BHW HRSA-22-049 (K02) DCECDP Final.pdf

U.S. Department of Health and Human Services

Bureau of Health Workforce

Division of Medicine and Dentistry

Dental Clinician Educator Career Development Program

Funding Opportunity Number: HRSA-22-049

Funding Opportunity Type(s): Competing Continuation, New

Assistance Listings (AL/CFDA) Number: 93.976

NOTICE OF FUNDING OPPORTUNITY

Fiscal Year 2022

Application Due Date: February 14, 2022 Ensure your SAM.gov and Grants.gov registrations and passwords are current immediately!

HRSA will not approve deadline extensions for lack of registration.

Registration in all systems may take up to 1 month to complete.

Issuance Date: November 22, 2021

Jennifer Holtzman DDS, MPH Dental Officer, Bureau of Health Workforce Telephone: (301) 945-3368 Email: jholtzman@hrsa.gov

See Section VII for a complete list of agency contacts.

Authority: 42 U.S.C. § 293k-2 (Section 748 of the Public Health Service Act) mailto:jholtzman@hrsa.gov

HRSA-22-049 i

508 COMPLIANCE DISCLAIMER

Note: Persons using assistive technology may not be able to fully access information in this file. For assistance, please email or call one of the HRSA staff listed in Section VII.

Agency Contacts.

EXECUTIVE SUMMARY

The Health Resources and Services Administration (HRSA) is accepting applications for the fiscal year (FY) 2022 Dental Clinical Educator Career Development Program, previously competed FY 2017 as the Primary Care Medicine and Dentistry Clinician Educator Career Development Award. The purpose of this program is to strengthen the primary care workforce by supporting the academic career development of faculty who teach primary care dentistry (general dentistry, pediatric dentistry or dental public health) or focus their teaching on the integration of oral health in family medicine, general internal medicine or general pediatrics. The goal of this Notice of Funding Opportunity (NOFO) is to provide career development awards to junior primary care faculty to support their development as future clinician educator faculty and leaders in primary care while also supporting innovative projects that involve the transformation of health care delivery systems. Awards are made to successful applicant institutions to support one identified individual junior faculty (Project Director) for the five-year award.

Funding Opportunity Title: Dental Clinician Educator Career Development Program

Funding Opportunity Number: HRSA-22-049

Due Date for Applications: February 14, 2022

Anticipated Total Annual Available FY 2022 Funding:

$1,500,000

Estimated Number and Type of Award(s): Up to 8 grant(s)

Estimated Annual Award Amount: Up to $187,500 per award subject to the availability of appropriated funds

Cost Sharing/Match Required: No

Period of Performance: July 1, 2022 through June 30, 2027 (5 years)

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Eligible Applicants: Eligible entities include accredited schools of dentistry, public or nonprofit private hospitals; or public or private nonprofit entities which the Secretary has determined are capable of carrying out such grant or contract such as an academic health center that holds its own accreditation for a Commission on Dental Accreditation (CODA) accredited primary care dental residency program.

See Section III.1 of this notice of funding opportunity (NOFO) for complete eligibility information.

Application Guide

You (the applicant organization/agency) are responsible for reading and complying with the instructions included in HRSA’s SF-424 R&R Application Guide, available online at http://www.hrsa.gov/grants/apply/applicationguide/sf424rrguidev2.pdf, except where instructed in this NOFO to do otherwise.

Technical Assistance HRSA will hold a pre-application technical assistance (TA) webinar for applicants seeking funding through this opportunity. The webinar will provide an overview of pertinent information in the NOFO and an opportunity for applicants to ask questions.

Visit the HRSA Bureau of Health Workforce’s open opportunities website at https://bhw.hrsa.gov/fundingopportunities/default.aspx to learn more about the resources available for this funding opportunity.

http://www.hrsa.gov/grants/apply/applicationguide/sf424rrguidev2.pdf https://bhw.hrsa.gov/fundingopportunities/default.aspx

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Table of Contents

I. PROGRAM FUNDING OPPORTUNITY DESCRIPTION

1. PURPOSE

2. BACKGROUND

II. AWARD INFORMATION

1. TYPE OF APPLICATION AND AWARD

2. SUMMARY OF FUNDING

III. ELIGIBILITY INFORMATION

1. ELIGIBLE APPLICANTS

2. COST SHARING/MATCHING

3. OTHER

IV. APPLICATION AND SUBMISSION INFORMATION

1. ADDRESS TO REQUEST APPLICATION PACKAGE

2. CONTENT AND FORM OF APPLICATION SUBMISSION

i. Project Abstract

ii. Project Narrative

iii. Budget

iv. Budget Justification Narrative

v. Standardized Work Plan (SWP Form)

vi. Attachments

3. DUN AND BRADSTREET DATA UNIVERSAL NUMBERING SYSTEM (DUNS) NUMBER TRANSITION

TO THE UNIQUE ENTITY IDENTIFIER (UEI) AND SYSTEM FOR AWARD MANAGEMENT (SAM)

4. SUBMISSION DATES AND TIMES

5. INTERGOVERNMENTAL REVIEW

6. FUNDING RESTRICTIONS

V. APPLICATION REVIEW INFORMATION

1. REVIEW CRITERIA

2. REVIEW AND SELECTION PROCESS

3. ASSESSMENT OF RISK

VI. AWARD ADMINISTRATION INFORMATION

1. AWARD NOTICES

2. ADMINISTRATIVE AND NATIONAL POLICY REQUIREMENTS

3. REPORTING

VII. AGENCY CONTACTS

VIII. OTHER INFORMATION

HRSA-22-049 1

I. Program Funding Opportunity Description

1. Purpose

This notice announces the opportunity to apply for funding under the Dental Clinician Educator Career Development Program.

