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Teach students, Empower patients, Act collaboratively and Meet health goals: an early interprofessional clinical experience in transformed care

Authors Castro MG, Dicks M, Fallin-Bennett K, Hustedde C, Sacks D, Hunter LJ, Elder W

Received 26 May 2018

Accepted for publication 13 November 2018

Published 5 February 2019 Volume 2019:10 Pages 47—53


Checked for plagiarism Yes

Review by Single-blind

Peer reviewers approved by Dr Amy Norman

Peer reviewer comments 2

Editor who approved publication: Professor David Kandiah

Maria Gabriela Castro,1 Melanie Dicks,2 Keisa Fallin-Bennett,1 Carol Hustedde,1 David Sacks,1 Lynn Joyce Hunter,3 William Elder1

1Department of Family and Community Medicine, University of Kentucky, Lexington, KY, USA; 2College of Pharmacy, University of Kentucky, Lexington, KY, USA; 3College of Social Work, University of Kentucky, Lexington, KY, USA

Purpose: Transformation of care teaching is often didactic and conceptual instead of practical and operational. Clinical environments, slow to transform, limit student exposure to key experiences that characterize transformed care. We describe the design and implementation of TEAM Clinic (Teach students, Empower patients, Act collaboratively, Meet health goals) – an early clinical learning experience to address this gap.
Methods: The TEAM Clinic curriculum was based on a review of existing curricula and best practice recommendations for the transformation of care. Three key elements were selected as the focus for a low-volume, high-service clinic: patient centeredness, interprofessional collaboration and team-based care. Learners and medically and socially complex patients were recruited for voluntary participation and completed anonymous surveys about the experience during and afterward.
Results: Nine first-year medical students, two first-year social work students and one pharmacy resident were integrated into the interprofessional team. Students were assigned roles adapted to their level and skill set; deliberate interprofessional pairing was assigned to broaden perspectives on scope and role of team members. Upon completion of this two-semester experience, 11 of the 12 learners returned surveys; all rated the experience as positive (strongly agree or agree) on the Authentic Clinical Interprofessional Experience – Evaluation of Interprofessional Site tool. Patient surveys indicated satisfaction with multiple aspects of the visit.
Conclusion: TEAM Clinic provided a practical example of transformation of care teaching in a not-yet-transformed environment. Logistical barriers included space, schedule and staffing. Facilitators included alignment with the goals of core curricula and faculty. Limitations included that this description of these curricula and this pilot come early in our longitudinal development of TEAM Clinic, constraining our ability to measure behavioral changes around interprofessional education, teamwork or patient centeredness. Next steps would examine the trajectory to these outcomes in the preclinical student group.

Keywords: medical education, practice transformation, interprofessional education

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