Good morning and Welcome! What did you have for breakfast? Stage - - PowerPoint PPT Presentation
Good morning and Welcome! What did you have for breakfast? Stage - - PowerPoint PPT Presentation
Good morning and Welcome! What did you have for breakfast? Stage Three Pediatric Obesity Treatment: The Comprehensive, Multidisciplinary Care Model Wendy Slusser, MD, MS, Associate Vice Provost, Healthy Campus Initiative Health Science
Stage Three Pediatric Obesity Treatment:
The Comprehensive, Multidisciplinary Care Model
Wendy Slusser, MD, MS, Associate Vice Provost, Healthy Campus Initiative Health Science Clinical Professor Danyale McCurdy-McKinnon, PhD Psychologist Miranda Westfall, MPH, RD Dietitian UCLA FIT for Healthy Weight Program Mattel Children’s Hospital UCLA UCLA Schools of Public Health and Medicine Funded by the Unihealth Foundation www.fitprogram.ucla.edu
DISCLOSURE STATEMENT Wendy Slusser
Affiliation / Financial Interest Organization Stock Amgen Stock Bristol-Myers Squibb Stock Merck Stock Novo-Nordisk Honoraria/Scientific Advisor Dannon
- Dr. Wendy Slusser has disclosed the following financial relationships.
Any real or apparent conflicts of interest related to the content of this presentation have been resolved.
Danyale McCurdy-McKinnon, PhD Miranda Westfall, MPH, RD
Have documented no financial relationships to disclose or Conflicts
- f Interest (COIs) to resolve.
Learning Objectives
- Identify and describe individual roles of a
multidisciplinary pediatric obesity care team
- Apply motivational interviewing techniques
to counseling interactions
- Apply clinical tools based on best practices
in obesity management
0% 5% 10% 15% 20% 25% 1963-65 & 1966-70 1971-74 1988-94 1999-2002 2007-8 2009-10 2011-12
Obese* Children in the U.S. (*BMI≥95th percentile)
6-11 years old 12-19 years old
Source: www.NICHQ.org; Ogden,CL et al., JAMA. 2010;303(3):242-249; JAMA. 2012;307(5):483-490; JAMA 2014;311(8):806-814.
0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% All race Non-Hispanic White Non-Hispanic Black Non-Hispanice Asian Hispanic 2007-8 2009-10 2011-12
From: JAMA. 2010;303(3):242-249; JAMA. 2012;307(5):483-490; JAMA 2014;311(8):806-814.
Obese and Overweight* Children 2-5 years old in the U.S. by race (*BMI≥85th percentile)
Risk of overweight in adulthood
Overweight children and adolescents have a:
- A. 10-30%
- B. 30-70%
- C. 80%
- D. 90%
risk of growing up to be an overweight adult.
Background of the Overweight Problem
- Rapid rate of increase of overweight
- ver the last two decades
- Risk of an overweight child becoming
an overweight adult
- Rise in co-morbidities
Overweight children have higher risk
- f developing:
- non-insulin dependent diabetes
- gallbladder diseases
- sleep apnea
- asthma
- mental disorders
- high blood pressure
- musculoskeletal complaints
- poor school performance
Associated Morbidities
What are the top three co-morbidities that drive the health care costs for pediatric
- besity?
- A. Non-insulin dependent diabetes, sleep apnea,
asthma
- B. Asthma, mental disorders, high blood pressure
- C. Mental disorders, Musculoskeletal and GI
complaints
- D. High blood pressure, non-insulin dependent
diabetes, sleep apnea
Stages of Obesity Treatment
- Stage 1: Prevention Plus
- Stage 2: Structured Weight
Management
- Stage 3: Comprehensive
Multidisciplinary Intervention
- Stage 4: Tertiary Care Intervention
From:Barlow, S Expert committee Recommendations Regarding the Prevention, Assessment, and Treatment of Child and Adolescent Overweight and Obesity: Summary Report. Pediatrics, 2007.
Stage 1: Prevention Plus
- Once Overweight or obesity is
diagnosed.
- Focus is on basic healthy lifestyle
eating and activity habits.
- Goal is improved habits and as a result
improved habitus (BMI Status).
- Frequent Monitoring.
From: Expert committee Recommendations Regarding the Prevention, Assessment, and Treatment of Child
and Adolescent Overweight and Obesity: Summary Report. Pediatrics, 2007.
What is the intervention with the strongest evidence for obesity prevention and management
- A. Minimize Sugar-sweetened beverages with a goal of 0.
