Bill Overview
Title: NMC Act
Description: This bill establishes a program to create pathways for community college students from economically or educationally disadvantaged backgrounds to pursue careers in primary care medicine or psychiatry by awarding grants or contracts to medical schools, institutions of higher education, or other health or educational institutions (excluding nursing schools) that form consortia comprised of specified educational institutions and health care institutions.
Sponsors: Rep. Lee, Barbara [D-CA-13]
Target Audience
Population: People from economically and educationally disadvantaged backgrounds pursuing medical careers
Estimated Size: 1500000
- The bill targets community college students who are economically or educationally disadvantaged.
- The focus is on careers in primary care medicine or psychiatry, suggesting benefits primarily to those entering these fields.
- Educational institutions like community colleges and medical schools will also be impacted as they may receive grants and support.
- The healthcare system might experience an increase in primary care and psychiatric professionals as a result.
- The general public will be impacted in the long-term due to increased availability of medical professionals.
Reasoning
- The target population for this policy includes community college students from disadvantaged backgrounds, which is a significant segment of the US population, especially in urban and rural areas.
- The Cantril wellbeing score, which ranges from 0 to 10, is used to evaluate how people's perceptions of their lives improve with access to better educational and career opportunities.
- The policy funding is expected to create significant opportunities in health careers, which can impact wellbeing scores by increasing financial security and career satisfaction.
- Some individuals, such as those not pursuing a career in healthcare or not in the economic or educationally disadvantaged target group, may not experience direct benefits from this policy.
- Given the budget constraints, the program will prioritize the most disadvantaged, potentially creating incremental improvements in the wellbeing of this group over time.
Simulated Interviews
Community college student (Detroit, MI)
Age: 19 | Gender: female
Wellbeing Before Policy: 4
Duration of Impact: 20.0 years
Commonness: 18/20
Statement of Opinion:
- This policy gives me hope that I can afford medical school and become a psychiatrist.
- If there are scholarships or financial aids, it will reduce my financial worries significantly.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 4 |
| Year 2 | 6 | 4 |
| Year 3 | 7 | 5 |
| Year 5 | 8 | 5 |
| Year 10 | 9 | 6 |
| Year 20 | 9 | 6 |
Community college graduate (Los Angeles, CA)
Age: 22 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 15.0 years
Commonness: 15/20
Statement of Opinion:
- It could be a game-changer to go from being an assistant to a primary care doctor.
- I am optimistic about the policy making my dream more attainable.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 7 | 5 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 9 | 7 |
| Year 20 | 9 | 7 |
Community college student (Houston, TX)
Age: 21 | Gender: female
Wellbeing Before Policy: 3
Duration of Impact: 10.0 years
Commonness: 10/20
Statement of Opinion:
- I wish nursing was included in this policy as that is my career goal.
- Still, opportunities in medicine could provide broader career options.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 3 | 3 |
| Year 2 | 3 | 3 |
| Year 3 | 4 | 3 |
| Year 5 | 4 | 4 |
| Year 10 | 5 | 4 |
| Year 20 | 6 | 5 |
Community college student (Chicago, IL)
Age: 23 | Gender: other
Wellbeing Before Policy: 5
Duration of Impact: 12.0 years
Commonness: 8/20
Statement of Opinion:
- As a non-binary person, I appreciate policies supporting diversity in healthcare.
- This could help me pursue a graduate degree in psychiatry.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 6 |
| Year 10 | 8 | 7 |
| Year 20 | 8 | 7 |
Community college student (Miami, FL)
Age: 25 | Gender: male
Wellbeing Before Policy: 4
Duration of Impact: 10.0 years
Commonness: 12/20
Statement of Opinion:
- This policy could make following my dream to become a pediatrician possible.
- Financial constraints have been my biggest barrier.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 4 |
| Year 2 | 6 | 4 |
| Year 3 | 7 | 5 |
| Year 5 | 8 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 8 | 7 |
Nurse (Phoenix, AZ)
Age: 30 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 8.0 years
Commonness: 6/20
Statement of Opinion:
- Though nurses aren't directly included, specialized psychiatric training would still benefit me if accessible.
- I see potential indirect advantages.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 8 |
| Year 10 | 9 | 8 |
| Year 20 | 9 | 8 |
Medical school aspirant (New York City, NY)
Age: 28 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 15.0 years
Commonness: 5/20
Statement of Opinion:
- I'm excited to guide my students toward medical careers with these new opportunities.
- It aligns with my goal to inspire disadvantaged students.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 7 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 9 | 8 |
| Year 20 | 9 | 8 |
Bartender (Seattle, WA)
Age: 26 | Gender: other
Wellbeing Before Policy: 4
Duration of Impact: 7.0 years
Commonness: 7/20
Statement of Opinion:
- The policy could inspire me to reconsider a career in healthcare.
- If support and guidance are available, I might commit.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 4 |
| Year 2 | 5 | 4 |
| Year 3 | 6 | 4 |
| Year 5 | 6 | 5 |
| Year 10 | 7 | 6 |
| Year 20 | 7 | 6 |
Elementary school teacher (Atlanta, GA)
Age: 32 | Gender: female
Wellbeing Before Policy: 8
Duration of Impact: 20.0 years
Commonness: 10/20
Statement of Opinion:
- I think this policy will help create more role models for my students.
- Improving community prospects through education is vital.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 8 | 8 |
| Year 5 | 8 | 8 |
| Year 10 | 8 | 8 |
| Year 20 | 9 | 8 |
Community healthcare worker (Cleveland, OH)
Age: 35 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 10.0 years
Commonness: 4/20
Statement of Opinion:
- I'm hopeful that this will allow more people to access medical careers and improve overall community health.
- Seeing students succeed gives me a sense of achievement.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 8 | 6 |
| Year 10 | 8 | 7 |
| Year 20 | 9 | 7 |
Cost Estimates
Year 1: $450000000 (Low: $400000000, High: $500000000)
Year 2: $460000000 (Low: $410000000, High: $510000000)
Year 3: $470000000 (Low: $420000000, High: $520000000)
Year 5: $490000000 (Low: $440000000, High: $540000000)
Year 10: $510000000 (Low: $460000000, High: $560000000)
Year 100: $520000000 (Low: $470000000, High: $570000000)
Key Considerations
- Students may face barriers beyond financial, such as geographic or family responsibilities.
- Outreach and engagement are critical for effectively reaching the target population.
- Continuous assessment and feedback loops are vital to ensure program effectiveness and adapt if necessary.
- Both the quantity and quality of medical professionals must be balanced to maximize the program's impact.