Development of the Consumer Professional Partnership Program CPPP Thilo Kroll NRH CHDR Steve Towle S

1
Development of the Consumer Professional
Partnership Program (CPPP)Thilo KrollNRH
CHDRSteve TowleSCI NetworkRRTC on SCI
Promoting Health and Preventing Complications
Through ExerciseVTHM, September 8, 2004
2
Training Aims

• Training aim 1 To develop the Consumer
  Professional Partner Program (CPPP), in which SCI
  Life Consultants serve as trainers and educators
  of students in various health professional to
  provide information about prevention of avoidable
  secondary conditions of spinal cord injury,
  exercise, community integration, and
  disability-related knowledge and skills.
• Training aim 2 To implement the CPPP on a
  pilot-test basis within the Physical Medicine and
  Rehabilitation (PMR) Residency Training Program
  at the National Rehabilitation Hospital (NRH).
• Training aim 3 To implement the CPPP with 1000
  health professionals (e.g., physical therapy and
  medical students) in the Washington Metropolitan
  area with the support of local professional
  associations and educational institutions with
  which Training Personnel have working
  relationships

3
Training Methods

• Collaboration of SCI Life Consultants/Peer
  Mentors and clinical staff at NRH to identify the
  primary content areas and appropriate delivery
  formats for the CPPP
• SCI Life Consultants will serve as the principal
  educators in the CPPP alongside professionals,
  and will receive training, guidance, and
  practical support from the RRTC staff
• Training and program content will be posted on a
  fully accessible Web site, and comments will be
  invited from the wider community of people with
  SCI
• Educational topics will include barriers for
  people with SCI to obtaining health care
  services common medical complications and
  secondary conditions consequences of delayed or
  inappropriate prevention exercise/physical
  activities that meet the needs of people with
  SCI, patient-provider communication skills.

4
Training Design

• Phase 1 Development and pilot-testing
• revise the training and implement it during a
  pilot-phase as part of NRHs residency program in
  Physical Medicine and Rehabilitation one
  consumer-driven education session will be
  included into the PMR Residency training program
  at NRH. Feedback from residents
• Phase 2 Implementation at local area medical and
  physical therapy study programs (n1000 over 4
  years)
• implementation and adaptation of the curriculum
  at local area universities and colleges will
  begin during year 2. 2 to 3 hour time slot.
  Howard University, Georgetown University,
  Marymount University, and George Washington
  University

5
Training Design (continued)

• Phase 3 Curriculum expansion
• threefold extension (a) to other colleges, (b)
  to other medical and allied health science
  disciplines, and (c) to include additional topics
  that could be covered over more than 2 or 3 hours
• Phase 4 Development of the Virtual CPPP
• web videos of teaching sessions, videotaped
  training materials, PowerPoint self-education
  programs, and a whiteboard, QA and chat
  infrastructure to communicate with educators and
  trainers of the local CPPP. Education materials
  will also be available from this web site. The
  virtual CPPP will bring the curriculum to
  educators, health care providers, consumers, and
  other interested parties

6
Training Manual Content

• The Training manual will be a binder that will
  also contain a CD (video material, web links,
  text material covered in the binder), CD
  standalone, web-based.
• Training manual for home study and review with
  clinical and project staff

7
Module outline

• Title
• Teaching/learning goals
• Background/content
• Key points to remember
• SCI Educator Teaching Keys
• Questions for self-study
• Teaching exercise
• Resources (further reading, online resources)

8
Module outline (continued)

• Each module identifies
• Key problems
• Key goals
• Problem-solving strategies (solutions)
• Evaluation strategies (assess educational
  outcome)
• Maintenance strategies (how to ensure that
  knowledge, awareness, behavior change is not lost)

9
Module 1 Disability knowledge and skills

• Living with a disability Introduction of the
  social model of disability or looking beyond the
  body
• General barriers for people with disability in
  society
• Particular challenges in the provider office
  (separate information for different settings
  i.e. hospital, specialty physician, physical
  therapist, other)
• Communication issues

10
Module 2 Spinal Cord Injury and Prevention of
Secondary Complications

• SCI quick facts What is SCI? Rehabilitation
  issues
• Common medical complications and secondary
  conditions after SCI
• Prevention strategies peer-modeled
  demonstrations of prevention techniques
• Use of checklists

11
Module 3 Active, healthy living and exercise

• The benefits of an active life style and exercise
• What to do and what not to do?
• Development of exercise plans (Planning tools)
• Demonstration of exercises
• Resources

12
Module 4 Presentation skills

• Successful presenting
• Follow-up
• Examples
• QA elements
• Practical demonstrations
• Use of audiovisual material and equipment

13
Checklists

• A Checklist Social Model
• A Checklist Barriers and Strategies to Improve
  Access and Communication
• A Check listPrevention
• A Checklist Exercise (probably covering
  paraplegia, quadriplegia separately)

14
Videotape(s)

• Peer mentoring
• Silent storm (awareness of drug and alcohol
  abuse)
• Narrated prevention video vignettes
• Narrated exercise vignettes

15
Potential video content

• Life with a disability Introducing the social
  model of disability
• General challenges and specific barriers in
  medical settings
• Strategies to overcome barriers in medical care
  settings
• SCI Quick Facts
• Common medical complications
• Prevention strategies peer-modelled
  demonstrations of prevention techniques
• Benefits of active living and exercise modelled
  by peers

16
Evaluation

• Evaluation form will be administered to all
  students, teachers, and university program
  directors regarding the usefulness, relevance,
  and quality of the information presented in the
  lecture and their levels of satisfaction with the
  program. Questions will also be asked regarding
  the appropriateness and convenience of the
  delivery format and style.
• Virtual CPPP Questions will primarily focus on
  (a) accessibility, (b) usefulness, (c)
  appropriateness of format, (d) content relevance,
  (e) suggested improvements