A Southern California University of Health Sciences (SCU), localizada na Califórnia, EUA, está passando por uma transformação institucional abrangente por meio da iniciativa Whole Health University. Esse esforço incorpora o modelo de Whole Health não apenas nos programas acadêmicos e clínicos, mas também no tecido da cultura universitária — redefinindo como a educação em profissões da saúde é concebida, ofertada e vivenciada.
Southern California University of Health Sciences (SCU), located in California, USA, is undergoing a comprehensive institutional transformation through its Whole Health University initiative. This effort embeds a Whole Health framework not only across academic and clinical programs but also into the fabric of the university’s culture—redefining how health professions education is conceived, delivered, and experienced.
In 2023, U.S. healthcare spending reached $4.8 trillion, yet outcomes remain poor relative to peer nations. Chronic disease, inequities, and provider burnout persist. Traditional health professions education has largely remained reactive and fragmented, failing to prepare practitioners to address these systemic challenges.
SCU’s initiative responds by embedding Whole Health principles into all levels of training and care. Drawing from the VA model—shown to improve patient engagement, reduce opioid use, and enhance workforce satisfaction—SCU aims to shift academic culture and build a workforce equipped for whole-person care.
The initiative also responds to priorities set by the World Health Organization and the NIH, including person-centered, integrated, and preventive care. It supports development of a resilient, community-engaged workforce trained to deliver care aligned with patient values, purpose, and well-being.
SCU has encountered several challenges during early implementation: 1) Cultural resistance and change fatigue: Some faculty and staff are skeptical or concerned about added workload; 2) Competing priorities: Institutional bandwidth is limited, and clear incentives are needed for sustained engagement; 3) Resource limitations: Ongoing investment in training and coordination is needed, especially without external funding; 4) Operational complexity: Embedding Whole Health into curricula, policies, and clinical workflows requires cross-departmental collaboration; 5) Evaluation constraints: Building a meaningful evidence base will take time, and early skepticism can arise without immediate results.
Despite these challenges, SCU’s approach provides a framework for addressing foundational barriers in health professions education.
SCU’s Whole Health University initiative is in early implementation. Completed activities include: 1) Leadership alignment across academic, clinical, and administrative areas; 2) Campus-wide awareness-building through forums and introductory presentations; 3)
Development and launch of a three-year Whole Health training program; 4) Design of a research framework to evaluate feasibility, outcomes, and institutional impact.
Evaluation aims include: 1) Assessing feasibility and acceptability of Whole Health training; 2) Tracking changes in satisfaction, engagement, and performance among faculty, staff, and students; 3) Monitoring policy and procedural changes at the institutional level; 4) Measuring self-efficacy, well-being, and quality of life indicators; 5) Exploring stakeholder perceptions of Whole Health and its future applicability.
Mixed-methods data collection includes institutional surveys (e.g., HERI, Great Colleges to Work For), retention/absenteeism metrics, and qualitative interviews and focus groups. Baseline measurement and initial training activities are launching in the current academic year.
SCU’s early experience offers guidance for institutions seeking to implement similar transformations. Key recommendations include:
1) Secure leadership support early, and engage faculty and staff through transparent communication and staged participation; 2)
Establish a structured evaluation framework at the outset to track adaptation, progress, and impact; 3) Anticipate cultural and operational resistance, and proactively address concerns through workload planning, incentives, and cross-functional collaboration; 4)
Embed Whole Health into institutional systems—onboarding, professional development, and student support—to promote sustainability.
While measurable outcomes are still in development, SCU’s structured, staged approach has fostered early alignment and engagement. This model may offer a roadmap for other institutions seeking to cultivate healthier campus cultures and prepare graduates for the future of healthcare.