The purpose of this program is to strengthen the primary care workforce by supporting the academic career development of dental faculty [Doctors of Dental Surgery (DDS), Doctors of Dental Medicine (DMD), Dental Hygienists (DH)] who teach primary care dentistry (general dentistry, pediatric dentistry or dental public health) and primary care physicians (MD, DO) via a collaborative project between department(s) of general, pediatric or public health dentistry and a department of primary care medicine (family medicine, general pediatrics, general internal medicine). Awards are made to successful applicant institutions to strengthen the primary care workforce by supporting the academic career of faculty who teach primary care dentistry (general dentistry, pediatric dentistry or dental public health) or focus their teaching on the integration of oral health in family medicine, general internal medicine or general pediatrics.

Program Goals

The goal of Dental Clinician Educator Career Development Program is to provide career development awards to applicant organizations to:

1) Support a single junior primary care faculty member, the Project Director’s (PD) career development as a future clinician educator faculty and leader in primary care dentistry; and

2) Fund Project Director’s innovative project involving the transformation of health care delivery systems.

Program Objectives

The objectives of the Dental Clinician Educator Career Development Program are to support the development of a single primary care faculty, the Project Director (PD), to enable them to sustain their academic career and support the transformation of health care delivery systems. At the completion of the period of performance, PDs will have:

1) Implemented a career development plan and innovative project (see Program Requirements Section IV.2) that will position the PD to be a clinician educator, prepared for an academic career teaching in primary care dentistry or teaching oral health in a primary care medical training program;

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2) Built the pedagogical skills to enhance their teaching of primary care dentistry/medicine and interprofessional team-based care in didactic and clinical courses for health professional students and residents;

3) Acquired the ability to evaluate the effectiveness of their teaching activities;

4) Obtained the ability to advance the provision of oral health care within age-friendly health systems that assess and address the social determinants of health, health disparities and health inequities;

5) Become role models for predoctoral and postdoctoral trainees including those from diverse backgrounds (sex, sexual orientation and gender identity, race, ethnicity, nationality, religion, age, cultural background, socio-economic status, disability, and language) to pursue careers as primary care providers for underserved and vulnerable populations and/or as academics; and

6) Advanced their skills and institutional support to develop and publish manuscripts in peer review journals and apply for award support.

For more details, see Program Requirements and Expectations.

General Emergency Preparedness Statement

Eligible entities must be ready to continue programmatic activities in the event of a public health emergency – both those that are expected and unexpected.

A training-focused emergency preparedness plan is critical for HRSA-funded projects and helps ensure that recipients are able to continue programmatic activities, can coordinate effectively, and can implement recovery plans when emergencies disrupt project activities. You must develop and maintain a flexible training-focused emergency preparedness plan in case of public health emergencies to ensure continuation of programmatic and training activities, including but not limited to career development activities. Applications should describe how they will allow for minimal interruption of proposed career development activities in the event of a public health emergency.

2. Background

This program is authorized by 42 U.S.C. § 293k-2 (Section 748 of the Public Health Service Act). The focus of this authority is to improve access to and the delivery of oral health care services for all individuals, particularly low income, underserved, uninsured, minority, health disparity, and rural populations by increasing the supply of a qualified oral health care workforce to improve access to and the delivery of oral health care services for all individuals; and enhancing oral health care workforce education and training to improve access to and the delivery of health care services for all individuals.

For more information about HRSA’s oral health workforce training programs, please go to https://bhw.hrsa.gov/grants/oralhealth.

https://bhw.hrsa.gov/grants/oralhealth

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Primary care dentistry workforce shortages and minimal oral health training of primary care physicians limit access to high quality oral health care. The demand for general dentists is predicted to outpace supply by 2030,1leading to shortages which will likely be further magnified for underserved and vulnerable populations and communities.2 Evidence suggests that faculty role models, interpersonal relationships with faculty-mentors, and health professional school culture can drive practice choices and the decision to pursue a career in primary care.3,4,5,6 Representative faculty role models are particularly important to encourage trainees from underrepresented groups, improve the diversity of the health workforce and address health inequities. Promoting equity is essential to the Department of Health and Human Service’s mission of protecting the health of Americans and providing essential human services.7 Studies have shown that trainees from underrepresented groups are more likely to provide health care services in underserved communities.8,9,10

High-quality care includes oral health care by strong interprofessional primary care teams.11 However, oral health training of primary care medical providers is usually limited. More than 2/3 of primary care medical residents receive less than 3 hours of oral health education.12 Oral health education in family medicine programs has actually

1 HRSA Oral Health Workforce Projection, 2017-2030. https://bhw.hrsa.gov/sites/default/files/bureau-health-workforce/data-research/oral-health-2017-2030.pdf 2 Health Professional Shortage Areas: Dental Care, by County, 2021.

https://www.ruralhealthinfo.org/charts/9 3 Kryzhanovskaya I, Cohen BE, Kohlwes RJ. Factors Associated with a Career in Primary Care Medicine:

Continuity Clinic Experience Matters. J Gen Intern Med. 2021 Feb 23. doi: 10.1007/s11606-021-06625-8.

