HRSA-21-018.pdf

U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES

Bureau of Health Workforce Division of Medicine and Dentistry

Primary Care Dental Faculty Development Program

Funding Opportunity Number: HRSA-21-018 Funding Opportunity Type(s): New

Assistance Listings (CFDA) Number: 93.976

NOTICE OF FUNDING OPPORTUNITY

Fiscal Year 2021

Application Due Date: May 21, 2021

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, including SAM.gov and Grants.gov, may take up to 1 month to complete.

Issuance Date: March 22, 2021

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

Authority: 42 U.S.C. § 293k-2 (Section 748 of the Public Health Service Act) https://sharepoint.hrsa.gov/ofam/dgp/PolicyExceptionsSOPNew/SOP%20on%20Planning%20Review%20and%20Clearance%20of%20HRSA%20NOFOs.pdf

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EXECUTIVE SUMMARY

The Health Resources and Services Administration (HRSA) is accepting applications for the fiscal year (FY) 2021 Primary Care Dental Faculty Development Program. The purpose of this program is to create a Primary Care Dental Faculty Development Center (Center) which supports the career development of junior primary care dental faculty (Trainees) [Doctors of Dental Surgery (DDS), Doctors of Dental Medicine (DMD), and Dental Hygienists (DH)] through training and development activities led by the Center and subawards made to the institutions that employ the junior faculty.

The goals of the program are for the Center to serve as a resource and training hub to support the development of Trainees and for those Trainees to develop the necessary skills to (a) support their development as future clinical educators and leaders in primary care dentistry, (b) develop the necessary skills to conduct primary care dental faculty development activities at their home institutions and in community-based clinical primary care settings (such as Community Health Centers (CHCs)) and other entities in rural and/or medically underserved settings), (c) integrate oral health and primary care, and (d) teach how to provide oral health care across the life span as part of age-friendly health systems. An award will support the Center’s training and development activities and subawards to the institutions that employ the junior faculty to support two, 2-year cohorts of a minimum of six individual junior faculty candidates (per each cohort).

Funding Opportunity Title: Primary Care Dental Faculty

Development Program Funding Opportunity Number: HRSA-21-018 Due Date for Applications: May 21, 2021 Anticipated Total Annual Available FY 2021 Funding:

$700,000

Estimated Number and Type of Award(s): 1 award Estimated Award Amount: Up to $700,000 per year subject to the availability of appropriated funds Cost Sharing/Match Required: No Period of Performance: September 1, 2021 through August 31, (5 years) 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

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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 with a 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(s) for applicants seeking funding through this opportunity. The webinar(s) 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.

https://www.hrsa.gov/sites/default/files/hrsa/grants/apply/applicationguide/sf-424-rr-app-guide-2-tier.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(S) OF APPLICATIONS SOUGHT: NEW

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. Attachments

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

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

4. SUBMISSION DATES AND TIM ES

5. INTERGOV ERNM ENTAL REVIEW

6. FUNDING RESTRICTIONS

V. APPLICATION REVIEW INFORMATION

1. REVIEW CRITERIA

2. REVIEW AND SELECTION PROCESS

VI. AWARD ADMINISTRATION INFORMATION

1. AWARD NOTICES

2. ADMINISTRATIV E AND NATIONAL POLICY REQUIREM ENTS

3. REPORTING

VII. AGENCY CONTACTS

VIII. OTHER INFORMATION

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I. Program Funding Opportunity Description

1. Purpose

This notice announces the opportunity to apply for funding under the Primary Care Dental Faculty Development Program.

Program Purpose The purpose of this program is to create a Primary Care Dental Faculty Development Center (Center) to support the career development of junior primary care dental faculty (Trainees) [Doctors of Dental Surgery (DDS), Doctors of Dental Medicine (DMD), and Dental Hygienists (DH)] in accredited schools of dentistry through a cooperative agreement. This Center will support the development of Trainees as future clinician educator faculty and leaders in primary care dentistry. Trainees will gain the skills to be able to develop and implement sustainable academic faculty development activities at their home institutions and in community-based clinical primary care sites/primary care delivery systems, such as Community Health Centers (CHCs).