- B. Increasing to 5 fruit and vegetable servings or more per
day.
- C. Consume a healthy breakfast.
- D. Reduce foods that are high in energy density.
- E. Meal frequency and snacking.
Focus is on basic healthy lifestyle eating and activity habits
– Minimize Sugar-sweetened beverages with a goal
- f 0**.
– Increase meals prepared at home**. – Education and modification of portion sizes** – Reduction of inactive time to < 2 hours/day and if less than 2 years old to 0 time**. – Increasing active time for children and families to >=1 hour each day**. – Involve the whole family in lifestyle changes. – Cultural sensitivity
** = strong evidence
From: Expert committee Recommendations Regarding the Prevention, Assessment, and Treatment of Child and Adolescent
Overweight and Obesity: Summary Report. Pediatrics, 2007.
Focus is on basic healthy lifestyle eating and activity habits
– Increasing to 5 fruit and vegetable servings or more per day*. – Reduction of 100% fruit juices*. – Consume a healthy breakfast*. – Reduce foods that are high in energy density *. – Meal frequency and snacking *. – Involve the whole family in lifestyle changes. – Cultural sensitivity
From: Expert committee Recommendations Regarding the Prevention, Assessment, and Treatment of Child and Adolescent Overweight and
Obesity: Summary Report. Pediatrics, 2007.
*weaker evidence, but may be important for some individuals
Laboratory Assessment
- >85-94 percentile
Fasting lipids No risk factors
- 85th-94th percentile
Fasting lipids, with risk factors Fasting glucose, AST/ALT
- ≥95 percentile
Fasting lipids, Fasting glucose, AST/ALT
From: Expert committee Recommendations Regarding the Prevention, Assessment, and Treatment of Child and Adolescent Overweight and Obesity: Summary Report. Pediatrics, 2007.
Goal: Improved Habits and in turn Habitus
After 3-6 months, if child has not made appropriate improvements move to stage 2.
Stage 2: Structured Weight Management
- Prevention Plus behavior change, but more
support and structure
- Specific eating and activity goals with:
– Planned diet, structured daily meals and snacks – Supervised physical activity – Monitoring behaviors with logs – Additional reduction in inactive time – Planned reinforcement
From: Expert committee Recommendations Regarding the Prevention, Assessment, and Treatment of Child and Adolescent
Overweight and Obesity: Summary Report. Pediatrics, 2007.
Stages of Obesity Treatment
- Stage 1: Prevention Plus
- Stage 2: Structured Weight
Management
- Stage 3: Comprehensive
Multidisciplinary Intervention
- Stage 4: Tertiary Care Intervention
From:Barlow, S Expert committee Recommendations Regarding the Prevention, Assessment, and Treatment of Child and Adolescent Overweight and Obesity: Summary Report. Pediatrics, 2007.
Desired outcomes for patients and families (one or more):
Maintain or reduce BMI percentile. Slow down weight gain velocity. Improved co-morbidity measures (ie reduced blood pressure, reduced insulin levels, reduced fasting serum lipids). Reduced medication usage. Increased school attendance.
Multidisciplinary Obesity Care Team:
- Medical: MD/DO
- Nutrition: RD
- Mental Health: PhD, MFT, LCMSW, MA
- Physical Activity: PT, Exercise Physiologist
- Care Coordination: RN, MSW, or Health
Educator
- Bariatric Surgeon (optional)
Modified from: Barlow, S Expert committee Recommendations Regarding the Prevention, Assessment, and Treatment of Child and Adolescent Overweight and Obesity: Summary Report. Pediatrics, 2007.
Stage 3: Comprehensive Multidisciplinary Intervention
- 4 Medical visits that may include other
team members.
- 6 Dietitian visits.
- Review patient history following
utilization of patient visits for reauthorization as needed.
*Based on the Alliance for a Healthier Generations (Collaboration between the Clinton Foundation, AHA and 5 private health insurers: Aetna, BlueCross MA and NC, Pepsico, Wellpoint).