Epub ahead of print. PMID: 33620629.

4 Connelly MT, et al. Variation in Predictors of Primary Care Career Choice by Year and Stage of Training. JGIM. 2003; 18(3):15969.

5 Goodfellow A, et al. Predictors of Primary Care Physician Practice Location in Underserved Urban or Rural Areas in the United States: A Systematic Literature Review. Acad Med. 2016 Apr 26.

6 Erikson CE, et al. The Role of Medical School Culture in Primary Care Career Choice. Acad Med.

2013;88(12):1919-26.

7 Executive Order (E.O.) 13985 entitled Advancing Racial Equity and Support for Underserved Communities Through the Federal Government (Jan. 20, 2021) 8 Walker KO, Moreno G, Grumbach K. 2012. The Association Among Specialty, Race, Ethnicity, and Practice Location Among California Physicians. J Nat Med Assoc. 104(1-2):46-51.

9 Xierali IM, Nivet MA. The Racial and Ethnic Composition and Distribution of Primary Care Physicians. J Health Care Poor Underserved. 2018;29(1):556-570.

10Amah G, Jura M, Mertz E. Practice Patterns of Post-Graduate Dental residency Completers from Select HRSA Funded Primary Dental Care Training Programs. AcademyHealth 2019 Annual Research Meeting, Washington, DC. Retrieved from:

https://academyhealth.confex.com/academyhealth/2019arm/mediafile/Presentation/Paper31007/Academ yHealth%20PGD%20Survey%202019.pdf

11 National Academies of Sciences, Engineering, and Medicine. 2021. Implementing high-quality primary care: Rebuilding the foundation of health care. Washington, DC: The National Academies Press.

https://doi. org/10.17226/25983.

12 Silk, H., J. Savageau, K. Sullivan, G. Sawosik, and M. Wang 2018. An update of oral health curricula in U.S. family medicine residency programs. Fam Med 50(6):437–443.

https://bhw.hrsa.gov/sites/default/files/bureau-health-workforce/data-research/oral-health-2017-2030.pdf https://bhw.hrsa.gov/sites/default/files/bureau-health-workforce/data-research/oral-health-2017-2030.pdf https://www.ruralhealthinfo.org/charts/9 https://academyhealth.confex.com/academyhealth/2019arm/mediafile/Presentation/Paper31007/AcademyHealth%20PGD%20Survey%202019.pdf https://academyhealth.confex.com/academyhealth/2019arm/mediafile/Presentation/Paper31007/AcademyHealth%20PGD%20Survey%202019.pdf

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decreased since 2012.13 This contrasts dramatically with physician assistant and nurse practitioner programs. Nearly 100 of physician assistant programs include oral health training with 1/3 providing more than 10 hours of training;14 and 100 percent of nurse practitioner programs include oral health education.15

The number of vacant primary care dental school positions continues to rise as faculty retire or choose to enter private practice, potentially resulting in fewer dental trainees choosing primary care or caring for underserved populations.16 Primary care faculty vacancies may be difficult to fill with current primary care faculty. Many current faculty lack the stated position requirements, and obtaining these requirements can be particularly challenging for junior clinical faculty seeking promotions.17 Barriers include the large teaching workloads often given to junior faculty which can make it difficult to participate in formal faculty development programs, engage in scholar activities, or pursue opportunities to obtain leadership and academic promotions, and not having mentors who can assist junior faculty to successfully navigate these barriers.18,19

These awards will develop junior primary care faculty as role models of primary care within dental and medical schools thereby raising visibility to dental and medical school trainees, providing support for primary care faculty for successful academic careers, and supporting the integration of oral health training in primary care medical training.

Program Definitions

A glossary containing general definitions for terms used throughout the Bureau of Health Workforce NOFOs can be located at the HRSA Health Workforce Glossary. In addition, the following definitions apply to the Dental Clinician Educator Career Development Program for Fiscal Year 2022

13 Ibid 14 Glicken, A., T. Flick, J. A. Savageau, H. Silk, R. Harvan, C. Lord, and C. Riedy. Integrating oral health:

Physician assistant education in 2017. J Physician Assist Educ. 2019 30(2):93-100 15 Dolce, M. C., J. Haber, J. A. Savageau, E. Hartnett, and C. A. Riedy. 2018. Integrating oral health curricula into nurse practitioner graduate programs: Results of a U.S. survey. J American Assoc Nurse Pract 30(11):638–647 16 American Dental Education Association (ADEA). 2018-2019 Dental School Faculty in the United States Retrieved from: https://www.adea.org/data/faculty/2018-2019-Demographics-Employment/ 17 Ibid 18 Formicola AJ. Trends in Dental Faculty of U.S. Dental Schools, 2003-04 to 2013-14. JDE 2017 81(8):eS33-40 19 Gadbury-Amyot CC, Smith DB, Overman RR, Bunce L. Faculty development at One Midwestern Dental School: A program evaluation. JDE 2015. 79(10):1177 https://bhw.hrsa.gov/glossary https://www.adea.org/data/faculty/2018-2019-Demographics-Employment/