Program Goals The goals of the program are for the Center to serve as a resource and training hub to support the development of Trainees, and for those Trainees to develop the necessary skills to (a) support their development to become future clinical educators and leaders in primary care dentistry, (b) develop the skills to conduct primary care dental faculty development activities in community-based clinical primary care settings (such as CHCs and other entities in rural and/or medically underserved settings), (c) integrate oral health and primary care in training and practice, and (d) teach how to provide oral health care across the life span as part of age-friendly health systems.

The award recipient will establish a Primary Care Dental Faculty Development Center (Center) that will create, maintain, or improve an institutional dental faculty development program to position Trainees for an academic career in primary care dentistry. Trainees will be selected from other institutions and up to one trainee may be selected from the award recipient per cohort. The proposed institutional faculty development program may complement other ongoing training and career development programs. The Center will make subawards to the institutions that employ the junior faculty Trainees in order facilitate their training.

Program Objectives The awarded institution (Center) will:

1. Create a curriculum and training/career development materials that will be used to prepare and develop Trainees for an academic career in primary care dentistry to address the above program purpose and goals. Training and career development materials must be tailored to the specific needs of the Trainees and the resources available to them at their home institution.

2. Advertise the Center’s program to leadership of eligible entities and request applications.

https://nih.sharepoint.com/sites/hrsa-dynamics/nofo_nofoguidancedocument/HRSA-21-018_51D00E009F00EA11A9A0001DD8308047/Age-friendly%20systems

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3. Assist potential home institution applicants, when appropriate, in the development of an internal, objective process to: select Trainee candidates and, identify an internal mentor to advise, guide and supervise the Trainee candidate in the planning, directing, executing and evaluating the proposed activities in the Trainee’s proposed Faculty Career Development Plan.

4. Ensure trainees spend at least 55 percent of their full-time equivalent (FTE) professional effort in a 2-year faculty development training program.

5. Review and select up to six different home institutions from applications submitted to the Center.

6. Support training and career development for two cohorts of not less than six Trainees for two, 2-year faculty development program cohorts starting in Years 2 and 4 of the cooperative agreement for a total of no less than twelve Trainees across the entire 5-year grant period. The first cohort starts in Year 2, the second cohort in Year 4. There should be no more than one Trainee per cohort from the Center’s own institution and at least five Trainees per cohort from other dental institutions. Trainees should come from institutions that represent as many HHS regions as possible.1

At the end of their participation in the two year program, Trainees will have developed the ability to: 1) Identify and leverage existing faculty development training and resources available to their home institution and 2) Lead dental health care transformation in primary care settings such as CHCs, as evidenced by their ability to:

1. Teach health providers how to work in interprofessional2 teams of health care professionals, integrate oral health and primary care, and assess and address the primary care and oral health needs of individuals across the lifespan;

2. 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;

3. Assess short and long-term impact of primary care dentistry training programs through National Provider Identifiers (NPI);

4. Apply individual, community and population level approaches to assess and improve health outcomes as a result of faculty development activities;

5. Integrate tele-technologies (tele-education and telehealth) in training and patient care, to better provide care for underserved, vulnerable and rural populations, and to facilitate virtual teaching/learning, for example:

teleprecepting, telementoring, project ECHO3, live video, remote patient monitoring, or other technology as appropriate; and

1Map of HHS regions https://www.hhs.gov/about/agencies/iea/regional-offices/index.html 2 The Advisory Committee on Interdisciplinary, Community-Based Linkages recommends using the term “interprofessional” in place of “interdisciplinary” because it is more inclusive of all healthcare professionals.

3 Project ECHO is a lifelong learning and guided practice model that revolutionizes medical education and exponentially increases w orkforce capacity to provide best-practice specialty care and reduce health disparities. The heart of the ECHO model™ is its hub-and-spoke know ledge-sharing netw orks, led by expert teams w ho use multi-point videoconferencing to conduct virtual clinics w ith community providers. In this w ay, primary care doctors, nurses, and other clinicians learn to provide excellent specialty care to patients in their ow n communities. For more information see: https://echo.unm.edu/.

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6. Build the pedagogical skills of Preceptors at the Trainee’s home institution to enhance their teaching of clinical dentistry in primary care settings such as CHCs and other entities in rural and/or medically underserved settings

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 on improving the nation’s access to well-trained dentists and dental hygienists by supporting various dental training programs, including pre- and post-doctoral training programs for dental students, traineeships, and fellowships. For more information about HRSA’s oral health workforce training programs, please go to https://bhw.hrsa.gov/grants/oralhealth.