Fit for Healthy Weight Team
Dan DeUgarte, MD Yasmin Firouzman, RD Cambria Garell, MD Alma Guerrero, MD, MPH Anna Haddal, MD Dena Herman, PhD, RD Danyale McCurdy-McKinnon, PhD Twyman Owens, MD Wendy Slusser, MD, MS Robert Venick, MD Miranda Wesfall, RD, MPH Ora Yadin, MD Volunteers, Interns and Residents
Steps to Meet these Recommendations
UCLA Fit for Health Program
Organizations & Institutions
Media Law Popular Culture Professional Education Public Education Public Parks
Community/Neighborhood
Home Visitation Child Care Employer Lactation Specialists Hospitals Health Care Providers Insurers
Parent, Infant, Child
Friends/Family
Fathers Friends Family Neighbors Coworkers
Make the Healthy Choice the Easy Choice
From: Frieden, Am J Public Health. 2010;100:590–595
Cultural Openness
- Strategies
– Follow the ABCs of counseling
- Active listening
- Body language (no barriers)
- Caring and open mind
– Parenting Skills:
- Giving Commands (try and exercise)
- Routines
- Praise
From: Slusser W and Kroeger M (1992) in Woodward-Lopez G and Creer AE lactation Management Curriculum: A Faculty Guide for Schools of Medicine, Nursing, and Nutrition. Third edition, 1995 UCSD and Wellstart International.
Haiku – by Samuel Bruce, 3rd Grader May 2002
Fruit comes from flowers Fruit is very good to eat I like to eat fruit
MOTIVATIONAL INTERVIEWING
Danyale McCurdy-McKinnon, PhD Clinical Psychology Director UCLA Fit for Healthy Weight Program
Motivational Interviewing (MI)
- “... method of communication rather than a set of
- techniques. It is not a bag of tricks for getting
people to do what they don’t want to do; rather, it is a fundamental way of being with and for people - a facilitative approach to communication that evokes change.”
Miller & Rollnick 2002
Motivation – it’s complicated!
Why MI?
- 80% of pediatricians report feeling "very frustrated"
treating pediatric obesity 1
- Only 10% think obesity counseling is effective 2
- Only 37% feel "quite" to "extremely" comfortable
providing obesity interventions to children 1
- One main reason for these negative attitudes
regarding outcome is that practitioners perceive low patient motivation and poor behavioral adherence 2,3
1) Jelalian, Boergers, Alday, & Frank (2003) 2) Kolagotla & Adams (2004) 3) Story, Neumark-Stzainer, Sherwood, Holt, Sofka, et al. (2002)
Clinical Efficacy of MI
- MI has been used extensively in the addiction
field 1
- Numerous RCTs demonstrate clinical efficacy for
addictive behaviors 2
- MI has been used to modify diet and physical
activity in adults with overweight and obesity 3
1) Miller (1983) 2) Burke, Arkowitz, & Menchola (2003) 3) Armstrong, Mottershead, Ronksley, Sigal, Campbell, & Hemmelgarn (2011)
Effectiveness in Pediatric Practice
- A RCT found that MI promotes physical activity in obese
adolescents 1
- MI group compared to standard weight loss group reported greater
autonomy support from medical staff at the end of the program, greater increase in integrated and identified regulations, and a decrease in amotivation
- A single session of MI improves self‐determined motivation
for healthy life‐styles during a weight feedback session to parents in recruitment to a family-based weight loss study 2
- Both MI and BPC were both successful in encouraging parents to
participate in a family‐based intervention; with MI only increasing autonomy
1) Gourlan, Sarrazin, & Trouilloud (2013) 2) Dawson, Brown, Cox, Williams, Treacy, et al. (2014)
MI Style Influences Outcomes
- Strong evidence provider style (the way
they talk) influences outcomes 1
- When patients are motivated and
express verbal commitments to change, they have better treatment outcomes 2
1) Miller & Rollnick 2002 2) Armhein et al 2004
Definition
Motivational interviewing is a person- centered, directive method of communication for enhancing intrinsic motivation to change by exploring and resolving ambivalence.
MI is both a "Spirit" and a set of Skills
Spirit of MI
The Spirit of MI
- Collaboration
- Evocation
- Autonomy
High Spirit of Collaboration
- Clinician is not the “expert”
- Willing to negotiate with the patient
- Open to ideas from the patient
- Avoids persuasion
- Explores and support what the patient
wants to do
- Patient is the “partner” (e.g., dancing)
High Spirit of Evocation
- Elicits the patients’ ideas about
change
- “Curious and patient”
- Stays focused on whatever behavior
change the patient is willing to do
High Autonomy/Self-efficacy
- Accepts the patients may not choose to
change
- Are invested in behavior change but does
not push it in order to maintain patient/professional alliance
- Reinforces that ultimately any behavior
change is within the realm of the patient
How is Spirit of MI different?
