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Dentistry's Role in Interprofessional Education for Present and Future Patient Centered Health Care

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Created from the Health Sciences Partnerships in Interprofessional Clinical Education (HSPICE) ... activities are creating new opportunities for collaboration ... – PowerPoint PPT presentation

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Title: Dentistry's Role in Interprofessional Education for Present and Future Patient Centered Health Care


1
University of Washington Center for Health
Sciences Interprofessional Education Research
  • Dentistry's Role in Interprofessional Education
    for Present and Future Patient Centered Health
    Care Providers

Thomas H. Morton, Jr., DDS, MSD Creighton
University, School of Dentistry March 3, 2003
2
Center for Health Sciences Interprofessional
Education Research
  • Health professions students need to be educated
    together in order to
  • Prepare them to take their place in current and
    future patient centered health care
  • Improve health care for the public (populations)
  • Created from the Health Sciences Partnerships in
    Interprofessional Clinical Education (HSPICE)
  • UIF Funded 1997 round 1
  • Review 2001 ?
  • Transitional funds 2001-2003
  • External grant funding 2001-2004

3
Interprofessional Competencies
  • Competence in ones own clinical practice
    discipline
  • Respect and appreciation of roles and approaches
    to clinical and social problems of ones own and
    other disciplines.
  • Understanding of the population context for care
    of a population and/or patient.   
  • Understanding the complexity of population health
    that requires interdisciplinary strategies for
    cost savings and cost-effectiveness
  • Demonstration of basic group process skills
    including communications, negotiation, time
    management, assessment of group dynamics

4
Center for Health Sciences Interprofessional
Education Research
Aims
  • Promote curriculum innovations in
    interprofessional education across the health
    sciences and information schools.
  • Provide infrastructure for interprofessional
    training faculty development.
  • Research the impact of interprofessional
    initiatives on students, providers, faculty and
    the health of the public.

5
Center for Health Sciences Interprofessional
Education Research
6
Center for Health Sciences Interprofessional
Education Research
Accomplishments
  • Developed, implemented and disseminated an
    interdisciplinary model for clinical education,
    incorporating core interprofessional skills
    needed for collaborative health care.
  • Became coordinating center for internal and
    external interprofessional initiatives
  • Center generated
  • Affiliated
  • Transformed disciplinary silo views
  • Replaced skepticism with trust

7
Center Initiatives
  • Course Offerings
  • Clinical and Site Practicums
  • Chautauqua and Events
  • Research and Training Initiatives
  • Evaluation
  • Dissemination and Participation
  • Affiliate Grants and Projects
  • Student Activities

8
Course Offerings
  • Description Elective courses developed and
    taught such as Freshman seminar (GENST 187),
    Interprofessional Teams in Health Care (UCONJ
    444), Health Care Society (HSERV 515), PBL
    (HUBIO 553)
  • History Positive course evaluations, shifted
    from face to face to include module completion,
    using technology such as the Web to create a
    commons
  • Issues Faculty availability to teach, electives
    not required, no one day and time for all
    students to enroll in the same class

9
Clinical and Site Practicums
  • Description Salvation Army Adult Recovery Center
    (ARC), a work therapy program to assist men in
    drug and alcohol recovery
  • History Offered quarterly, 2-6 students per
    quarter, opportunity for community-based,
    interdisciplinary experience
  • Issues Elective, difficult to get students to
    commit, no on-site faculty sponsor for each
    health science school

10
Clinical and Site Practicums
  • Description
  • HMC Interdisciplinary Grand Rounds
  • UWMC Patient Case Discussions providing an
    opportunity for student-directed patient-case
    discussions with faculty facilitators
  • History HMC series 1997-2000, UWMC formed in
    2001 and facilitated by unit based CNS
  • Issues Commitment of prime time seminar to
    interprofessional groups, getting buy-in on-site
    clinical faculty, attendance varies