Dental schools continue to face challenges recruiting and retaining faculty. These challenges will be exacerbated with the anticipated increase in the number of vacant dental faculty positions as faculty retire, leave to pursue a private practice, or find employment at another dental school.4 Dental faculty recruitment and retention are further hampered by rigid organizational structures in dental education, noncompetitive salaries and a lack of formal faculty development; clinical faculty are often given large teaching workloads which can make it even more difficult to engage in additional scholarly activity and pursue opportunities to obtain leadership and academic promotions.5,6 Though there have been substantive improvements in faculty development in the last 20 years, less than half of U.S. and Canadian dental schools report having offices dedicated to faculty development. The majority of dental school faculty including clinical faculty have no formal training in teaching methodologies and little-to-no access to formal faculty development.7,8,9

Primary care dental workforce shortages limit access to high quality health care. The demand for general dentists is predicted to outpace supply by 2030 particularly in underserved communities.10 Evidence suggests that faculty in health professional schools can serve as role models that drive both primary care career choices and

4 The American Dental Education Association’s infographic Number of Full-Time and Part-Time Dental School Faculty by Gender, Race and Ethnicity, 2018-2019 Academic Year https://w ww.adea.org/data/Faculty/2018-2019- Survey/ accessed 12.18.2020 5 Formicola AJ. Trends in Dental Faculty of U.S. Dental Schools, 2003-04 to 2013-14. JDE 2017 81(8):eS33-40 6 Gadbury-Amyot CC, Smith DB, Overman RR, Bunce L. Faculty development at One Midw estern Dental School: A program evaluation. JDE 2015. 79(10):1177 7 Formicola AJ. Trends in Dental Faculty of U.S. Dental Schools, 2003-04 to 2013-14. JDE 2017 81(8):eS33-40 8 Gadbury-Amyot CC, Smith DB, Overman RR, Bunce L. Faculty development at One Midw estern Dental School: A program evaluation. JDE 2015. 79(10):1177.

9 Ungard JT, Beck E, Byington EA, Catalanotto FA, Chou C-F , Edelstein BL, Fenesy KE, Hicks JL, Holtzman JS, Jung P, Kritz-Silverstein D, Kovarik RE, Rogers S, Sabato EH. Outcomes from the Health Resources and Services Administration's Dental Faculty Development Program. J Dent Educ. June 2020 doi: 10.1002/jdd.12192 10 Oral Health Workforce Projections 2017-2030. Dentists and Dental Hygienists. National Center for Health Workforce Analysis. Health Resources and Services Administration.

https://bhw.hrsa.gov/sites/default/files/bureau-health-workforce/data-research/oral-health-2017-2030.pdf https://bhw.hrsa.gov/grants/oralhealth https://www.adea.org/data/Faculty/2018-2019-Survey/ https://www.adea.org/data/Faculty/2018-2019-Survey/ https://pubmed.ncbi.nlm.nih.gov/?term=Fenesy+KE&cauthor_id=32488901 https://pubmed.ncbi.nlm.nih.gov/?term=Hicks+JL&cauthor_id=32488901 https://bhw.hrsa.gov/sites/default/files/bureau-health-workforce/data-research/oral-health-2017-2030.pdf

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practice choice location.11,12 Therefore, resilient and well-prepared primary care clinical instructors, particularly those providing instruction on how to care for the oral health needs of underserved and vulnerable populations, can positively influence dental students’ and residents’ practice choices. Robust, longitudinal faculty development programs for clinical faculty, including community-based faculty, faculty designees and preceptors working in community based facilities, can ensure that community based clinical education has strong foundations in teaching and evaluation. These programs can maximize trainees’ experience and competence to build resources and infrastructure that promote clinical education in community-based training sites, and strengthen recruitment/retention of faculty designees/preceptors.13,14,15 Well-prepared clinician educators can identify gaps in a dental student’s or resident’s skill set, develop an effective strategy to address those gaps, assess dental student/resident competence, and improve the educational process with calibrated instruction.

To achieve these ends, the Center will train junior faculty not only to further their own career development, but to be able to forward that training on to future Trainees. This approach of “training the trainers” to provide the skills necessary to advance the development of other faculty at their own institutions will address these problems, broaden the impact of the Center, and lead to a self-perpetuating cycle of training.