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Age-friendly health systems – The essential elements of age-friendly health systems are to know and align care with the patients, and their caregivers, specific health outcomes and care preferences; use age-friendly medication; prevent, identify, treat and manage mental and behavioral health issues; and ensure patients maintain function/mobility.20

Equity – “[T]he consistent and systematic fair, just, and impartial treatment of all individuals, including individuals who belong to underserved communities that have been denied such treatment, such as Black, Latino, Indigenous and Native American persons, Asian Americans and Pacific Islanders and other persons of color; members of religious minorities; lesbian, gay, bisexual, transgender, and queer (LGBTQ+) persons;

persons with disabilities; persons who live in rural areas; and persons otherwise adversely affected by persistent poverty or inequality.”21

Addressing issues of equity should include an understanding of intersectionality and how multiple forms of discrimination impact individuals’ lived experiences. Individuals and communities often belong to more than one group that has been historically underserved, marginalized, or adversely affected by persistent poverty and inequality.

Individuals at the nexus of multiple identities often experience unique forms of discrimination or systemic disadvantages, including in their access to needed services.22

Junior Faculty – For the purposes of this NOFO, junior faculty is defined as having a non-tenured, full-time faculty appointment with an instructor or assistant professor rank.

Primary Care Dentistry – For the purposes of this NOFO, primary care dentistry is defined as general dentistry, pediatric dentistry, or dental public health.

II. Award Information

1. Type of Application and Award

Type(s) of applications sought: Competing Continuation, New

HRSA will provide funding in the form of a grant.

20 Institute for Healthcare Advancement (IHA). Retrieved from: http://www.ihi.org/Engage/Initiatives/Age- Friendly-Health-Systems/Pages/default.aspx 21 Executive Order 13985 on Advancing Racial Equity and Support for Underserved Communities Through the Federal Government, 86 FR 7009, at § 2(a) (Jan. 20, 2021), https://www.govinfo.gov/content/pkg/FR-2021-01-25/pdf/2021-01753.pdf.

22 See Executive Order 13988 on Preventing and Combating Discrimination on the Basis of Gender Identity or Sexual Orientation, 86 FR 2023, at § 1 (Jan. 20, 2021), https://www.govinfo.gov/content/pkg/FR-2021-01-25/pdf/2021-01761.pdf.

http://www.ihi.org/Engage/Initiatives/Age-Friendly-Health-Systems/Pages/default.aspx http://www.ihi.org/Engage/Initiatives/Age-Friendly-Health-Systems/Pages/default.aspx https://www.govinfo.gov/content/pkg/FR-2021-01-25/pdf/2021-01753.pdf https://www.govinfo.gov/content/pkg/FR-2021-01-25/pdf/2021-01761.pdf

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2. Summary of Funding

HRSA estimates approximately $1,500,000 to be available annually to fund eight recipients. The actual amount available will not be determined until enactment of the final FY 2022 federal appropriation. You may apply for a ceiling amount of up to $187,500 total cost (includes both direct and indirect) costs) per year.

The period of performance is July 1, 2022 through June 30, 2027 (5 years). Funding beyond the first year is subject to the availability of appropriated funds for the Dental Clinician Educator Career Development Program in subsequent fiscal years, satisfactory progress, and a decision that continued funding is in the best interest of the Federal Government.

All HRSA awards are subject to the Uniform Administrative Requirements, Cost Principles, and Audit Requirements at 45 CFR part 75.

Limitations on indirect cost rates

Indirect costs under training awards to organizations other than state or local governments or federally recognized Indian tribes, will be budgeted and reimbursed at 8 percent of modified total direct costs rather than on the basis of a negotiated rate agreement, and are not subject to upward or downward adjustment. Direct cost amounts for equipment, tuition and fees, as otherwise allowable, and subawards and subcontracts in excess of $25,000 are excluded from the direct cost base for purposes of this calculation.

III. Eligibility Information

1. Eligible Applicants

Eligible applicant organizations include domestic accredited schools of dentistry, public or private nonprofit hospitals, or public or private nonprofit entities which the Secretary has determined are capable of carrying out such grant or contract such as an academic health center which holds its own accreditation for a primary care dental residency program. See 42 U.S.C. § 293k-2(a)(1) (Section 748(a)(1) of the Public Health Service Act). Domestic faith-based and community-based organizations federally recognized Indian tribes and tribal organizations are also eligible to apply, if otherwise eligible.

The applicant institutions must be accredited by the Commission on Dental Accreditation (CODA) at the time of this application. HRSA will check the CODA website for accreditation confirmation.

2. Cost Sharing/Matching

Cost sharing/matching is not required for this program.

http://www.ecfr.gov/cgi-bin/retrieveECFR?gp=1&SID=4d52364ec83fab994c665943dadf9cf7&ty=HTML&h=L&r=PART&n=pt45.1.75

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3. Other

HRSA may not consider an application for funding if it contains any of the non-responsive criteria below:

• Exceeds the ceiling amount

• Fails to satisfy the deadline requirements referenced in Section IV.4

Maintenance of Effort

The recipient must agree to maintain non-federal funding for award activities at a level that is not less than expenditures for such activities maintained by the entity for the fiscal year preceding the fiscal year for which the entity receives the award, as required by 42 U.S.C. § 295n-2(b) (Section 797(b) of the Public Health Service Act). Such federal funds are intended to supplement, not supplant, existing non-federal expenditures for such activities. Complete the Maintenance of Effort information and submit as Attachment 6. An applicant that receives a clinician educator faculty award shall provide assurances to HRSA in Attachment 6 that funds provided to the applicant will be used only to supplement, not to supplant, the amount of Federal, State, and local funds otherwise expended by the applicant.

