Assessing Chronic Illness Care Education (ACIC-E): A Tool for Tracking Educational Re-design for Improving Chronic Care Education

Bowen, Judith L.; Provost, Lloyd; Stevens, David P.; Johnson, Julie K.; Woods, Diana Lynn; Sixta, Connie S.; Wagner, Edward H.

doi:10.1007/s11606-010-1385-y

Cited by 13 publications

(10 citation statements)

References 12 publications

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“…7,8 Research has revealed a fundamental gap in student learning of SMS across many health professions. [9][10][11][12][13][14] If HCPs are not equipped with the necessary skills to guide their patients, patients might not adhere to their programmes.…”

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confidence: 99%

“…[7][8][9][14][15][16] In pursuit of this objective, several academic medical centres across the United States adopted a national initiative aimed at incorporating CCM programmes; this initiative has shown promising results and inspired further initiatives. [7][8][9]17 On a smaller scale, incorporating SMS into educational curricula has been successful in improving students' knowledge of SMS. 14,18 Another study evaluating web-based SMS training for medical residents found an increase in professional beliefs and confidence in the use of SMS.…”

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confidence: 99%

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Future Rehabilitation Professionals' Intentions to Use Self-Management Support: Helping Students to Help Patients

Figueiredo

Mayo

Thomas

2017

Physiotherapy Canada

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Purpose: We evaluated whether education in self-management support (SMS) increases future clinicians' intentions to use a new way of delivering rehabilitation services. Methods: A convenience sample of 10 students took a 5-week theoretical course, followed by 6 weeks spent assessing patients, establishing treatment plans, and monitoring their performance by telephone. Focus groups were held before and after the educational modules, with deductive mapping of themes to the Theory of Planned Behaviour and inductive analysis of additional themes. Results: Five themes and 22 subcategories emerged from the deductive-inductive focus group content analysis. After participating in the educational modules, students reported gaining knowledge about SMS and highlighted the lack of similar preparation during their academic courses. Nonetheless, they were hesitant to adopt SMS. Conclusion: Future clinicians gained knowledge and skills after being exposed to SMS courses, but their intention to adopt SMS in their future daily practice remained low. We also noted a lack of formal training in SMS in the academic setting. The findings from this study support incorporating SMS training into the curriculum, but to increase students' intention to use SMS as part of patient care, training may need to be in more depth than it was in the modules we used.Key Words: education; occupational therapists; self-care; students. RÉ SUMÉObjectif : nous avons é valué si la formation en soutien à l'autogestion (SAG) augmente l'intention des futurs cliniciens d'utiliser une nouvelle maniè re de prodiguer des services de ré adaptation. Mé thode : un é chantillon de commodité de 10 é tudiants ont suivi un cours thé orique de 5 semaines, suivi d'un volet pratique de 6 semaines au cours duquel ils ont é valué des patients, dé terminé leur plan de traitement et fait un suivi de leur progression par té lé phone. Les groupes de discussion ont mené s avant et aprè s les modules é ducatifs, avec une sché matisation dé ductive de thè mes basé e sur la thé orie du comportement planifié et une analyse inductive de thè mes additionnels. Ré sultats : cinq thè mes et 22 sous-caté gories ont é mergé de l'analyse du contenu des discussions. Aprè s avoir participé aux modules é ducatifs, les é tudiants ont indiqué avoir acquis des connaissances relatives au SAG et ont souligné l'absence de pré paration similaire dans leurs cours universitaires. Né anmoins, ils é taient hé sitants à adopter le SAG. Conclusion : les futurs cliniciens ont acquis des connaissances et des compé tences aprè s avoir suivi les cours sur le SAG. Cependant, leur intention d'adopter le SAG dans leur pratique quotidienne future reste faible. Nous avons aussi constaté une absence de formation en SAG dans le milieu universitaire. Les conclusions de cette é tude justifient l'inté gration au curriculum d'une formation en SAG. Afin d'augmenter l'intention des é tudiants d'adopter le SAG, il y aurait cependant peut-ê tre lieu d'approfondir la formation par rapport aux modules que nous avons ut...