- Not sympathy
- No emphasis on expertise (on the part of the
health provider)
- Education of the patient is not considered
effective (not to be confused with giving information)
- Does not focus on skill-building
- Does not analyze unconscious motivations
- Not passive
Skills in MI
MI Skills
- Explore ambivalence
- Open-ended questions
- Positive affirmations
- Reflective listening
- Summarize
- Explore the dilemma of change
- You need to at least partially resolve
ambivalence before moving towards change
Ambivalence
Exploring Ambivalence
What are the advantages
- f things staying just
the way they are now? What are the advantages
- f changing?
What are the disadvantages
- f changing?
What are the disadvantages
- f things staying just
the way they are now?
The Basic Skills of MI: OARS
- O - Open-ended questions
- A - Affirmations
- R - Reflective listening
- S - Summarize
Open-ended Questions
- “What brings you in today?”
- “What can you tell me about that?”
- “Tell me more about...”
- “In what ways...?”
- “What have you noticed…?”
Questions
- Closed questions
- Result in “yes” or “no” response
- Open questions
- Allow for a wide range of information from
the patient
- Don’t you think it’s time for a change?
- What do you think would be better for you –
walking to the grocery store or cutting down
- n fast food?
- What do you like about exercising?
- What do you already know about our
program?
Open or Closed Questions?
Eliciting change talk with importance/confidence rulers
How important would you say it is for you to _________? On a scale of 0-10, where 0 is not at all important and 10 is extremely important, where would say you are? Follow-up: And why are you at __ and not zero? How confident would you say it is for you to _________? On a scale of 0-10, where 0 is not at all confident and 10 is extremely confident, where would say you are? Follow-up: And why are you at __ and not zero?
Instilling confidence with open questions
- Listen carefully with a goal of understanding the
dilemma, but give no advice. Ask these three open questions, and listen: 1) What is there about you (strengths, abilities, talents) that will help you do this? 2) How might you go about it in order to succeed? 3) What have you done successfully in the past that was like this in some way?
- Reflect and summarize confidence statements
- Elicit the patient's understanding and needs
- What would you most like to know about ____?
- What do you already know about _____?
- Provide new information in a neutral manner
- Information only not interpretation
- Information in a manageable chunk
- Elicit what the information means to them
- What do you make of that?
- What do you think of this information?
- What more would you like to know?
Elicit-Provide-Elicit
57
Affirmations
- Emphasize a strength
- Notice and appreciate a positive action
- Should be genuine, not cheerleading
- Express positive regard and caring
- Strengthen therapeutic relationship
Affirmations may include:
- Commenting positively on an attribute
- “You’re a strong person, a really hard worker!”
- A statement of appreciation
- “I appreciate your openness and honesty today.”
- Catch the person doing something right
- “You're doing such a great job answering all of these
questions!”
- A compliment
- “I like the way you said that!”
- An expression of hope, caring, or support
- “I hope this week goes well for you!”
Reflective Listening
- Form of hypothesis testing
- "If I heard you right, this is what I think you're
saying..."
- "You seem like you're having trouble with..."
- Goals:
- Demonstrate you've heard the patient
- Show you are trying to understand them
- Affirm thoughts and feelings
- Promote self-discovery
Reflective Listening
- It should be a statement, with the inflection turning
down at the end.
- “So, you mean that…”
- “It sounds like you…”
- “You're wondering if….”
- Statements rather than questions
- Make a guess about the patient's meaning (rather
than asking)
- Yield more information and better understanding
- Often a question can be turned into a reflection
- Collect material that has been offered
- “So far you've expressed concern about your energy level
and how you would like to get outdoors more.”
- Link something just said with something
discussed earlier
- “That sounds a bit like what you told me early about how
important it is to you to be a good soccer player.”
- Draw together what has happened and transition
to a new task
- “Before I ask you more questions, let me summarize what
you've told me so far, and see if I've missed anything
- important. You came in because you were feeling like you
don't have as much energy as you would like, and it bums you out...”
Summaries
MI Clinical Practice
- Obesity is not a behavior
- A key task for clinicians is to work with the
patient and their family to identify behaviors that contribute to the child's weight
- Once behaviors are identified, MI strategies for
each behavior can be implemented
MI Group Activity
- Work in groups of 3
- One patient
- One provider
- One observer
Patient
Come up with something about yourself that you...