Program Definitions

A glossary containing general definitions for terms used throughout the Bureau of Health Workforce NOFOs can be located at the Health Workforce Glossary.

In addition, the following definitions apply to the Primary Care Dental Faculty Development Program for Fiscal Year 2021:

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.16

Diversity – A multiplicity of human differences among groups of people or individuals. To

11 U.S. Department of Health and Human Services, Health Resources and Services Administration, National Center for Health Workforce Analysis. Distribution of U.S. Health Care Providers Residing in Rural and Urban Areas.

Available at: http://bhw .hrsa.gov/healthw orkforce/supplydemand/nchw afactsheet.pdf.

12 Connelly MT, et al. Variation in Predictors of Primary Care Career Choice by Year and Stage of Training. JGIM.

2003; 18(3):159- 69.

13 Drow os J, Baker S, Harrison SL, Minor S, Chessman AW, Baker D. Faculty Development for Medical School Community-Based Faculty: A Council of Academic Family Medicine Educational Research 14 McAndrew M, Horvath Z, Atiyeh LE. A Survey of Faculty Development in U.S. and Canadian Dental Schools:

Types of Activities and Institutional Entity w ith Responsibility. JDE 2018 81(11):1127, 15 Ungard JT, Beck E, Byington EA, Catalanotto FA, Chou C-F , Edelstein BL, Fenesy KE, Hicks JL, Holtzman JS, Jung P, Kritz-Silverstein D, Kovarik RE, Rogers S, Sabato EH. Outcomes from the Health Resources and Services Administration's Dental Faculty Development Program. J Dent Educ. June 2020 doi: 10.1002/jdd.12192 16 The John A. Hartford Foundation & The Institute for Healthcare Improvement. (2018). Age-Friendly Health Systems. Retrieved from https://w ww.johnahartford.org/grants-strategy/current-strategies/age-friendly-hospitals/ https://w ww.johnahartford.org/grants-strategy/current-strategies/age-friendly-hospitals/ https://www.hrsa.gov/grants/apply/grant-dictionary.html http://bhw.hrsa.gov/healthworkforce/supplydemand/nchwafactsheet.pdf https://pubmed.ncbi.nlm.nih.gov/?term=Fenesy+KE&cauthor_id=32488901 https://pubmed.ncbi.nlm.nih.gov/?term=Hicks+JL&cauthor_id=32488901 https://www.johnahartford.org/grants-strategy/current-strategies/age-friendly-hospitals/ https://www.johnahartford.org/grants-strategy/current-strategies/age-friendly-hospitals/ https://www.johnahartford.org/grants-strategy/current-strategies/age-friendly-hospitals/

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increase diversity is to enhance a person/group/organization’s cultural competence—the ability to recognize, understand, and respect the differences that may exist between groups and individuals. Increasing diversity in the health care workforce requires recognition of many other dimensions, (e.g., sex, sexual orientation and gender identity, race, ethnicity, nationality, religion, age, cultural background, socio-economic status, disability, and language) to address the populations and communities served.

Home Institution – The home institutions are the organizations that employ the junior primary care dental faculty/Trainees of this program. Home Institutions are subrecipients of the Primary Care Dental Faculty Development Center and subject to the same terms, conditions, and eligibility standards as the Center, including being accredited by the Commission on Dental Accreditation (CODA) before September 1, 2021.

Integrated health care delivery system – A delivery system which provides or aims to provide a coordinated continuum of services to a defined population and is willing to be held accountable for the outcomes and the health status of the population served. At a minimum, the proposed system must include collaborative practice across primary care health professions including dentistry, mechanisms to improve care coordination, and system level initiatives, such as integrated electronic health records or care protocols, to improve the quality of care provided for all patients, including those with complex medical/behavioral health needs.

Interprofessional practice– The provision of care or services to a person or group of people by workers from two or more professions. 17

Medically Underserved Community (MUC) – A geographic location or population of individuals that is eligible for designation by a state or the federal government as a Health Professional Shortage Area (HPSA), Medically Underserved Area (MUA), Medically Underserved Population (MUP), or Governor’s Certified Shortage Area. As an umbrella term, MUC also includes populations such as people experiencing homelessness, migrant or seasonal workers, and residents of public housing.

Preceptors – For the purposes of this NOFO, this term means community-based faculty and faculty designees.