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confidence: 99%

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confidence: 99%

Future Rehabilitation Professionals' Intentions to Use Self-Management Support: Helping Students to Help Patients

Figueiredo

Mayo

Thomas

2017

Physiotherapy Canada

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“…An instrument was developed specifically for this purpose-the Assessment of Chronic Illness Care for Education (ACIC-E), which tracked the extent of educational engagement and redesign that addressed the same 7 components of the CCM described above for the ACIC. This instrument, a direct modification of the ACIC with a focus on specific changes in the education program, is described in detail elsewhere 13 . It was employed in the Collaboratives in the same way as described for the ACIC above.…”

Section: Study Of the Intervention And Methods Of Evaluationmentioning

confidence: 99%

“…Health care team meetings generally included residents' input in planning for care delivery. Structured mentored experiences were developed for selected components of the CCM that are not usually 13,14 , and they were implemented in the latter half of the assessment period of the national Collaborative, while the California Collaborative employed the ACIC-E and the two educational measures to track their progress from the outset of the assessment period. The results for the California initiative are presented as change scores from baseline in the ACIC-E (Fig.…”

Section: Education Measuresmentioning

confidence: 99%

A Multi-Institutional Quality Improvement Initiative to Transform Education for Chronic Illness Care in Resident Continuity Practices

et al. 2010

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BACKGROUND: There is a gap between the need for patient-centered, evidence-based primary care for the large burden of chronic illness in the US, and the training of resident physicians to provide that care. OBJECTIVE: To improve training for residents who provide chronic illness care in teaching practice settings. DESIGN: US teaching hospitals were invited to participate in one of two 18-month Breakthrough Series Collaboratives-either a national Collaborative, or a subsequent California Collaborative-to implement the Chronic Care Model (CCM) and related curriculum changes in resident practices. Most practices focused on patients with diabetes mellitus. Educational redesign strategies with related performance measures were developed for curricular innovations anchored in the CCM. In addition, three clinical measures-HbA1c <7%, LDL <100 mg/dL, and blood pressure ≤130/80-and three process measures-retinal and foot examinations, and patient self-management goals-were tracked. PARTICIPANTS: Fifty-seven teams from 37 self-selected teaching hospitals committed to implement the CCM in resident continuity practices; 41 teams focusing on diabetes improvement participated over the entire duration of one of the Collaboratives. INTERVENTIONS: Teaching-practice teams-faculty, residents and staff-participated in Collaboratives by attending monthly calls and regular 2-day face-to-face meetings with the other teams. The national Collaborative faculty led calls and meetings. Each team used rapid cycle quality improvement (PDSA cycles) to implement the CCM and curricular changes. Teams reported education and clinical performance measures monthly. RESULTS: Practices underwent extensive redesign to establish CCM elements. Education measures tracked substantial development of CCM-related learning. The clinical and process measures improved, however inconsistently, during the Collaboratives. CONCLUSIONS: These initiatives suggest that systematic practice redesign for implementing the CCM along with linked educational approaches are achievable in resident continuity practices. Improvement of clinical outcomes in such practices is daunting but achievable.

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“…Some residency training programs have reported work in redesigning their curricula and clinical components to train residents to engage with chronically ill patients and to measure their proficiency in doing so [8,9]. Previous publications have also described curricula that address individual components of the PCMH, such as pain management [10], team-based care [11] and group visits [12].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of a Curriculum in an Internal Medicine Residency and Patient- Centered Medical Home Rotation

Nawaz¹,

C²,

Wild³

et al. 2017

J Community Med Health Educ

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Introduction: The Patient-Centered Medical Home (PCMH) model aims to transform primary care by delivering high-quality, safe, comprehensive, patient-centered, and accessible care. Few evaluations of PCMH curricula for internal medicine residency programs have been published. The objective of this study was to develop and implement a PCMH curriculum, a new PCMH rotation, and to redesign the resident ambulatory care clinic and private primary care practices of the residency program. Effects were evaluated by examining: 1) residents' attitudes towards primary care and PCMH, 2) residents' skills in communicating and managing care and 3) patients' assessments of practice accessibility.

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Assessing Chronic Illness Care Education (ACIC-E): A Tool for Tracking Educational Re-design for Improving Chronic Care Education

Cited by 13 publications

References 12 publications

Future Rehabilitation Professionals' Intentions to Use Self-Management Support: Helping Students to Help Patients

Future Rehabilitation Professionals' Intentions to Use Self-Management Support: Helping Students to Help Patients

A Multi-Institutional Quality Improvement Initiative to Transform Education for Chronic Illness Care in Resident Continuity Practices

Evaluation of a Curriculum in an Internal Medicine Residency and Patient- Centered Medical Home Rotation

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