11
Chautauqua
  • Description Annual gathering for enrichment held
    each Fall for entering students in the health
    science and information schools
  • History Held yearly since 1998, structured
    program with opportunity for students to interact
    across the health science schools, increasingly
    more students attend every year, over 400
    students have attended to date
  • Issues scheduling conflicts, not required by
    all schools, need adequate space and configuration

12
Training and Research Initiatives
  • Description Faculty Leadership in
    Interdisciplinary Education to Promote Patient
    Safety (FLIEPPS) (HRSA, DHHS)
  • Purpose To develop curriculum for training
    faculty in skills of interprofessional leadership
    and teaching and develop, evaluate, and
    disseminate patient safety curriculum
  • History Funded 2000-2004
  • Issues Ability to capitalize on infrastructure
    support, sustain and grow beyond initial grant

13
Training and Research Initiatives (cont)
  • Description MACY Interprofessional Program
  • Purpose To sustain and extend classroom and
    clinical interprofessional education in all
    schools
  • History Success with Health Care and Society,
    Winter PBL, developed list of clinical sites,
    working with HS deans for finding other
    opportunities
  • Funded 2000-2004
  • Issues Same people as core leadership for all 3
    initiatives, sustaining infrastructure

14
Evaluation Within and Beyond UW
  • The Good News
  • Over 500 trainees have participated in one or
    more Center initiatives
  • Students are satisfied with instruction
  • Interprofessional faculty collaboration has
    fostered success in generating funding for new
    initiatives
  • Interprofessional faculty initiatives have
    allowed inclusion of interprofessional training
    in the required curricula
  • Student-initiated/Center-supported activities are
    creating new opportunities for collaboration

15
Evaluation Within and Beyond UW
  • The Bad News
  • Despite extensive collaboration across schools,
    physical and cultural infrastructures remain
    significant barriers
  • Faculty reward structures mitigate against
    extensive interprofessional course development
  • Center control of opportunities diminishes as
    students enter clinical phase of training

16
Evaluation Within and Beyond UW
  • Some of the Unknown
  • Impact on professional careers (geographically,
    organizationally, etc.)?
  • Create practitioners with a different set of
    interprofessional competencies?
  • Change institutional culture?

17
Affiliate Grants and Projects
  • Interdisciplinary Childrens Oral Health
    Promotion (ICOHP) (HRSA)
  • School of Dentistry Pipeline, Profession, and
    Practice (RWJF)
  • Partnerships for Quality Education (PQE) Take
    Care to Learn (RWJF)
  • Quenton Burdick
  • Leadership Education in Pediatric Dentistry

18
Affiliate Grants and Projects (cont.)
  • Name Interdisciplinary Childrens Oral Health
    Promotion (ICOHP)
  • Purpose To ? oral health providers by training
    family medicine residents and faculty in oral
    health promotion and develop leadership in
    primary care to advance oral health
  • Funded HRSA 2001-2004

19
Affiliate Grants and Projects (cont.)
  • Name Pipeline, Profession, and Practice
  • Purpose To modify the dental curriculum to allow
    ? number of days 4th year dental students spend
    in community health clinics for underserved
    populations
  • Funded RWJF 2002-2007

20
Affiliate Grants and Projects (cont.)
  • Name Partnerships for Quality Education (PQE)-
    Take Care to Learn
  • Purpose Links academic health science schools
    and managed care organizations for the purpose to
    ? the preparation of MD and NPs to practice in
    managed care by developing new educational
    curricula and strategies around chronic illness.
  • Funded RWJF 2001-2003

21
Affiliate Grants and Projects (cont.)
  • Name Rural Interdisciplinary Health Care
  • Purpose Clinical and research training for
    health science students in rural
    interdisciplinary health care
  • Funded Quentin Burdock 2002-2004

22
Affiliate Grants and Projects (cont.)
  • In summary Center offers services to connect
    players, support proposal writing and secure
    grant funding
  • Issues How to measure the services, how best to
    charge for services, how to leverage these
    affiliated groups so to expand core faculty, and
    how to facilitate partnerships
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