HRSA will enforce statutory MOE requirements through all available mechanisms.

NOTE: Multiple applications from an organization are not allowable.

HRSA will only accept your last validated electronic submission, under the correct funding opportunity number, before the Grants.gov application due date as the final and only acceptable application.

Failure to include all required documents as part of the application may result in an application being considered incomplete or non-responsive.

Note: Awards for the Dental Clinician Educator Career Development Program are made to applicant institutions and are NOT transferrable between organizations. PD should be aware that, should they choose to leave their current institution, these awards will stay at the applicant institution and do NOT transfer with the individual. Applicant training institutions should be aware that, should the PD leave, the training institution must select another qualified PD, and receive HRSA approval of the selected PD, within four months or risk cancellation of the award.

Eligible Project Directors

Eligible PD are identified individuals who are applying to HRSA for a clinician educator faculty award through the applicant organization. PD must hold a non-tenured junior faculty appointment (i.e., instructor or assistant professor) at their accredited institution before the award is made. The institution must provide protected time (at least 55 percent of full-time professional Full Time Equivalent (FTE) to the PD for their career development and innovative project activities for the 5-year period of performance). The PD’s faculty appointment must not be contingent upon receipt of the institution’s award.

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To be eligible to be a PD under the Dental Clinician Educator Career Development Program, a PD must:

A. Have a health professional degree (DDS, DMD, DH, MD/DO).

B. Be a licensed dentist or dental hygienist; or be certified or board eligible in internal medicine, family practice, or pediatrics.

C. Have a full time, non-tenured junior faculty appointment at an accredited dental school or dental hygiene school; school of allopathic or osteopathic medicine (i.e., instructor or assistant professor).

D. Be within 10 years of having graduated from a dental hygiene training program, a dental school, or dental primary care residency (pediatrics, general dentistry, dental public health), or from having completed a primary care medical residency (internal medicine, family practice, or pediatrics), or from having completed a post-professional degree (e.g. MPH, EdD, PhD).

E. Be a citizen, national, or permanent resident of the United States.

At the time of award, the PD must have a full-time appointment at the organization. All required qualifications must be reflected in the PD’s submitted biographical sketch. PDs are required to commit a minimum of 55 percent of full-time professional effort to their primary care dental or medical training of health professionals and their own career development activities. We encourage applications from PDs from underrepresented minorities and underserved communities.

IV. Application and Submission Information

1. Address to Request Application Package

HRSA requires you to apply electronically. HRSA encourages you to apply through Grants.gov using the SF-424 Research and Related (R&R) workspace application package associated with this notice of funding opportunity (NOFO) following the directions provided at http://www.grants.gov/applicants/apply-for-grants.html.

The NOFO is also known as “Instructions” on Grants.gov. You must select “Subscribe” and provide your email address for HRSA-22-049 in order to receive notifications including modifications, clarifications, and/or republications of the NOFO on Grants.gov.

You will also receive notifications of documents placed in the RELATED DOCUMENTS tab on Grants.gov that may affect the NOFO and your application. You are ultimately responsible for reviewing the For Applicants page for all information relevant to this

NOFO.

https://www.grants.gov/ http://www.grants.gov/applicants/apply-for-grants.html https://www.grants.gov/web/grants/applicants.html

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2. Content and Form of Application Submission

Application Format Requirements Section 4 of HRSA’s SF-424 R&R Application Guide provides general instructions for the budget, budget justification, staffing plan and personnel requirements, assurances, certifications, etc. You must submit the information outlined in the HRSA SF-424 R&R Application Guide in addition to the program-specific information below. You are responsible for reading and complying with the instructions included in HRSA’s SF-424 R&R Application Guide except where instructed in the NOFO to do otherwise. You must submit the application in the English language and in the terms of U.S. dollars (45 CFR § 75.111(a)).

See Section 8.5 of the HRSA SF-424 R&R Application Guide for the Application Completeness Checklist.

Application Page Limitation The total size of all uploaded files included in the page limit shall not exceed the equivalent of 65 pages when printed by HRSA. The page limit includes project and budget narratives, attachments including biographical sketches (biosketches), and letters of commitment and support required in HRSA’s SF-424 R&R Application Guide and this NOFO.

Please note: Effective April 22, 2021, the abstract is no longer an attachment that counts in the page limit. The abstract is the standard form (SF) "Project Abstract Summary.”

Standard OMB-approved forms that are included in the workspace application package, including the Standardized Work Plan (SWP), do not count in the page limit.

Biographical sketches do count in the page limitation. Note: If you use an OMB-approved form that is not included in the workspace application package for HRSA-22- 049 it may count against the page limit. Therefore, we strongly recommend you only use Grants.gov workspace forms associated with this NOFO to avoid exceeding the page limit. Indirect Cost Rate Agreement and proof of non-profit status (if applicable) do not count in the page limit. It is therefore important to take appropriate measures to ensure your application does not exceed the specified page limit. Any application exceeding the page limit of 65 pages will not be read, evaluated, or considered for funding.