- want to change
- need to change
- should change
- have been thinking about changing
...but you haven't changed yet (i.e., – something you're ambivalent about)
- Listen carefully with a goal of understanding the
dilemma
- Give no advice
- Ask as many open-ended questions
- Examples of open-ended questions
– Why would you want to make this change? – How might you go about it, in order to succeed? – What are the three best reasons to do it?
Provider
- Listen carefully to the provider
- Tally the number of open-ended and
closed-ended questions the provider asks
- If possible, write examples of helpful
- pen-ended questions
Observer
Go!
(15 minutes)
How Did the Patient Feel? How Did the Provider Feel? What Happened?
Clinical Tools for Pediatric Weight Management
UCLA Fit for Healthy Weight Clinic
n Mean (SD) or % Clinic visits 309 3.13 (2.85) Time between clinic visits (months)
- 1.59 (1.12)
Age (years) 115 13.10 (3.81) <2 0% 2<x<9 19 16.52% 9<x<13 45 39.13% 13<x<16 22 19.13% 16<x<19 24 20.87% >19 5 4.35% Sex Male 57 49.57% Female 58 50.43%
UCLA Fit for Healthy Weight Clinic
n Mean (SD) Height (cm) 115 157.09 (17.26) Weight (kg) 115 88.59 (33.29) BMI (kg/m2) 115 34.68 (9.14) BMI percentile 115 97.8 (1.66)
UCLA Fit for Healthy Weight Clinic
n Mean (SD) or % BMI Category Overweight 3 2.61% Obese 112 97.39% Blood Pressure Systolic BP (mm Hg) 113 117.92 (9.80) Systolic BP percentile 113 74.0 (24.2) Normotensive 79 69.91% Prehypertensive 11 9.73% Stage 1 hypertensive 17 15.04% Stage 2 hypertensive 6 5.31%
5 10 15 20 25 30 35 40 45 50 Percent of Patients Barriers Selected
Barriers to Physical Activity
10 20 30 40 50 60 70
Percent of Patients
Barriers Selected
Barriers to Healthy Diet
Change in BMI Values across Clinic Visits
Figure 3. Change in BMI values across number of visits. Number of patients with an increase, decrease, or no change in BMI values over clinic
- visits. More patients saw a reduction in BMI across clinic visits than an increase or no
change in BMI.
Prevalence of elevated blood pressure categories
Table 3. Identified comorbidities at the first visit of Fit Clinic patients (N=115)
- Comorbidity
Present Not Present Not Reporteda % with Identified Comorbidity Constitutional 112 3 97 Skin 90 21 4 79 Endocrine 80 31 4 70 Cardiovascular 60 52 3 52 Ears, Nose, Mouth, Throat 58 55 2 50 Psychiatric 48 66 1 41 Respiratory 42 71 2 36 Gastrointestinal 37 76 2 32 Neurological 33 80 2 28 Musculoskeletal 32 81 2 26 Female Specific 15 52 48 21 Eyes 20 92 3 17 Immunological 19 92 4 17 Genitourinary 16 97 2 14 Male Specific 9 54 52 14 Chest 13 100 2 11 Heme/Lymph 6 107 2 5 Average 5.8 identified comorbid systems at first clinic visit.
aMissing data included in percentage calculations
Registered Dietitian
- Nutrition Assessment and
Intervention
- Physical Activity Assessment and
Intervention
Initial Nutrition Assessment
- 24-hour recall
Source: ars.usda.gov
Target Nutrition Behaviors
- 1. Limiting consumption of sugar-
sweetened beverages
- 2. Increasing fruit and vegetable
consumption
- 3. Limiting eating at restaurants,
particularly fast food restaurants
- 4. Limiting portion size
- 5. Avoid skipping meals
Target Physical Activity Behaviors
- Incremental increase in physical activity
with goal of 60 minutes per day
- Limit television and other screen time to
2 hours per day
Intervention
- Assess resources
– Ability to purchase healthy foods – Access to safe spaces for exercise
- Through motivational interviewing RD,
patient and family determine
– 2 to 3 nutrition goals – 1 to 2 physical activity goals
- Support nutrition goals from specialists
related to comorbidities
Dairy Fruits Protein Veggies Grains Dairy Dairy Fruits
Nutrition Education
My Plate My Snack
Nutrition Education
Nutrition Education
Nutrition Education
Psych
- Assessment
- Intervention
- Referral (if necessary)
Assessment
Intervention
- Brief psychological intervention targeting
key psychiatric symptoms
Referral ?