Primary Care Dental Faculty Development Center (Center) – Award Recipient Institution establishing a national center focused on the development of community-based primary care dental clinician educators.

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

Rural – A geographical area that is not part of a Metropolitan Statistical Area (MSA). To determine if a specific geographical area is considered rural, go to:

https://data.hrsa.gov/tools/rural-health.

17 https://bhw.hrsa.gov/glossary#i https://data.hrsa.gov/tools/rural-health

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School of Public Health – An accredited public or nonprofit private school in a state that provides training leading to a graduate degree in public health or an equivalent degree.

Team-based care – Care delivered by intentionally created work groups of at least two health providers, who are recognized by others as well as by themselves as having a collective identity and shared responsibility for a patient, group of patients, their families, and/or communities to improve health outcomes. Characteristics of team-based care include: respect for diversity of skills and knowledge of team members, an open environment in which to raise concerns and make suggestions, an emphasis on comprehensive patient care and quality improvement, and team member willingness to take on additional roles and responsibilities.

Trainee – For purposes of this NOFO, this term means junior primary care dental faculty. These are the “Program Participants/Trainees” of the program.

Vulnerable populations –These populations include but are not limited to older adults, homeless individuals, victims of abuse or trauma, individuals with mental health or substance use disorders, individuals with disabilities, and individuals with HIV/AIDS, and in the risk-based clinical disease management of all populations.

II. Award Information

1. Type(s) of applications sought: New

HRSA will provide funding in the form of a cooperative agreement. A cooperative agreement is a financial assistance mechanism where HRSA anticipates substantial involvement with the recipient during performance of the contemplated project.

HRSA Program involvement will include the following activities:

• Monitor and support implementation of the Project Work Plan through collaborative meetings and progress report reviews;

• Confer with the Center in the development of the faculty development training program and provide guidance related to the applications that would be most competitive for the program;

• Collaborate with the Center to identify appropriate outcome measures and evaluation plans;

• Collaborate with the Center on design strategies to disseminate best practices, available evidence, and evaluation tools; and

• Collaborate with the Center on their strategy to recruit home institutions including providing an outline/template/instructions for the solicitation/notices of the opportunity, and reviewing/approving of final solicitation

The cooperative agreement recipient’s responsibilities will include the following activities:

• Meet weekly with the HRSA Project Officer;

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• Confer with HRSA in the design and implementation of the solicitation/notice to recruit and objectively select applications from eligible entities to the Center who will comprise the Home Institutions that employ the program’s Trainees.

Geographic representation must be addressed in selecting dental institutions representing other HHS regions;

• Convey HRSA requirements to all home institutions who will be subrecipients and ensure compliance;

• Confer with HRSA in the development of the faculty training program as detailed below, and work with HRSA to refine and implement the Project Work Plan;

• Collaborate with HRSA to update the Project Work Plan at least annually;

• Collaborate with HRSA to identify appropriate outcome measures, evaluation plans, and dissemination strategies, and ensure eventual successful outcomes;

• Collaborate with HRSA to design strategies to disseminate best practices, available evidence, and evaluation tools, and implement those strategies;

• Review and select no fewer than six successful home institution applications for

Trainees for each of the two cohorts. Of the six Trainees per cohort, there must not be more than one Trainee from the Center;

• Develop subrecipient agreements with the Trainees’ home institutions that includes documentation that the Trainee will spend at least 55 percent of their FTE on their career development activities. Subrecipient agreements with home institutions must support the Trainee’s 55 percent protected time and development activities, and includes both direct and indirect costs reimbursed at 8 percent, facilities and administrative costs;

• Review the career development plans submitted by the Trainees and their home institutions and provide input to strengthen the plans;

• Coordinate with HRSA to modify the faculty development program, if needed, to meet the program goals;

• Submit all materials for general distribution, including online materials, for HRSA review prior to publication;

• Plan and host a minimum of three, one-week face-to-face annual training sessions for each cohort; and

• Attend and participate in HRSA and related stakeholder meetings, as appropriate.

Planning year: A planning year is allowed (September 1, 2021-August 31, 2022). The planning year should be used to develop curricula, recruit potential home institutions/Trainee candidates and develop agreements with the Trainees’ home institutions. Training of the first cohort must start by September 1, 2022 and must be completed by August 31, 2024. The second cohort must start by September 1, 2024 and must be completed by August 31, 2026.

