Building Health Workforce Capacity Through Community-Based Health Professional Education Workshop Summary (2015) / Chapter Skim
Currently Skimming:
4 Community-Based, Interprofessional, Educational Innovations
4 Community-Based, Interprofessional, Educational Innovations
Pages 77-104
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 77... ...
in and with communities with the ultimate goal, as Newton put it, of improving outcomes in communities. He then introduced Afaf Meleis, Co-Chair of the Global Forum on Innovation in Health Professional Education, who would be making some personal observations about how to improve community outcomes.
|
From page 78... ...
WAYS TO IMPROVE COMMUNITY OUTCOMES Afaf Meleis, Co-Chair, Global Forum on Innovation in Health Professional Education According to Meleis, outcomes and effects of community-based involvement come in many forms, and her remarks were an attempt to broaden the workshop participants' thinking about outcomes. Meleis acknowledged the importance of community-based involvement of learners, educators, and health professionals for obtaining improvements, but she added that outcomes and effects of community-based involvement influence and impact research as well as health professionals' practices.
|
From page 79... ...
Much of this work was undertaken by students, so another outcome Meleis acknowledged was the experiential learning of students whose introduction into community education actually involved providing care. In addition, this work provided a variety of research opportunities for Ph.D.
|
From page 80... ...
Lubic networked for 6 years before opening the DC Developing Families Center in a building and on land donated by a local businessman, John Hechinger, Sr., through echinger Enter H prises in Ward 5 (Northeast DC)
|
From page 81... ...
Lubic explained that because of the community connection at the DC Devel oping Families Center, the center has had success in recruiting members of the community into the health professions, specifically nursing and midwifery. Lubic has seen several women who came to them as clients continue on to get their GEDs and go into nursing.
|
From page 82... ...
Each group had a leader who was assisted by at least one person who could provide greater context around the innovation. The three groups were • Community colleges: A model for spreading community-based IPE • Scaling up community-based, interprofessional, faculty-run and faculty-assisted student-run clinics • IPE: Preparing law enforcement and health professions together For each of these innovations, workshop co-chair Warren Newton from the American Board of Family Medicine asked the leader of the group to present one innovation within their prescribed area of community education to the larger audience.
|
From page 83... ...
. A Model for Community College IPE The growing popularity of community colleges for education -- both in the United States and globally -- represents an opportunity for introducing IPE to students, health workers, and health professionals.
|
From page 84... ...
It is structured so that if one of the nurse practitioners has questions regarding the management of a difficult case, the physician will be consulted. In keeping with the mentality of accessibility of community colleges, Meyer wanted to ensure that services at the Lewis and Clark Family Health Clinic were accessible to the community.
|
From page 85... ...
Her reasoning was simple: community colleges are embedded in the community, are taxpayer supported, and draw their board of trustees from the community. More specifically, her innovation leverages community college–based health clinics for IPE.
|
From page 86... ...
After all, said Meyer, so many of the health programs begin at the community colleges that it makes sense to build the workforce together.
|
From page 87... ...
Participants who attended this breakout session heard perspectives from those who are knowledgeable about and actively engaged in health clinics that use the expertise and enthusiasm of health professional students. This led to a variety of discussions about the value of volunteer health clinics and required health clinics, how more professions might be included in them, and how they might be scaled up to more geographical locations.
|
From page 88... ...
This discussion led to conversations about other health and nonhealth professions that could be engaged in volunteer clinics, like the veterinarians who were represented in the breakout session. Providing free animal care may be a way to bring patients into a medical clinic who possibly care more about their pets' health than their own.
|
From page 89... ...
Cost An important point discussed in the breakout session and brought to the attention of the workshop participants by Kolasa involved the term free clinic. Although the student experiences in volunteer clinics are called free and involve no cost to the patient, a number of expenses are incurred.
|
From page 90... ...
Building upon the origins of most volunteer health clinics, Kolasa called on academic institutions to value the range of clinics established by faculty and students. They are more than just a nice promotional piece for the university, she said -- they are opportunities to give back to the community
|
From page 91... ...
There are more than 400 medical students, 27 doctors and nurse practitioners, and 24 registered nurses involved. Though the structure of medical education in the United States is typically 2 years of preclinical experience, followed by 2 years of rotations in clinical prac tice, the Hoya Clinic offers all students an opportunity to engage with patients.
|
From page 92... ...
out of jails by directing them to appropriate communitybased intervention services. Adams explained that health providers, who may not typically receive similar sensitivity training as that provided during officer training, could benefit from collaborative education with law enforcement officers.
|
From page 93... ...
These include mental health and substance use disorders as well as chronic and infectious diseases. In trying to better care for the vulnerable populations that reside in the jails, Adams explored with her group how to better coordinate the work of those in law enforcement with health professionals and how to educate students using this model.
|
From page 94... ...
. According to Joseph Morquecho, police officer with GLLU, no other law enforcement agency in the United States had a gay and lesbian liaison unit at the time.
|
From page 95... ...
In fact, people from outside the GLBT community began approaching GLLU because of the services they offered. The DC police department combined law enforcement, outreach, and training into one initiative using every resource available, and created a replicable program.
|
From page 96... ...
Improving Communication Adams reported that a major focus of the training could be on improvements in communication -- more specifically, communication between law enforcement and health professionals, particularly for training around a more centralized intake process that better informs police officers and health providers. But, said Adams, that raises the question of how much information can be shared without violating HIPAA or a patient's confidentiality.
|
From page 97... ...
Adams proposed that the innovative curriculum could start relationships between law enforcement officers and health providers from social services. Challenges and Opportunities for Scale-Up and Spread Resources One challenge Adams identified is the lack of resources available to initiate the interprofessional curriculum.
|
From page 98... ...
Leadership Another challenge Adams identified is leadership. Most successful endeavors are pushed by a champion, who in this case would bridge the divide between law enforcement and the health professions.
|
From page 99... ...
Such topics are embedded in health but move the conversation into other areas. Some examples Palsdottir offered were economic opportunities that could improve health, the social capital that could be built through community clinics, the empowerment of people to take charge of their lives through health-based community outreach, and the creation of jobs through the establishment of health clinics.
|
From page 100... ...
In addition, reflecting on the talk by Scott Hinkle, who spoke about the Mental Health Facilitator program, Walker described greater sensitivity to what she termed "connections." Health professionals are often more separated than they should be from the community, she said, but if the definition of a health provider were to include the links to the community through patient navigators and other community outreach workers, health professionals would not as separated from their communities. Including Education with Broadly Defined Outcomes Pamela Jeffries from Johns Hopkins University School of Nursing agreed with the previous comments that there should be a focus on health, but she also felt that education has been neglected and would benefit from greater attention, not less.
|
From page 101... ...
Leveraging a Full Global Oversight Framework: Accreditation, Licensure, and Certification5 Given that accreditation is a voluntary process involving self- egulation, r Newton wondered why more professions in the United States do not make community-based education part of their accrediting standards. John 5 According to the Institute of Medicine report Health Professions Education: A Bridge to Quality (IOM, 2003, p.
|
From page 102... ...
In this way, more health professional students might explore such topics as how families live with chronic illnesses and what that means to the patient and those around them. Schwartzberg was involved with such an educational program many years ago that went beyond the health professions and engaged urban planners and architects.
|
From page 103... ...
REFERENCES AACC (American Association of Community Colleges)
|
From page 104... ...
2013. Transforming and scaling up health professionals' education and training: World Health Organization guidelines 2013.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.