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Strengthening the evidence base for maternal and child health programs

New: MCH Best strategies database for sample ESMs

Evidence Tools
MCH Best. NPM 1: Well-Woman Visit

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well-woman visitCommunity-Based Group Education

MCH Strategy. Utilize community-based education groups to promote annual preventive visits.

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Overview. Engaging the community in meaningful ways (as equitable partners) helps build knowledge about social determinants of health and creates public health interventions that are supported and sustainable.”1

Evidence. Moderate Evidence. Interventions targeting the patient/consumer such as community-based group education appear to be effective. Access the peer-reviewed evidence through the MCH Digital Library. (Read more about understanding evidence ratings).

Target Audience. Patient/Consumer.

Outcome. Percent of women with a past year preventive visit. For detailed outcomes related to each study supporting this strategy, click on the peer-reviewed evidence link above and read the "Intervention Results" for each study.

Examples from the Field. There are currently 1 ESMs across all states/jurisdictions that use this strategy directly or intervention components that align with this strategy. Access descriptions of these ESMs through the MCH Digital Library. You can use these ESMs to see how other Title V agencies are addressing the NPM.

Sample ESMs. Using the strategy “Utilize community-based education groups to promote annual preventive visits,” here are sample ESMs you can use as a model for your own measures using the Results-Based Accountability framework (for suggestions on how to develop programs to support this strategy, see The Role of Title V in Adapting Strategies):

Quadrant 1:
Measuring Quantity of Effort
("What/how much did we do?")

  • Number of community-based education groups that promote annual preventive visits.

Quadrant 2:
Measuring Quality of Effort
("How well did we do it?")

  • Percent of community-based education groups that promote annual preventive visits.

Quadrant 3:
Measuring Quantity of Effect
("Is anyone better off?")

  • Number of women participating in community-based education groups that report an increase in knowledge/skill around scheduling annual preventive visits.

Quadrant 4:
Measuring Quality of Effect
("How are they better off?")

  • Percent of women participating in community-based education groups that report an increase in knowledge/skill around scheduling annual preventive visits.

Note. ESMs become stronger as they move from measuring quantity to measuring quality (moving from Quadrants 1 and 3, respectively, to Quadrants 2 and 4) and from measuring effort to measuring effect (moving from Quadrants 1 and 2, respectively, to Quadrants 3 and 4).

Learn More. Read how to create stronger ESMs and how to measure ESM impact more meaningfully through Results-Based Accountability.


Reference:

1 Linda S. Sprague Martinez, Amanda J. Reich, Cecilia A. Flores, Uchenna J. Ndulue, Doug Brugge, David M. Gute & Flavia C. Peréa (2017) Critical Discourse, Applied Inquiry and Public Health Action with Urban Middle School Students: Lessons Learned Engaging Youth in Critical Service-Learning, Journal of Community Practice, 25:1, 68-89, DOI: 10.1080/10705422.2016.1269251 https://www.tandfonline.com/doi/pdf/10.1080/10705422.2016.1269251.

This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number U02MC31613, MCH Advanced Education Policy, $3.5 M. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.