During the planning year the Center must develop a curriculum that is interprofessional, and addresses diversity and health equity. In addition to including the skills identified under the program objectives, the curriculum must also address:

• Teaching: such as teaching methodologies including community based approaches, assessments, designing curricula, evaluation [models and tools] for health professional education;

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• Scholarship: such as grantsmanship, clinical research methods; journal writing;

• Mentoring: such as the role of faculty development, delivering effective continuing education, models for mentoring clinical faculty; and

• Leadership: such as leading change, organizational change, conflict resolution, negotiation, managing resources, soft skills [hiring, firing, managing, networking, communication/interpersonal relationship skills, metacognitive analysis and reflexive listening].

Primary Care Dental Faculty Development Program applications should reflect flexibility to accommodate Trainees with different levels of prior training/experience and relevant coursework.

Trainee candidates’ applications and HRSA’s requirements.

Applications must be submitted by the home institution to the Center by the Dean or institutional equivalent of their home institution with the Trainee candidate clearly identified. Trainee candidates must be selected by their home institution as a part of an internal, objective application process. The application must identify an advisor/mentor to oversee the implementation of the Trainee’s development activities at their home institution and the career development plan that will be submitted to the Center. The application must include how activities will be tailored to the specific needs and resources available at the home institution, the process by which the mentor will inform/engage the Dean or institutional equivalent along each step of the project, and clearly state that institutional support will provide no less than 55 percent protected time for training and faculty development activities. Trainees are required to commit a minimum of 55 percent of full-time professional effort to their primary care training and career development activities. In collaboration with the Trainee, the home institution will create a detailed description of the training and career development activities that will take place at the home institution which will be submitted to the Center for review. The Center will provide comments to strengthen the faculty development plan.

2. Summary of Funding

HRSA estimates approximately $700,000 to be available annually to fund one center and subawards to home institutions. You may apply for a ceiling amount of up to $700,000 total cost (includes both direct and indirect, facilities and administrative costs) per year. The period of performance is September 1, 2021 through August 31, 2026 (5 years). Funding beyond the first year is subject to the availability of appropriated funds for the Primary Care Dental Faculty Development Program in subsequent fiscal years, satisfactory recipient performance, and a decision that continued funding is in the best interest of the Federal Government. The Center will provide subawards of up to $75,000 to each of the home institutions for each year of the two year training program (includes both direct and indirect, facilities, and administrative costs).

All HRSA awards are subject to the Uniform Administrative Requirements, Cost Principles, and Audit Requirements at 45 CFR part 75. HRSA subawards are subject to the requirements at 45 CFR part 75 as outlined in 45 CFR 75.101. The recipient is https://sharepoint.hrsa.gov/ofam/dgp/PolicySOP/Grants%20Policy%20Bulletin%202019-05%20OMB%20Memo%20Reducing%20Grants%20Recipient%20Reporting%20Burden.pdf?gp=1&SID=4d52364ec83fab994c665943dadf9cf7&ty=HTML&h=L&r=PART&n=pt45.1.75

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responsible for conveying all HRSA requirements to the subrecipients (i.e., the home institutions), and for subrecipient monitoring.

Limitations on indirect cost rates.

Indirect costs under training awards to organizations other than state, local or Indian tribal governments 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, and subawards and subcontracts in excess of $25,000 are excluded from the direct cost base for purposes of this calculation. Please see SF-424 R&R application indirect cost language. Please see SF-424 R&R Application Guide for details.

III. Eligibility Information

1. Eligible Applicants

Eligible applicant organizations 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 with an accredited primary care dental residency program. Domestic faith-based and community-based organizations, tribes, and tribal organizations are also eligible to apply, if otherwise eligible.

The Center and subrecipient home institutions must be accredited by the Commission on Dental Accreditation (CODA) before September 1, 2021. HRSA will check the CODA website for accreditation confirmation.

2. Cost Sharing/Matching

Cost sharing/matching is not required for this program.

3. Other

Ceiling Amount HRSA will consider any application that exceeds the ceiling amount ($700K) non-responsive and will not consider it for funding under this notice.

Page Limit HRSA will consider any application that exceeds the page limit referenced in Section_IV non-responsive and will not consider it for funding under this notice.

Deadline HRSA will consider any application that fails to satisfy the deadline requirements referenced in Section IV.4 non-responsive and will not consider it for funding under this notice.