Multidisciplinary Pediatric Weight Management Clinic Case Study
Adapted from case study presented by Marc S Jacobson on 12/12/2008
Case 08341
- CC: My triglycerides are high.
- HPI: this 15 yr old Female was referred by
her pediatrician because she had gained 20lb’s in the past year and had high cholesterol and triglycerides. She had been trying to lose weight using Weight Watchers and by joining a gym with no effect.
- PMH: Hospitalizations: none, Operations:
none, Medications: none, Allergies: none
Case 08341(cont)
- ROS: CV nl, Resp nl, GI nl, GU nl,
Neuro nl, Musculoskeletal nl, Endocrine and growth: Menarche was at age 12.5
- yrs. She has never been regular but had
not skipped more than a few weeks prior to 3months ago when she had her last normal period.
Case 08341(cont)
- FH: positive for premature atherosclerosis (father had a
CABG at age 54), obesity, hypertension, type 2 diabetes and hypercholesterolemia.
- SH: School, family and peer activities are age appropriate.
She does not smoke.
- Physical activity level is low
- She plays Volleyball 1x per week during the season only,
spends most of her free time on movies and shopping with
- friends. She lives 1 mile away from her high school but
takes the bus most days. She lives ~1 mile away from her high school but takes the bus most days.
- 2-4 hours of sedentary activity per day (tv, video,
computer).
Case 08341(cont)
- PHYSICAL EXAMINATION:
- Blood pressure 132/85 mmHg >90th%ile pulse 90
bpm,
- Height 66in
- Weight 160lb,
- BMI 26 kg/m2 90th %ile
- General appearance: Adiposity is central.
- HEENT: benign. No Corneal arcus or Xanthelasma
- r facial hair noted
- Neck: without thyromegaly
- Neuro: intact.
- CV: RR, nl S1, nl S2. No Murmur. Pulses are
present in all 4 extremities.
- Chest: lungs clear to auscultation. Tanner 5 breasts
- Musculoskeletal: wnl
- Abdomen: soft non-tender, no mass or
- rganomegaly
- Skin: Xanthomas not present. < 10 Abdominal stria
noted.
- Acanthosis Nigricans Grade 1 on her neck
Case 08341(cont)
Promoting Sustainability of the Comprehensive, Multidisciplinary Care Model
Efforts to Enhance Sustainability
- Medical School Resident Training
- Psychology Intern Training
- Advocacy for Reimbursement
FIT for Residents Pilot Project in collaboration with AAP and AAFP
Wendy Slusser, MD, MS, Debra Lotstein, MD, MPH, Heidi Fischer, MPH, Margaret Whitley, Alma Guerrero, MD, MPH
Objectives:
- To describe the Fit for Residents project and
how it is helping to prevent and treat childhood
- besity.
- To identify how the prevention and treatment
- f childhood obesity can effectively be
addressed using the Chronic Care Model.
Goals of the Fit for Residents Curriculum Program
Collaborating with residency programs we aimed to improve the knowledge, attitude and practices of the future primary care workforce in:
– Prevention and Early Identification – Management and Referral – Advocacy
In order to reduce the rates of pediatric obesity and its complications in racially and ethnically diverse populations.
The Fit for Residents Project
- Targets low income communities
experiencing large health disparities traditionally served by residency programs.
- Modeled on the AAP success in
developing and launching the Breastfeeding Residency Curriculum.
The Fit for Residents project is
- A Collaboration with the American Academy of
Pediatrics, American Academy of Family Practice and committee membership representing the CDC, AAP resident training and national leaders in childhood obesity.
- Funded by the Anthem Blue Cross Foundation
Curriculum and Resource Development Activities
- Identified and convened a multidisciplinary group
- f national experts in order to develop the
curriculum and identify educational and clinical tools.
