Exploring a Business Case for High-Value Continuing Professional Development Proceedings of a Workshop (2018) / Chapter Skim
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4 Real-World Business Cases for High-Value CPD
4 Real-World Business Cases for High-Value CPD
Pages 33-46
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From page 33... ...
• The benefits of the program outweighed the costs, making it a "great business case for high-value continuing professional development." In addition to the quantifiable improvement in outcomes and cost savings, there were other benefits, such as improved staff satisfaction, increased interprofessional collabo ration, and a gain in skills and knowledge that can be used in other projects. (Dean and Miller)
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From page 34... ...
, of which Intermountain is a member, developed and tested a sepsis training program in emergency departments, inpatient units, and intensive care units. The objective of the program was to implement the 3-hour sepsis bundle reliably across these different patient care settings, said Savitz.
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Chart abstraction time Increased positive patient experience Dedicated staff time (Future) avoided payment penalty Decision support tool development Increased bundle compliance (process)
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Bowden commented that initially, there was no business model for the residency program. It was seen as an opportunity to improve education and clinical practice, and ultimately, to improve patient care.
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MUSC has seen benefits as well, with the creation of a revenue stream for Division of Physical Therapy strategic planning, creation of clinical education sites for their entry-level doctor of physical therapy students, and the development of clinical partners for comparative effectiveness and pragmatic clinical trials. Bowden told workshop participants about plans to improve the business model and quantify the impact of the residency, including • calculating the cost savings that are associated with shortening length of stay; • expanding the outcomes data collected to include physical perfor mance, patient satisfaction, and quality of life; • developing a metric for "value" that includes costs, outcomes, and patient satisfaction data; and • calculating costs per site for recruitment, retention, and marketing, and evaluating the effect of the residency.
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From page 38... ...
The MRICU is run by an established interprofessional team that includes nurses, physicians, advanced practice providers, physical therapists, occupational therapists, pharmacists, and respiratory therapists, and the unit is split into a "red team" and "blue team" to which patients are admitted on a rotating basis. The Collaboration and Coordination in the MRICU project came out of the VCU Langston Quality Scholars Program (LQSP)
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From page 39... ...
Dean and Miller built an interdisciplinary team of providers from the MRICU to help bridge the gap between the scientific evidence and actual implementation of the practices. This team concluded that there was an issue with communication and coordination of the bundles, so a goal was set to "achieve daily interprofessional communication and coordination of the care relevant to the patient sedation level, liberation potential, and the mobility plan for all MRICU blue team patients." The blue team served as the intervention group while the red team served as the control group.
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From page 40... ...
benzodiazepines (from 20 percent of patients to 5 percent) , and increased provider compliance with spontaneous awakening trials and spontaneous breathing trials (from 45 percent to 92 percent and 41 percent to 89 percent, respectively)
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From page 41... ...
The total cost -- including LQSP faculty and staff, outside speakers, and supplies -- was approximately $97,000, or about $12,000 per dyad. Dean said that it seems clear that the benefits of the program outweighed these costs, making a "great business case for high-value continuing professional development." She noted that in addition to the quantifiable improvement in outcomes, there were other benefits, such as improved staff satisfaction, increased interprofessional collaboration, and a gain in skills and knowledge that can be used in other projects.
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From page 42... ...
Despite this initial success in identifying value propositions and shared interests, the project soon came to a halt, said Kitto. On the day that the consortium planned to begin the formal walk in the woods process, several key stakeholders failed to participate.
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The offices were driven by local issues and the needs of the health care professionals in their im mediate environment rather than external collaborative efforts.
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Darla Coffey from the Council on Social Work Education observed that none of the panelists mentioned continuing education credits as a primary driver or component of their projects. The panelists confirmed that participants in their programs do in fact receive CE credits, but that it tends to be "nontraditional CE," such as discussion and learning during patient care rather than a standard lecture format.
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From page 45... ...
Joel Nelson of the Health Resources and Services Administration asked the panelists about whether there has been "diffusion of innovation" with their programs; for example, has the red team in the MRICU adopted any of the practices of the blue team, or have new pilots of these projects been implemented elsewhere? Dean replied by saying that they are currently working to firmly establish their project in the ICU and hope to eventually take it hospital-wide and perhaps even community-wide.
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From page 46... ...
Specifically, he said that it is "insufficient to focus so much on the didactic portion," so they are making an attempt to use the classroom to teach clinical reasoning skills and pose practical patient scenarios. Donald Moore, director of the Division of Continuing Medical Education and of Evaluation and Education at Vanderbilt University, observed that the CPD programs the panelists had described were largely focused on the kind of incidental and informal learning that takes place in the work environment, and that this move away from more traditional, formal education is an important part of the transition from CE to CPD.
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