Transcript NEOMED TEMPLATE - Armstrong State University

Technical Assistance and Consultation
Team’s Approach to Enhancing
Interprofessional Learner Experiences in
Integrated Care Settings
InterProfessional Health Care Summit
Savannah, GA
Sara Dugan, Pharm.D., BCPP, BCPS
April 10, 2015
Objective
• This session is designed to describe the
process of an Integrated Care Technical
Assistance and Consultation Team in providing
assessment, and developing training for
integrated care organizations that are
interprofessional clinical field placement
training sites.
Who are we?
• Integrated care technical assistance and
consultation team (TACT)
Our TACT Team
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Nichole E. Ammon, MSEd, PCC-S
Jody M. Bell, APP, CPS
Sara E. Dugan, PharmD, BCPP, BCPS
Lon C. Herman, MA
Ron Rett, BA
Douglas Smith, MD, DFAPA
Janice Spalding, MD
John M. Ellis, LISW-S, LICDC, ICCS
Vicki Montesano, PhD
Not pictured:
Laura Riley, CNP
Mark R. Munetz, MD
MEDTAPP Healthcare Access Initiative
• This program is partially funded by the MEDTAPP
Healthcare Access (HCA) Initiative* and utilizes federal
financial participation funds through the Ohio Department
of Medicaid
• The MEDTAPP HCA Initiative partners with Ohio’s colleges
and universities to support the development and retention
of additional healthcare providers to better serve the Ohio
Medicaid population using emerging, interdisciplinary, and
evidence-based care models
• Views stated in this presentation are those of the
researchers only and are not attributed to the study
sponsors, the Ohio Department of Medicaid or to the
Federal Medicaid Program
*MEDTAPP HCA Initiative funding supports teaching and training activities associated with this
program, and does not support the delivery of Medicaid eligible services.
TACT Team Goals
• Prepare health professions
trainees to become effective
members of interprofessional,
integrated health care teams
• Specific focus on ensuring
trainees receive advanced
interprofessional education
with an interdisciplinary, team
integrated care settings in
Ohio
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TACT’s APPROACH to
CONSULTATION and
TRAINING
Step One: Identify and engage a partner
agency
• Organizations that are
working towards
integration of health
care services and plan to
utilize integrated care
teams
– Community Mental
Health Center (CMHC)
– Federally Qualified Health
Center (FQHC)
• Partner agency must be
interested in or
currently serve as a
training site for
students
Step Two: Initial Assessment
• Organizational Assessment • Assessment developed
using accreditation
– Web-based survey with 54
–items
standards and
• Integrated Health Care
nationally recognized
• Interprofessional Team Based
competency areas
Care
• Interprofessional
Communication
• Person/Patient Centered Care
• Interprofessional Education
• Population management
• Designed to be
completed by agency
employees
Competency Areas
• Values and Ethics for Interprofessional
Practice
• Interprofessional Communication
• Person-Centered Care
• Teams and Teamwork
• Roles and Responsibilities
• Population Management
Step Three: Utilize enhance
competency areas
• Identify strengths and areas for improvement
based on assessment
• Provide focused consultation and live,
customized training to bolster areas identified
by the organizational assessment
– Including emphasis on teaching/modeling to endof-pipeline learners
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Step Four: Ongoing Evaluation and
Consultation
• Collaboration and Satisfaction About Care
Decisions (CSACD) scale (©J. Baggs, 1992)
– Adapted by TACT, with permission, to evaluate
integrated care planning among teams
• 10 – likert scale items
– Web-based implementation of test/re-test over
time
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LESSONS LEARNED
Trends of Challenges
• Communication
• Population Management
– Terminology
– Shared population
– Methods of integration
– Number of partners
providing care
– Role of regulations in
different systems
• Mental Health vs. Primary
Care
– Team and system
structure
• Mental Health
• Primary Care
• Addiction Medicine
Integrating mental and physical
healthcare
• There is not one best
model for integrated
health care
– Communication and
Collaboration are
foundation
• Training model may
differ from where the
graduate will practice
Bringing in trainees
• Interprofessional education
– What have the students already
had in their curriculum?
– Who do they interact with?
• Who should they interact with?
– What do they need to do at the
site?
• What do they need to know to
work in this setting?
Logistical challenges
• Time
– Productivity = Billable
time vs. Productive time
– Critical component for
communication
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Daily huddles
Teachable moments
General communication
Team dynamics
It is possible!
• Effective leadership is essential!
• Each team and agency/site is unique
– Establish expectations
– Clearly identify roles and responsibilities
• Productive discussions may include divergent
opinions
• Debriefing and feedback sessions are worth
the time
What are the unmet needs?
• Workforce preparation
– Quality trainee placement
sites and preceptors
– Collaboration ready
generation of workers
– Resources for current
workforce and preceptors
• Data
– What do the student
actually experience at their
practical sites?
– How do we evaluate the
quality of these
experiences?
• Degree of interaction with
other health care providers
• Delivery of team-based care
Next steps
• Ongoing assessment
and feedback
– Organizational survey
– CSACD
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Focused Consultations
e-Learning Modules
Regional Live Training
Improve engagement of
trainees
• In development (pilot
testing)
– Learner Evaluation Tool
• Survey to categorize what
areas of interprofessional,
integrated health care
the learners are (and are
not) gaining exposure to
THANK YOU!