Primary Care Training & Enhancement HRSA Grant Purpose: to - - PowerPoint PPT Presentation

Primary Care Training & Enhancement HRSA Grant

§ Purpose: to prepare future primary care health professionals to practice in and transform health care delivery systems § July 1, 2016 – June 30, 2021 § $2.5 million § Partnering disciplines include:

§ College or Medicine, Department of Family Medicine § Rehabilitation sciences including dietetics, respiratory therapy, occupational therapy, physical therapy § College of Nursing § College of Pharmacy § College of Social Work

1

How Are Learners Involved?

§ Group Projects § Community health education

§ Year-long service-learning project including medical, nursing, social work, pharmacy and dietetics students

§ Health coaching

§ Pairs MD and NP students with a patient volunteer

§ QI project in an ambulatory care setting

§ Teams of 4th year medical students and DNP students work on a year-long QI project at a family medicine clinic

§ Hotspotting

§ Interprofessional students from medicine, nursing, social work, dietetics, and pharmacy pair with high utilizer patients

2

How Are Learners Involved (continued)

§ Experiential Group Practice § Longitudinal clinical experience over the first 18 months of medical school

§ Includes students from medicine, nursing, social work, pharmacy, and dietetics

§ Immigration health clinic experience during 3rd year clerkship

§ Led by FM residents and includes 3rd year medical students, nursing, social work, pharmacy and dietetics students

§ 4th year ambulatory care rotation

§ Pairs 4th year medical students with senior NP students for one block rotation

3

How Are Learners Involved (continued)

§ Leadership Training

§ Small-group sessions with primary care interested 1st and 2nd year medical students § Residency didactics § Interprofessional elective course offered to 1st and 2nd year medical students

§ Includes students from medicine, pharmacy, social work, dietetics, and physical therapy

4

What Are Students Saying?

§ “It has given me a much more in depth understanding of the roles of physicians and how they collaborate with NP’s. It has also given me a unique experience of working with a medical student.” § “This experience taught me to think about myself as a part of an interprofessional team and to view my role in healthcare as a part of a robust team in which every member/profession is needed.” § “Working with other disciplines can be challenging for scheduling as well as communicating and also difficult considering we have completely different specialties.” § “I enjoyed the interprofessional session on the social determinants of

• health. This broadened my scope of understanding of others'

professions as well as provided a fun activity to work together and discuss the social determinants of health from different perspectives. It was helpful to be interactive.”

5

Challenges Implementing Interprofessional Education

§ Scheduling between disciplines and colleges § Academic calendars vary between the college of medicine and university calendar § Matching level of learner § Appropriately pairing medical students with undergraduate, graduate and doctorate-level students § Awarding credit for classes, projects & clinical time § Each major has different curriculum requirements for awarding independent study, clinical hours and/or elective credit § Commitment § Recruiting students & faculty to participate § Developing specialized certificate to combat this challenge § Technology

§ Organizing learning materials across different learning management systems used in each discipline

6