Implementation: Pilot Program Selection
- Through a competitive process, 5 primary
care residency programs piloted the FIT curriculum and clinic changes (with comparison sites): – Childrens’ Hospital Oakland – Contra Costa Family Practice – White Memorial Pediatrics and Family Medicine – Harbor UCLA Pediatrics – Scripps Family Practice
The Fit for Residents Curriculum:
- A core curriculum on childhood obesity for
primary care residents in:
– Prevention – Management and referral – Advocacy
- In each of the three areas:
– Knowledge objectives and measures – Clinical change objectives and measures
The Fit for Resident Clinical Changes Follow the Framework
- f the Chronic Care Model
- Our clinical guidelines come from evidence and
expert based guidelines – 2007 Expert Committee Recommendations – 2005 AAP Breastfeeding Statement
- Recognition that new models of care are
needed to put these guidelines into practice effectively
Ref: http://www.ama-assn.org/ama1/pub/upload/mm/433/ped_obesity_recs.pdf; http://aappolicy.aappublications.org/cgi/content/full/pediatrics;115/2/496#SEC10
Six Elements of the Chronic Care Model
- 1. Decision support
Helping physicians do the right thing every time
- 2. Clinical information systems
Patient registries and performance feedback
- 3. Delivery system design
Assigning provider team roles, planned visits, and follow-up care
- 4. Self-management support
Active patient/family role; written plans with patient-directed goals
- 5. Community resources and policies
Develop relationships with community resources; advocate for policy changes
- 6. Health care organization and system
Engagement of senior leadership in quality improvement; policies to support care coordination
Evaluation of the FFR project
- Resident Knowledge and Attitude survey
– Twice: at beginning and end of year
- Performance data from chart reviews
– Includes feedback measures and additional measures of quality of care
0.0 2.0 4.0 6.0 8.0 10.0 12.0 14.0 16.0 Percent change
Knowledge Results
Percent Change at One Year*
Pilot Control
0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 Percent change
Attitudes Results
Percent Change at One Year
Pilot Control
0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 Sep-09 Dec-09 Mar-10 Jun-10
Percent BMI Calculated
0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 1.1 Sep-09 Dec-09 Mar-10 Jun-10
Percent BMI Calculated Correctly
0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 Sep-09 Dec-09 Mar-10 Jun-10
Percent BMI Plotted
0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 Sep-09 Dec-09 Mar-10 Jun-10
Percent BMI Classified
0.2 0.4 0.6 0.8 1 Sep-09 Dec-09 Mar-10 Jun-10
Percent Blood Pressure Classified Correctly
0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 Sep-09 Dec-09 Mar-10 Jun-10
Percent Blood Pressure Classified
Fit for Residents at UCLA
Outcomes Measured
- Provider knowledge, attitudes and
confidence related to pediatric obesity prevention and management
- Patient BMI compared to 6 or 12 months
prior
Methods
- 52 residents received training and
mentorship
- 23 completed questionnaire at baseline
and follow-up
- Medical charts of all overweight or obese
patients seen in project year 1 and 2 at different time periods
- 6 or 12 month BMI extracted
retrospectively
Knowledge, Attitudes and Practice Questionnaire Results
Domain Change from Pre to Post P-value *Significant at alpha = .05 General Knowledge (Maximum=39) + 2 0.009* Attitudes (Maximum= 95) + 9.5 <.001* Confidence Subdomain (Maximum=60) + 9 <.001* QI Knowledge (Maximum= 40) + 3.5 0.0645
Retrospective Chart Review Outcomes for UCLA Residents at VFC
Percent of appointments where BMI percentile decreased or stabilized 12 months prior 6 months prior2 Year One 71% (n=31) 62.5% (n=8) All 6 mo: 69.4% (n=36) Year Two 56.8% (n=118) 48.7% (n=39) All 6 mo: 54.0% (n=113)
Sustain and Spread the FIT for Residency Curriculum
Sharing in upcoming book edited by Sandra Hassink and Sarah Hampl
Psychology Intern Training
Danyale McCurdy-McKinnon, PhD
Intern Training
Fit Clinic experience is offered as an elective to clinical psychology interns
- Didactic
- Clinical training
Intern Training
- Didactic
– Monthly supervision meeting with relevant topics
- Psychiatric comorbidity
– depression, anxiety, trauma, eating disorders, and behavioral issues
- Intervention education
– MI, exposure therapy, CBT , DBT , social skills training, bullying interventions
- Current trends in research
– Recent publications are selected, reviewed, and discussed
Intern Training
- Clinical Training
