.
The residency director conducts an initial orientation with each resident and mentor (supervising faculty) to cover the program's expectations, standardized assessment and evaluations processes, tools and forms. During the orientation, the resident and mentor receive:
- A copy of the overall educational goals for the program;
- A copy of the required core and preventive medicine specialty competencies.
- The Residency Program Management Manual, which contains the program’s standard evaluation tools (Resident Task Completion Form, Preceptor's Evaluation of Resident, Mentor's Quarterly Report, Training Topics Checklist, and Resident's Pre and Post Assessment) used to evaluate resident’s performance and achievement;
- The DSHS Preventive Medicine Residency Curriculum Task Manual, which includes the program’s requirements for graduation as well as descriptions of learning activities with competency-based goals and objectives for each activity;
- A packet of information on the resident’s status as an employee of DSHS.
Each resident with their mentor develops a specific educational plan for approval by the residency director. Educational plan is based on assessment of the following:
- Initial baseline assessment of competencies,
- Resident prior experience,
- Demonstrated knowledge and abilities,
- Resident’s interest and career plan, and
- Other variables such as feasibility, scheduling, and prior agreements with resident.
The educational plan is customized so that each resident can achieve required core and specialty competencies and meet program requirements within their practicum year. The plan is built from:
- The DSHS Preventive Medicine Curriculum Task Manual, a catalog of tasks designed for the acquisition and demonstration of necessary competencies, skill, and knowledge; the manual is structured with chapter areas related to the full scope of public health and preventive medicine duties of DSHS;
- Other tasks identified by the mentor in response to resident needs and unique available learning opportunities;
- Required and optional didactic courses, conferences, and training sessions (including a required rotation in Occupational Medicine with the University of Texas Health Science Center at Tyler Occupational Medicine Residency Program.
- Each resident’s program is further individualized to the local opportunities and training experiences available at the resident’s base training site.
Written descriptions of the required activities and tasks in the Task Manual include specific competency-based goals and objectives, and include completion requirements that are verified through evaluation. Under supervision of their mentor, the resident accepts the fundamental responsibility to schedule and achieve their training activities as specified in their educational plan. The mentor and residency director ensure completion of required activities, assessment of competencies, and evaluation of the resident’s experience.
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Resident-Mentor Consultations
Each resident will schedule a weekly or no less than monthly sessions with the mentor for purposes of reviewing tasks completed or in progress, to schedule future tasks and to provide the mentor with time to evaluate and mentor the resident. It also provides a time for the resident to ask questions, discuss problem encountered with staff, patients, the tasks, or cover current literature, news items or events regarding preventive medicine/public health. The mentor may need to devote at least 10% of the work week to resident training and to be available when the resident needs assistance to move forward in the training tasks.
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Preceptors and Task Activities
Generally, the resident will make arrangements with the preceptors listed and/or identified by the mentor, to accomplish the tasks they elect or are required to perform based on the educational plan. Reading should be accomplished first, where feasible. This will enhance the hands on or observational phase of task training. The resident should dress appropriately for the role. The resident should read and carry the task sheet to the site of the task training to refer to when making observations and asking questions.
The resident is required to write a brief monthly report including topics covered, tasks performed, observations and comments. It is of considerable value to the mentors, the residency director and the Residency Advisory Committee (RAC) in the continuous process of residency program review and improvement. The mentor is responsible for maintaining the appropriate environment for optimal learning to take place.
The mentor may require the resident to attend journal clubs or grand rounds with the goal of the resident: 1) Bringing preventive medical issues and knowledge to clinicians; and 2) Maintaining and expanding the clinical experience of the resident.
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THE TRAINING PROCESS
Under the guidance of the assigned mentor, the resident is responsible for self-paced completion of the specified experiential tasks and other learning activities in their educational plan. The resident is expected to be involved as both an observer and a participant across a full spectrum of roles in DSHS. In addition to the resident’s mentor and preceptors, other subject matter experts and public health practitioners with relevant training and expertise may serve as staff and resource faculty to the residents.
The resident must, by interview, observation and practice, demonstrate core and preventive medicine specialty competencies as they complete their educational plan’s program of assignments. The resident’s progress is assessed as learning activities are completed and at regular intervals during the residency. Various standardized evaluation tools require mentor or preceptors to evaluate strengths and weaknesses in the resident’s performance, and require the resident to evaluate the faculty and the educational experience.