Applications must be complete, within the maximum specified page limit, and validated by Grants.gov under HRSA-22-049 prior to the deadline.

Debarment, Suspension, Ineligibility, and Voluntary Exclusion Certification

1) You certify on behalf of the applicant organization, by submission of your proposal, that neither you nor your principals are presently debarred, suspended, proposed for debarment, declared ineligible, or voluntarily excluded from participation in this transaction by any federal department or agency.

http://www.hrsa.gov/grants/apply/applicationguide/sf424rrguidev2.pdf http://www.hrsa.gov/grants/apply/applicationguide/sf424rrguidev2.pdf http://www.hrsa.gov/grants/apply/applicationguide/sf424rrguidev2.pdf http://www.hrsa.gov/grants/apply/applicationguide/sf424rrguidev2.pdf http://www.hrsa.gov/grants/apply/applicationguide/sf424rrguidev2.pdf http://www.hrsa.gov/grants/apply/applicationguide/sf424rrguidev2.pdf

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2) Failure to make required disclosures can result in any of the remedies described in 45 CFR § 75.371, including suspension or debarment. (See also 2 CFR parts 180 and 376, and 31 U.S.C. § 3354).

3) If you are unable to attest to the statements in this certification, you must include an explanation in Attachment 10: Other Relevant Documents.

See Section 4.1 viii of HRSA’s SF-424 R&R Application Guide for additional information on all certifications.

Program Requirements and Expectations Applications to this funding opportunity will focus on the training and support of primary care dentistry junior faculty who plan to teach in general dentistry, pediatric dentistry, or dental public health; or primary care medicine junior faculty who plan to teach the integration of oral health in family medicine, general pediatrics, general internal medicine. The applications must be prepared in collaboration between the applying organization and the Project Director (PD).

Applicant Organizations must:

• Identify the Project Director to receive the Dental Clinician Educator Career Development Award. Failure to identify an eligible PD in the application will deem the application ineligible.

• Make an organizational commitment to the Project Director and their proposed project, including but not limited to:

• Providing protected time (at least 55 percent of their full-time professional effort) to the Project Director for their proposed project and for career development activities.

• Providing and supporting an appropriate mentor for the Project Director.

Project Directors must:

• Propose a clinician educator project aimed at enhancing primary care dental training of health professionals. Dentist and Dental Hygienist PDs’ projects MUST focus on enhancing training or educational programs in one of the following six focus areas: 1) integrating oral health and primary care; 2) integrating oral health and behavioral health; 3) oral health workforce diversity;

4) training for rural practice; 5) addressing social determinants of health; or 6) training for vulnerable populations which may include pregnant women, infants, and/or children with special care needs and may include projects focused on transitioning children with medical-complexities, or those in the foster care system, from pediatric dentists to general dental providers;

applications that do not address one of these six focus areas will be deemed ineligible. Physician PDs’ project MUST focus on integrating oral health and https://www.ecfr.gov/cgi-bin/retrieveECFR?gp=1&SID=4d52364ec83fab994c665943dadf9cf7&ty=HTML&h=L&r=PART&n=pt45.1.75#se45.1.75_1371

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primary care and may be funded by the grant recipient only if the activities will take place through a collaborative project between departments of primary care medicine and departments of general, pediatric, or public health dentistry.

• Propose a career development plan that will position them for an academic career teaching in primary care dentistry.

Program-Specific Instructions In addition to application requirements and instructions in Section 4 of HRSA’s SF-424 R&R Application Guide (including the budget, budget justification, staffing plan and personnel requirements, assurances, certifications, and abstract), include the following:

i. Project Abstract Use the Standard OMB-approved Project Abstract Summary Form 2.0 that is included in the workspace application package. Do not upload the abstract as an attachment or it will count toward the page limitation. For information required in the Project Abstract Summary Form, see Section 4.1.ix of HRSA’s SF-424 R&R Application Guide.

The Abstract must:

1. Identify the Project Director and their relevant health professional degree;

2. List the specific, measurable objectives that the project will accomplish;

3. Briefly describe how the proposed project for which funding is requested will be accomplished, i.e., the "who, what, when, where, why, and how" of a project;

and

4. Clearly name which Funding Priority is being requested, if applicable.

NARRATIVE GUIDANCE

To ensure that you fully address the review criteria, the table below provides a crosswalk between the narrative language and where each section falls within the review criteria. Any forms or attachments referenced in a narrative section may be considered during the objective review.

Narrative Section Review Criteria

Purpose and Need (1) Purpose and Need Response to Program Purpose:

(a) Work Plan

(b) Methodology/Approach

(c) Resolution of Challenges

(2) Response to Program Purpose

(a) Work Plan

(b) Methodology/Approach

(c) Resolution of Challenges http://www.hrsa.gov/grants/apply/applicationguide/sf424rrguidev2.pdf

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Narrative Section Review Criteria

Impact:

(a) Evaluation and Technical Support Capacity

(b) Project Sustainability

(3) Impact:

(a) Evaluation and Technical Support Capacity

(b) Project Sustainability

Organizational Information, Resources, and Capabilities

(4) Organizational Information, Resources, and Capabilities

Budget and Budget Justification Narrative

(5) Support Requested

ii. Project Narrative This section provides a comprehensive description of all aspects of the proposed project. It should be succinct, self-explanatory, consistent with forms and attachments, and organized in alignment with the sections and format below so that reviewers can understand the proposed project.

