The research focused on schools developing or redesigning science, technology, engineering, mathematics and medicine, or STEMM, programs. The researchers developed the STEMM Planning Institute for School Leadership Teams around three components: campus planning, professional development and communities of practice. Shared responsibility was the guiding principle connecting the components. The framework was intended to give school and district leaders a structured way to plan health-workforce development, explore students’ health-career options and strengthen opportunities for informed decisions about health and biomedical science.

Participating school teams completed anonymous pre- and post-program surveys. The questionnaires used Likert-type items and open-ended prompts to assess perceived changes in skills related to the institute’s objectives. Researchers analyzed pre- and post-program responses quantitatively, then gathered information about implementation through in-person or virtual follow-up sessions. The study therefore combines self-reported changes in participants’ perceptions with qualitative and implementation-focused follow-up data, rather than directly measuring student health-career outcomes, academic achievement, health-literacy gains or changes in the health workforce.

After the institute, participants reported positive changes in perceptions and program outcomes, providing evidence that the COMPASS structure was feasible for catalyzing planning by campus and district administrators. Follow-up information from school districts indicated that the institute had helped teams begin new programming or expand existing programs in 24 of 27 locations. The findings suggest that a strategic, team-based planning model may offer a practical way for educational leaders to create health and biomedical education pathways tailored to local needs, while also laying groundwork for more sustainable programs. Because the evidence comes from participating schools and relies on survey perceptions and follow-up reports, the results should be interpreted as preliminary evidence of feasibility and perceived effectiveness rather than proof of long-term educational or workforce effects.

Subject of Research: Evaluation of a strategic framework for developing school-based health and biomedical STEMM pathways.

Article Title: Meeting healthcare workforce needs through the COMPASS framework: a strategic planning approach with school teams

Article References: Moreno, N. P., Newell, A. D., Perez-Sweeney, B., Moore, M., Shargey, B., Harris, K., & Blank, M. L. (2026). Meeting healthcare workforce needs through the COMPASS framework: a strategic planning approach with school teams. BMC Medical Education. https://doi.org/10.1186/s12909-026-10274-y

Image Credits: AI Generated

DOI: 10.1186/s12909-026-10274-y

Keywords: COMPASS framework, school leadership, health workforce, STEMM education, biomedical science, program planning, school districts, professional development, Meeting, healthcare, workforce, needs