Date

4-7-2026

Department

School of Health Sciences

Degree

Doctor of Health Sciences (DHSc)

Chair

Sheila Davis

Keywords

Access to care, AHEC, Liberty University, George Mason University, Scholars, health care, college, disparity, pathway, pre-med, health education, health career, program, participation, underserved areas, training, beliefs, experiences, perception, gaps

Disciplines

Education | Medicine and Health Sciences

Abstract

The purpose of this study was to evaluate gaps in healthcare training that lead to healthcare access inequalities and the role of the pathway programs' effectiveness in the pathway process in Virginia. The problem addressed in this study was to assess how healthcare education pathway programs impact access to care in rural and underserved areas of Virginia. The study used the qualitative health belief model by Hochbaum, Rosenstock, Kegeles, and Leventhal to examine pathway program participants' beliefs and perceptions, and the grounded theory by sociologists Barney Glaser and Anselm Strauss, to establish theoretical relationships. The rationale for the study was to investigate strategies to improve timely, affordable, and equitable healthcare in underserved areas, addressing access and quality gaps. The central research question was: Does participation in the AHEC Scholars pathways program, GMU and LU pre-med pathway program, or other traditional or non-traditional pathway programs increase the likelihood of applying to a health profession school among students interested in pursuing a health care career? Three data collection methods were used. Initially, a Qualtrics survey was conducted to gather qualitative information and identify eligible participants. Following this, audio recordings were made during in-depth open interviews conducted via Google Meet. Eight of the 22 potential participants joined the study. MAXQDA qualitative analysis software was used to analyze, code, and identify 10 themes, gaining a better understanding of participants' experiences. The researcher recommends that leaders enhance financial support, guidance systems, program organization, diverse pathways, and work-life balance to boost student success in Virginia.

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