Use the following section headers for the narrative:

PURPOSE AND NEED -- Corresponds to Section V’s Review Criterion(a) 1 Briefly describe the purpose of the proposed project. Specifically provide the following:

For the Applicant Organization:

• Describe the current need for primary care dental clinical educator faculty, and any challenges currently faced in the recruitment and retention of these individuals.

• Describe any identified gaps in current career development training or career development activities offered at the organization, noting any significant deficiencies in the currently offered training when compared to the proposed career development plan.

For the Project Director:

• Describe prior training and how it relates to the objectives and long-term career plans of the PD.

• Describe the PD’s background to this point in their teaching career, including any publications related to the proposed project and experiences or related interests.

• Provide evidence of the PD’s potential to develop into a clinician educator/faculty leader.

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For the Project Director’s Training Plan:

Describe the specific community/communities which will benefit from the proposed training, including any communities that are served by clinical training sites included in the training proposal. Describe the communities’ diversity, social determinants of health, health disparities, and any unmet needs, and identify those that will be addressed through the proposed training program.

RESPONSE TO PROGRAM PURPOSE -- This section includes three sub-sections

— (a) Work Plan; (b) Methodology/Approach; and (c) Resolution of Challenges—all of which correspond to Section V’s Review Criteria 2 (a), (b), and (c).

(a) WORK PLAN -- Corresponds to Section V’s Review Criterion 2 (a)

For each of the required plans: 1) the primary care dental training of health professionals plan and 2) the career development plan, provide a detailed work plan that includes key milestones for each task or activity, timeframe for completion, and a description of the staff responsible. Describe key deliverables and/or products.

Your work plan must be submitted through the Standardized Work Plan (SWP) Form located in the Grants.gov workspace. The SWP form is organized by budget period and must include all activities and deliverables for each objective and program goal. The program goals for this NOFO must be entered in the Program Goals section of the SWP form. For example, Goal 1 in the Purpose section of the NOFO will need to be entered as Goal 1 in the SWP form.

Objectives and sub-objectives can be tailored to your project needs. Objectives may be tagged with organizational priorities by selecting applicable priorities on the SWP form. For the purpose of this NOFO, please write in COVID-19 or Health Equity in the “Other Priority Linkage” if your objective or sub-objectives align with those priorities. Form instructions are provided along with the SWP form, and are included in the application package found on Grants.gov.

You must complete the SWP mandatory form in the Application Package.

• Describe the activities or steps you will use to achieve each of the objectives proposed during the entire period of performance identified in the Methodology section.

• Describe the timeframes, deliverables, and key partners required during the period of performance to address each of the needs described in the Purpose and Need section.

• Explain how the work plan is appropriate for the program designed and how the targets fit into the overall timeline of grant implementation.

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• Identify meaningful support and collaboration with key stakeholders in planning, designing, and implementing all activities, including development of the application and, further, the extent to which these contributors address the cultural, racial, linguistic, and/or geographic diversity of the populations and communities served.

• If funds will be subawarded or expended on contracts, describe how your organization will ensure the funds are properly documented.

(b) METHODOLOGY/APPROACH -- Corresponds to Section V’s Review Criterion 2 (b)

Describe how your application addresses: 1) the primary care dentistry or primary care medicine training plan and 2) the career development plan including the mentorship plan.

Primary Care Dental Training of Health Professionals Plan:

Clearly indicate which of the six focus areas the training plan addresses. Describe your objectives and proposed activities including, but not limited to any proposed changes to the clinical learning environment and any proposed didactic or clinical curricula to be developed or enhanced providing evidence for how they link to the project purpose and stated needs. Propose methods that you will use to address the stated needs and meet each of the previously described program requirements and expectations in this NOFO.

Career Development Plan:

Describe the career development activities and how the activities are designed to develop the necessary knowledge and skills in areas relevant to the PD’s career goals.

Logic Model

Submit a logic model for designing and managing the project. A logic model is a one-page diagram that presents the conceptual framework for a proposed project and explains the links among program elements. While there are many versions of logic models, for the purposes of this notice, the logic model should summarize the connections between the:

• Goals of the project (e.g., reasons for proposing the intervention, if applicable);

• Assumptions (e.g., beliefs about how the program will work and support resources. Base assumptions on research, best practices, and experience.);

• Inputs (e.g., organizational profile, collaborative partners, key personnel, budget, other resources);

• Target population (e.g., the individuals to be served);

• Activities (e.g., approach, listing key intervention, if applicable);

• Outputs (i.e., the direct products of program activities); and

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• Outcomes (i.e., the results of a program, typically describing a change in people or systems).

Although there are similarities, a logic model is not a work plan. A work plan is an “action” guide with a time line used during program implementation; the work plan provides the “how to” steps. You can find additional information on developing logic models at the following website:

https://www.acf.hhs.gov/sites/default/files/documents/prep-logic-model-ts_0.pdf.

(c) RESOLUTION OF CHALLENGES -- Corresponds to Section V’s Review Criterion 2 (c) Discuss challenges that you are likely to encounter in designing and implementing the activities described in the work plan, and approaches that you will use to resolve such challenges.

