A parent-led, patient-centered medical home model instruction for interprofessional undergraduate and graduate learning opportunities

Abstract

Introduction Despite national efforts to establish patient-centered medical homes (PCMH), 57.3% of children with special health care needs are receiving care that does not meet medical home criteria. Project DOCC, a national curriculum designed by parents of children with disabilities or chronic disease, has shown documented strengths in medical resident learner education of children with special health care needs from the parent perspectives for over a decade. Because of the importance of PCMH and the need to provide compassionate care, our team adapted the curriculum to incorporate team-based learning in the rural setting. Materials and Methods Reading materials were distributed to learners prior to an in-person workshop at which time, learners reviewed a video and discussed PCMH materials to identify elements of the PCMH. Learners then engaged with parent mentors across three breakout sessions. A final group reflection was completed to review and discuss efforts providers would take to establish and maintain the PCMH in their own practice. Baseline and post-workshop PCMH perceptions and parent mentor reflections were collected and compared using t-test comparisons. Results Learner knowledge, perceptions, and comfort significantly increased after the workshop. Parent mentor comments also highlighted an increased understanding for the provider. Discussion: The adapted PCMH curriculum significantly impacted learner outcomes using a feasible approach that fit nicely within health professional curricula and limited resources of the rural setting. Parents enjoyed the opportunity to serve as mentors and valued the instruction format.

Distributed team processes in healthcare services: a scoping review

“…The general characteristics of 19 studies are shown in Table 3. Six studies were conducted in Europe (17,(24)(25)(26)(27)(28), one in Asia (34), ten in North America (35)(36)(37)(38)(39)(40)(41)(42)(43)(44), and two in Australia (40,41). Seven studies were quantitative (17, 25-27, 32, 35, 42), three applied mixed methods, and nine applied a descriptive exploratory case study design.…”

“…Taken together, six studies addressed innovative approaches to team training and development (31,34,36,37,39,41) ten studies addressed the implementation of new technology or assessed organizational procedures in support of improved healthcare services (24,25,27,28,30,32,33,35,38,40), and three studies utilized registries or database records to identify basic mechanisms in distributed team processes (17,26,42). In the following we will chart and collate these findings in more detail.…”

“…A notable finding is the abundance of descriptive case studies or cross-sectional studies, while more rigorous longitudinal or randomized control trial designs, are absent. Several studies that focused on how virtual training sessions can contribute to inform healthcare providers in remote regions (42), or enhance interprofessional collaboration (31,34,36,44,46), could be followed up by experimental or longitudinal studies. With notable exceptions (19,31), the majority of studies emphasized individual training outcomes, and were less focused on a conceptual or theory driven approach to team processes and outcomes, such as 'The big five of teamwork' (11).…”

“…Student evaluations were generally favorable, and the opportunity for multidisciplinary interaction was appreciated. In another program, Heginbotham et al described an educational model using an online and in-person approach aimed at training parents, faculty staff and learners to ensure that children with special healthcare needs were receiving adequate home care (36). In the same vein, Miller et al presented a descriptive case study detailing how virtual collaboratives were used to increase patient safety practices and quality of care, and to improve interprofessional collaboration in homecare settings (41).…”

Curricular Interventions in Medical Schools: Maximizing Community Engagement Through Communities of Practice

“…The CoPs impact on curriculum transformation and clinical care has been very effective in promoting optimal health 56,57 and ensuring the needs of socially vulnerable populations are addressed. 58…”