Maintenance of Effort https://www.hrsa.gov/sites/default/files/hrsa/grants/apply/applicationguide/sf-424-rr-app-guide.pdf https://www.hrsa.gov/sites/default/files/hrsa/grants/apply/applicationguide/sf-424-rr-app-guide.pdf https://www.hrsa.gov/sites/default/files/hrsa/grants/apply/applicationguide/sf-424-rr-app-guide.pdf https://sharepoint.hrsa.gov/sites/BHW/DPSD/FP/FY%202021/DMD/Dental%20Clinician%20Educator%20Development%20Program%20HRSA-21-018/NOFO%20HRSA-21-018%20(K02)%20PDDFD%202.26.21.docx#Section_IV_4_SubmissionDates

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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). Complete the Maintenance of Effort information and submit as Attachment 6.

Multiple Applications NOTE: Multiple applications from an organization with the same DUNS number or Unique Entity Identifier (UEI) are not allowable.

If for any reason (including submitting to the wrong funding opportunity number or making corrections/updates), an application is submitted more than once prior to the application due date, HRSA will only accept your last validated electronic submission, under the correct funding opportunity number, prior to 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.

Beneficiary Eligibility Requirements

Eligible Trainees Eligible Trainee candidates must hold a full-time non-tenured junior faculty appointment (i.e., instructor or assistant professor) at their CODA accredited home institution before the home institution’s application is submitted. A Trainee’s home institutions must provide protected time (at least 55 percent of full-time professional FTE) to the Trainee for their primary care training and career development activities in the 2-year faculty development program. The Trainee’s faculty appointment at the home institution must not be contingent upon an agreement with the Center.

To be eligible to be a faculty development Trainee under the Primary Care Dental Faculty Development Program, a Trainee candidate must:

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

B. Be a licensed dentist or dental hygienist.

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

D. Be within 10 years of having graduated from a dental hygiene training program, a dental school, or from having completed a dental primary care residency (pediatrics, general dentistry, dental public health), or from having completed a post-professional degree.

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

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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 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 each NOFO you are reviewing or preparing in the workspace application package 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.

2. Content and Form of Application Submission

Section 4 of HRSA’s SF-424 R&R Application Guide provides instructions for the budget, budget justification, staffing plan and personnel requirements, assurances, certifications, and abstract. You must submit the information outlined in the 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 SF-424 R&R Application Guide for the Application Completeness Checklist.

Application Page Limit The total size of all uploaded files included in the page limit shall not exceed the equivalent of 80 pages when printed by HRSA. The page limit includes the abstract, 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. Standard OMB-approved forms that are included in the workspace application package do not count in the page limit. Biographical sketches do count in the page limitation. Please note: If you use an OMB-approved form that is not included in the workspace application package for HRSA-21-018, 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 80 will not be read, evaluated, or considered for funding.

Applications must be complete, within the specified page limit, and validated by Grants.gov under the correct funding opportunity number prior to the deadline.

https://www.grants.gov/ http://www.grants.gov/applicants/apply-for-grants.html https://www.grants.gov/web/grants/applicants.html https://www.hrsa.gov/sites/default/files/hrsa/grants/apply/applicationguide/sf-424-rr-app-guide.pdf https://www.hrsa.gov/sites/default/files/hrsa/grants/apply/applicationguide/sf-424-rr-app-guide.pdf https://www.hrsa.gov/sites/default/files/hrsa/grants/apply/applicationguide/sf-424-rr-app-guide.pdf https://www.hrsa.gov/sites/default/files/hrsa/grants/apply/applicationguide/sf-424-rr-app-guide.pdf https://www.hrsa.gov/sites/default/files/hrsa/grants/apply/applicationguide/sf-424-rr-app-guide.pdf https://www.hrsa.gov/sites/default/files/hrsa/grants/apply/applicationguide/sf-424-rr-app-guide.pdf

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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.

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. § 3321).

3) Where you are unable to attest to the statements in this certification, an explanation shall be included in Attachment #9: Other Relevant Documents.

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

Program-Specific Instructions

Program Requirements

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 See Section 4.1.ix of HRSA’s SF-424 R&R Application Guide.