IMPACT -- This section includes two sub-sections— (a) Evaluation and Technical Support Capacity; and (b) Project Sustainability—both of which correspond to Section V’s Review Criteria 3 (a) and (b).

(a) EVALUATION AND TECHNICAL SUPPORT CAPACITY -- Corresponds to Section V’s Review Criterion 3 (a) Describe the plan for the program performance evaluation that will contribute to continuous quality improvement. The program performance evaluation should monitor ongoing processes and the progress towards meeting the goals and objectives of the project. Include descriptions of the inputs (e.g., organizational profile, collaborative partners, key personnel, budget, and other resources), key processes, variables to be measured, and expected outcomes of the funded activities. In the Attachments section (IV. 2. vi., Attachment 2), attach a complete staffing plan and job descriptions for key personnel. Bio sketches of Key Personnel should be uploaded in the SF-424 R&R Senior/Key Person Profile form.

Demonstrate evidence that the evaluative measures selected will be able to assess: 1) the extent to which the program objectives have been met, and 2) the extent to which these can be attributed to the project.

Describe the systems and processes that will support your organization's collection of HRSA’s performance management requirements through effective tracking of performance outcomes, including a description of how the organization will collect and manage data (e.g., assigned skilled staff, data management software) in a way that allows for accurate and timely reporting of performance outcomes. At the following link, you will find the required data forms for this program:

http://bhw.hrsa.gov/grants/reporting/index.html. Describe current experience, skills, and knowledge, including individuals on staff, materials published, and previous work of a similar nature. As appropriate, describe the data collection strategy to accurately collect, analyze and track data to measure process and impact/outcomes, and explain how the data will be used to inform program https://www.acf.hhs.gov/sites/default/files/documents/prep-logic-model-ts_0.pdf http://bhw.hrsa.gov/grants/reporting/index.html

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development and service delivery. Describe any potential obstacles for implementing the program performance evaluation and your plan to address those obstacles.

Document the procedure for assuring the data collection, management, storage, and reporting of National Provider Identifier (NPI) numbers for health professional trainees taught by the PD during the grant period. Describe current experience, skills, and knowledge, including individuals on staff, materials published, and previous work of a similar nature. Describe any potential obstacles for implementing the program performance evaluation and meeting HRSA’s performance measurement requirements and your plan to address those obstacles. The evaluation and reporting plan also should indicate the feasibility and effectiveness of plans for dissemination of project results, the extent to which project results may be national in scope, and the degree to which the project activities are replicable. Describe any evaluation experience of the PD and any resources within the applicant organization, or elsewhere, that will be utilized to support the success of the evaluation plan, such as an identified mentor with evaluation expertise.

Evaluation metrics must include measures of the development of the PD and the number of dental/medical school pre-or postdoctoral trainees from the recipient institution indicating interest in a career in primary care and/or working with vulnerable and underserved populations. Measures will include but are not limited to the publications, research support applied for and received, courses developed, service/honors, and presentations; the number of students/residents trained by the PD. NPI numbers will be required for all dental/medical student/residents trainees at the recipient institutions in order to capture the long-term impact of faculty development activities (access, supply and distribution).

(b) PROJECT SUSTAINABILITY -- Corresponds to Section V’s Review Criterion 3 (b) Propose a plan for project sustainability after the period of federal funding ends, including a description of specific actions you will take to highlight key elements of your grant projects, e.g., training methods or strategies, which have been effective in improving practices. Recipients are expected to sustain key elements of their projects, e.g., career development for primary care faculty. Discuss challenges that are likely to be encountered in sustaining the program and approaches that will be used to resolve such challenges.

ORGANIZATIONAL INFORMATION, RESOURCES, AND CAPABILITIES --

Corresponds to Section V’s Review Criterion 4 (a)

Succinctly describe your organization’s current mission, structure, and scope of current activities and how these elements all contribute to the organization’s ability to implement the program requirements and meet program expectations. Include a project organizational chart (requested in Section IV.2.vi. Attachment 4). Discuss how the

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organization will follow the approved plan, as outlined in the application, properly account for the federal funds, and document all costs to avoid audit findings. Describe the selection criteria and rationale used in determining the PD for the career development award. Individuals that work and teach in community-based settings and who are from disadvantaged backgrounds are encouraged to be considered for selection as PD. Describe how you will routinely assess and improve the career development and training plan of the PD.

Describe the resources and facilities that will be available to the PD, to include appropriate office and/or laboratory space, equipment, and other resources and facilities (including access to clinical and/or other research populations) necessary to carry-out the proposed career development plan. Identify and describe the mentor(s) who will manage the proposed career development plan with the Project Director and support the career development and training proposal activities. The mentor(s) must have expertise in the area of the proposed project, be committed both to the career development of the Project Director and to the direct supervision of the Project Director’s project, and at least one identified mentor must have a successful track record of mentoring individuals. Applicants are encouraged to identify more than one mentor (i.e., a mentoring team) if this is deemed advantageous for providing expert advice in all aspects of the career development program. In such cases, one individual must be identified as the principal mentor who will coordinate the Project Director’s project. The respective areas of expertise of the mentors must be described. Although not required, the application may include the creation of an advisory committee to be formed to assist with the development of the program of study and to monitor and provide guidance to the Project Director’s progress during the career development program.

The staffing plan and job descriptions for key faculty/staff must be included in Attachment 2…