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A - Assignment
The resident may be assigned to one of several localities: DSHS Central Office or a Health Service Region, depending primarily on the establishment of appropriate supervision, support and opportunity for the full breadth of experience required by the Program. The resident also serves in temporary assignments in a sequence of several other training sites, nearby and at some distance. The temporary assignments (visits) include local health departments, hospital and state agencies, as well as the Central and other Regional Offices of the DSHS. These assignments are for brief time periods, according to the needs of the resident, and to opportunities and circumstances which develop. Residents receive didactic training through attendance at several formal courses presented by agencies at state and national levels.
The period of training is 12 months; as a minimum, no less than the equivalent of fifty weeks is devoted to training. Although in special occasions the resident may extend his or her work beyond the minimum of the forty hour work week, this curriculum is based on the approximately two-hundred fifty training days, each of eight hours duration, during which the resident's time may be adapted conveniently to work with other health workers.
Residents are not required or encouraged to moonlight during the practicum year. However residents may request moonlighting using the agency dual-employment form. Dual employment should not interfere with the completion of a 40 hour work week or with learning opportunities related to public health experiences.
Assigned Tasks and Other Requirements - Tasks are assigned based on individualize educational plan. The incoming resident assessment is conducted to establish a baseline assessment of incoming resident’s knowledge, skills, and competencies and to guide development of a targeted educational plan. The educational plan is based on:
a. The Resident’s prior experience and education;
b. The Resident’s baseline level on core and specialty competencies, and demonstrated ability and knowledge;
c. The Resident’s career plan and individual interest;
d. Scheduling considerations and timing of opportunities for specific learning activities;
e. The arrangements according to which the resident is enrolled in this program.
In response (a-e) above, the resident and mentor identify relevant selections from the Residency Program Curriculum Task Manual and develop the educational plan. Each of the required activities and selected task written descriptions include specific competencies, competency-based goals and objectives, and completion requirements that are subject to evaluation. The educational plan also incorporates didactic components, other required courses, a rotation in Occupational Medicine, and other trainings necessary for the resident's mastery of subject matter and attainment of competencies. In order to ensure mastery of the subject matter pertaining to the scope of public health and preventive medicine duties of DSHS, the educational plan will require the Resident to complete at least 75% of the tasks outlined in each chapter area of the Program Task Manual.
The educational plan is submitted to the residency director for review, comment, and signature. The educational plan may evolve during the course of the training, through consultation among resident, mentor, and residency director.
Each resident’s educational plan, while meeting standardized requirements, may be customized to take advantage of the opportunities and resources available in the Health Service Region or Central Office.
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B - Training Sequence
Training will begin with a general introduction of the resident to the Texas Department of State Health Services and familiarization with his or her rights and privileges as an employee. Each resident is provided a Training Manual and a Task Manual. Under supervision of his/her mentor, the resident accepts the fundamental responsibility to schedule and achieve his/ her training, as facilitated by the mentor. Upon completion or execution of each task, the resident is encouraged to make brief notes of the training site, date, important circumstances, and ideas related to the accomplished task. These notes will facilitate responses to the examining mentor's inquiries and preparation of written reports. The resident and mentor will meet formally at least once in each month to:
- Review reports submitted by the resident.
- eview and analyze, task by task, the content of the resident's recent experience.
- Plan the succeeding week's work and to schedule future training and conferences.
- Facilitate direct teaching by the Mentor/Residency Director.
- Evaluate the resident's progress.
- Plan and review non-curricular assignments, such as committee meeting preparation, program consultation, and time sheets, etc.
During the residency period, records will be maintained to ensure that, insofar as is feasible, practical, and desirable, the resident accomplishes a maximum number of tasks in topical area. Those tasks that include competency demonstration are mandatory.
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C - Evaluation of Progress
The resident and mentor meet formally at least once in each month to:
- Evaluate the resident’s progress according to their educational plan and to consider modifications;
- Review and analyze, task by task, the content of the resident’s recent experiences including evaluations by faculty other than the mentor;
- Review reports submitted by the resident;
- Plan upcoming work and schedule future training and conferences;
- Facilitate direct teaching by the mentor;
- Plan and review non-curricular assignments, such as committee meeting preparation, program consultation, and time sheets, etc.
The mentor grades the work of the resident on a quarterly basis using the Mentor’s Quarterly Report form (MQR). The residency director reviews MQR’s on residents as they are submitted and visits with the residents at least on a quarterly basis.
The preceptor, residency director and RAC may all participate in the continuing examination of the resident to ensure that the material being covered is learned to standard and that the resident is progressing in a timely manner, and to provide support and assistance to the resident in meeting the overall program educational goals.
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D - Successful Completion of Training
Successful completion of practicum requires all of the following:
- Overall satisfactory preceptor and mentor ratings of progress over the 12-month training period.