The Abstract must include:

1. A brief overview of the project as a whole;

2. Specific, measurable objectives that the project will accomplish;

3. 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 Priorities are being requested, if applicable.

ii. Project Narrative

This section provides a comprehensive framework and description of all aspects of the proposed project. It should be succinct, self-explanatory, consistent with forms and attachments, and well-organized so that reviewers can understand the proposed project.

Successful applications will contain the information below. Please use the following section headers for the narrative:

PURPOSE AND NEED -- Corresponds to Section V’s Review Criterion #1 http://www.hrsa.gov/grants/apply/applicationguide/sf424rrguidev2.pdf

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Briefly state the purpose of your proposed project and how it relates to the purpose of this funding opportunity. This section should present details about gaps to be filled and comprehensively document the training needs of junior primary care dental faculty.

This section should help reviewers understand the needs of the organization that would receive funding for training, as well as the needs of the Trainees they would ultimately serve. Applicants should describe how the healthcare of the population being served and their health outcomes will be improved through this project. Current data should be used and cited whenever possible to support the information provided.

Specifically, applicants will:

• Describe the current gaps in the career development of primary care dentistry clinician educator faculty;

• Describe the current gaps in training community-based clinical primary care dental faculty including how to work in interprofessional teams, the integration of oral health and primary care, and providing oral health care across the life-span in age-friendly health systems; and

• Describe your organization’s capacity to provide Trainees training to develop skills and expertise in designing, implementing, and evaluating faculty development activities in clinical community settings and at their home institutions in the future.

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

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

(a) METHODOLOGY/APPROACH -- Corresponds to Section V’s Review Criterion #2 (a).

Describe, in detail, your objectives and proposed activities, providing evidence how the objectives and activities 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 described in this NOFO.

Objectives must be specific, measurable, realistic, and achievable within the period of performance. As appropriate, include development of effective tools and strategies for ongoing staff training, outreach, collaborations, clear communication, and information sharing/dissemination. If applicable, include a plan to disseminate reports, products, and/or project outputs so project information is provided to key target audiences.

• Describe your plan to create a Primary Care Faculty Development Center and how you propose to develop a curriculum that includes all the required elements listed above;

• Provide evidence of your experience in faculty development of primary care dental faculty to become clinician educators/faculty leaders capable of teaching how to provide age-friendly oral health care across the life-span in primary care sites/delivery systems in rural and/or medically underserved areas;

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• Describe strategies/activities to recruit eligible entities to apply to the Primary Care Dental Faculty Development Program with eligible, identified Trainees, including how you plan to make subawards to the home institution, ensure their compliance with all programmatic requirements and work with the home institution to successfully train junior faculty, including through partnerships with their institutions and the selection of the proposed mentor/advisor;

• Describe your strategy to address geographic representation by selecting home institutions representing other HHS regions;

• Describe how the proposed activities are expected to improve access, health equity, and quality of care for patients;

• Describe how you will develop a training plan to match the needs of the individual Trainees and provide them with the necessary mentorship, knowledge, skills (including pedagogical skills), and experience needed for academic career advancement; and

• Describe how you propose to ensure the that Trainees have acquired the necessary skills to have successful academic careers focused on enhancing the training of students and/or residents in primary care dentistry within community-based, interprofessional primary care settings in rural and underserved communities.

Describe how each 2- year Trainee cohort will prepare Trainees to:

• Apply the necessary skills in teaching, scholarship, mentoring, and leadership to facilitate their development;

• Develop skills in clinical teaching and curriculum development to teach how to provide oral health care in interprofessional teams of health care professionals, which includes: integrating oral health and primary care, and assessing/addressing the primary care and oral health needs of individuals across the lifespan through age-friendly health systems;

• Teach approaches for building competency in the delivery of healthcare that addresses the populations and communities served;

• Use NPI in order to assess the short and long-term impact of the home institution’s training activities;

• Utilize individual, community and population level approaches to assess and improve health outcomes;

• Integrate tele-technologies (tele-education and telehealth) in training and patient care, particularly care for underserved, vulnerable and rural populations, and support more consistent teaching/learning, for example:

teleprecepting, telementoring, project ECHO, live video, remote patient monitoring, or other technology as appropriate; and

• Become a successful primary care dental clinician educator able to develop, implement and evaluate sustainable interprofessional, community-based faculty development activities at their home institution in the future.

Logic Model

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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 to achieve the relevant outcomes.

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 or deliverables of program activities); and

• 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.