– Interns shadow psychologist in the clinic initially for in vivo training experience – Trainees take over in the role of junior colleague and psychologist for the duration
- f elective
– Intern’s Role:
- Assessment
- Intervention
- Referral
Exploring Reimbursement for Pediatric Weight Management Services A Pilot Project
Economic Burden:
In 2004: – privately insured obese children annual health care costs: $3,743 (all children $1,108) – Medicaid insured obese children annual health care costs: $6,730 (all children, $2,446)
From:William MD, Chang S, (2005). Childhood Obesity: Costs, Treatment Patterns, Disparities in Care, and Prevalent Medical Conditions. Ann Arbor, Mich: THOMSON MEDSTAT RESEARCH BRIEF accessed, January 26, 2010. http://www.medstat.com/pdfs/childhood_obesity.pdf
Overweight children have higher risk
- f developing:
- non-insulin dependent diabetes
- gallbladder diseases
- sleep apnea
- asthma
- mental disorders
- high blood pressure
- musculoskeletal complaints
- poor school performance
Associated Morbidities
Reimbursement for Obesity Services
- Insurance coverage often fails to
adequately reimburse a multidisciplinary care model
- Dietary and psychology services often not
covered
- Stage 3 Obesity Clinics rely on multiple
sources of funding
From: Slusser W, Staten K, Stephens K et al. (2011). Payment for Obesity Services: Examples and Recommendations for Stage 3 Comprehensive Multidisciplinary Intervention Programs for Children and Adolescents. Pediatrics. 2011;128;S78
Reported Challenges Facing Obesity Programs Lack of Reimbursement 29 85% High operating costs 24 71% Inadequate space 19 56% Not financially viable 14 41% Lack of demonstrable
- utcomes
12 35% Personnel problems 5 15% Poor patient recruitment 5 15% Inadequate expertise 2 6% Lack of leadership 1 3%
From: FOCUS on a Fitter Future Outcomes Presentation. Presented at: Creating Connections Conference; March 2010
Reimbursement for Obesity Services
Reimbursement for Obesity Services
From: Slusser W, Staten K, Stephens K et al. (2011). Payment for Obesity Services: Examples and Recommendations for Stage 3 Comprehensive Multidisciplinary Intervention Programs for Children and Adolescents. Pediatrics. 2011;128;S78
Solution?
- Recommendation 2.11 from the White
House Task Force on Childhood Obesity “Federally funded and private insurance plans should cover services necessary to prevent, assess, and provide care to
- verweight and obese children.”
Utilization Data
2 year period Obese + ≥1 Comorbidity Morbidly Obese + ≥1 comorbidity # Patients # # Total Cost $ $ Cost per Patient $ $ % Cost attributed to: Inpatient % % Outpatient % % ER % % Rx % %
Utilization Data Questions
- Who is our target population?
– Obese and/or morbidly obese
- What is driving the costs?
– Inpatient – Outpatient – Medications
- Which of these costs can we influence?
Morbid Obesity by Zip Code
Proposed Eligibility Criteria
Morbid Obesity
- AAP definition: ≥99%ile BMI-for-age
- CDC definition: 120% of the 95th percentile BMI-for-age
Comorbidity
- Type 2 Diabetes
- Acanthosis Nigricans
- Hypertension
- Hyperlipidemia/Dyslipidemia/
Hypercholesterolemia
- Oligomenorrhea/PCOS
- Blount’s disease
- Slipped capital femoral epiphysis
- Fatty Liver/NASH
- Cholecystitis/cholelithiasis
- Asthma
- Obstructive sleep apnea
- Pseudotumor cerebri
- Depression/anxiety/bullying
Timeline
Two year pilot program
Recruitment & Enrollment (Jul - Dec 2015) Treatment and Data Collection (Aug 2015 - Dec 2016) Data Analysis (Jan - Jun 2017)
Proposed Pilot Enrollment
- Select medical groups for participation based
- n the number of patients meeting criteria for
the pilot and their geographic location
- Insurance company will inform selected medical
groups about the pilot and the obesity care carve out
- Referrals to come directly from medical group
- Obesity clinics will follow-up directly with
medical groups based on volume of referrals
Fit For Healthy Weight Clinic Case Rate
Visit MD RD Psych Medi-Cal Fee Schedule # visits Total Initial $ 1 $ Follow-Up $ 11 $ 1-Year Family Membership to YMCA $ Total Case Rate $
What’s not included in
- besity care carve out?
- Diagnostics and specialty management for
complications of obesity. For example:
– Imaging studies (e.g. liver ultrasound) – Sleep studies
- Medical concerns not related to obesity.
– ED visit for stitches
- Medications
Anticipated Outcomes
- Cost Savings
– Lower the cost per patient – Decrease number of hospitalizations – Fewer ER visits
- Improvement in BMI, blood pressure
- Decrease in HgbA1c
- Improved Quality of Life Measures
With realization of one’s own potential and self confidence in one’s ability, one can build a better
- world. Dalai Lama