- Satisfactory completion of at least 75% of tasks in the Residency Curriculum Task Manual.
- Satisfactory achievement of core and preventive medicine specialty competencies necessary for effective practice,
- Mastering subject matter pertaining to the scope of public health and preventive medicine duties of DSHS.
Successful completion of training will lead to the attainment of certification by the American Board of Preventive Medicine.
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E - Resident Graduation
The residency director, in conjunction with the mentor will determine that the resident has completed all requirements for graduation from the program. The residency director will then present to the RAC a final evaluation for each resident with her/his decision to certify for graduation or extension of contract to accomplish necessary tasks.
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THE APPLICATION PROCESS
Requirements for Candidates
To compete for a DSHS residency practicum, the candidate must:
1. Provide letters of recommendation from two physicians, each of whom has worked with the applicant or trained him/her for a period of one (1) year or longer. These letters must be mailed directly by the recommending physicians to the Residency Program Director.
2. Provide a copy of medical school diploma along with the name and address of the school from which it was earned.
3. Provide a copy of the Master’s degree certificate and the name and address of the school from which it was earned.
4. Provide a copy of a certificate of successfully completion of a year of clinical training (PGY-1) and the name and address of the institute from which it was earned.
5. Provide a completed DSHS application with the names and addresses of all places where the candidate has worked in the capacity of a physician.
6. Provide a copy of the candidate’s unrestricted license to practice medicine in the State of Texas or a pass certificate for the Texas Medical Jurisprudence exam and a copy of a letter to the TSBME requesting licensure if applying by reciprocity.
Foreign medical graduates must present a valid certificate from the Educational Council on Foreign Medical Graduates, and a certificate of successful completion of the USMLE exams in addition to documentation of licensure requirements.
Doctors of Osteopathic (D.O.), who completed osteopathic internship or residency, although accepted into our program, may not be eligible for certification by the American Board of Preventive Medicine (ABPM). Non-ACGME accredited D.O. graduates will qualify to take the osteopathic specialty exam in preventive medicine. DSHS encourages D.O. applicants to consider our program.
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How to Obtain an Application
Applicants are provided application forms and requirements on the Residency Program Webpage. A complete application may be submitted via e-mail or standard mail to the residency director. A complete application consists of copies of diplomas or certificates related to 2-4 above, letters of recommendation from two physicians, each of whom has worked with the applicant or trained him/her for a period of one year or longer, a complete DSHS application, and a copy of the candidate’s unrestricted license to practice medicine in Texas or a pass certificate for the Texas Medical Jurisprudence exam and a copy of a letter to the Texas State Board Medical Examiners requesting licensure if applying by reciprocity.
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Background Check
Individuals who complete the application will undergo a credentials check which may include a letter or a telephone call to the sources of documents presented. The letters of recommendation will be solicited, based on specific questions and information requests. All discrepancies which can not be resolved by the Department will be brought to the attention of the candidate for clarification. A check against American Medical Association files will be accomplished where applicable. A reference check may be made with the National Practitioner Data Bank and all the institutions where the candidate has worked in the capacity of a physician.
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Review and Interview Processes
Only complete applications are reviewed by the residency director. Potential candidates’ applications are referred by the residency director to the Application Selection Committee. Application Selection Committee appointments are made by the residency director. Application Selection Committee reviews applications and makes selections for interviews. Interviews follow the standard policy of the Texas Health and Human Services Commission for interview and selection.
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Selection and Appointment Process
Interview Committee makes recommendation for selection to the RAC chair(s) after completion of interviews. Interview Committee appointments are made by the residency director. Residents are selected among eligible applicants on the basis of residency program-related criteria such as their preparedness, ability, aptitude, academic credentials, communication skills, and personal qualities such as motivation and integrity. The program does not discriminate with regard to sex, race, age, religion, color, national origin, disability, veteran, or any other applicable legally protected status. The RAC chair(s) approve or disapprove offering a position to a candidate. The candidates are notified in writing by the residency director of the outcome of the selection process.
The process to begin the program is negotiated between the residency director and the future resident to ensure that appropriate placement and supervision is coordinated.
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The Formal Contract Between the Resident and the DSHS
Once selected, the candidate will be required to sign a memorandum of understanding (MOU) with DSHS. The signed MOU will serve as the resident’s acceptance of the position for one year. No guarantee of employment after the practicum year can be made.
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**NOTE: Due to the proposed training changes by the ACGME, the DSHS Preventive Medicine and Public Health Residency Program will transition to a 24-month training program beginning in July 2011. Persons applying for entry into the program after this date will still be expected to have completed the above listed.