4. Health Professions Education for Chronic Care
In implementing the Chronic Care Model into the internal and
family medicine curriculums, the pilot sites discovered a number of challenges
when training residents on conducting planned visits.
For example, the internal medicine team at Summa Health
System learned that:
- The pilot site's clinic schedule worked against unscheduled
teaching of the Chronic Care Model.
- Residents were relatively unprepared conceptually to use
components of the model.
- Residents had difficulty helping patients choose a measurable
behavior for self-management goals, despite aids such as the Smart Goal sheet
Based on these findings, the team developed an Internal Medicine Ambulatory Chronic Care Curriculum in the internal medicine continuity of
care clinic. The curriculum targets block rotators—which are internal
medicine residents assigned to a clinical rotation (such as primary care) for a
designated length of time (such as a month)—and faculty members and attending
physicians who use the continuity clinic to see patients or supervise
Chronic care curriculum items are indexed to residents'
learning portfolios and itemized by competency. Residents receive a Resident Curriculum Pocket Card. The curriculum is longitudinal, allowing
advancement by acquiring skills in the use of the Chronic Care Model through
novice, competent, and expert levels. Third-year residents (experts) assist in training
first-year learners (novices).
As such, the curriculum seeks to instill:
working knowledge of the Chronic Care Model through literature review and
ability to use tools developed to integrate chronic disease management with clinic
care practices. Tools are integrated with the emergency health record in the
working with and leading a multidisciplinary care team. Residents are observed
and receive feedback for improvement.
understanding of using a planned visit for patients with diabetes. Residents
are observed and receive feedback for improvement.
in using self-management support to assess, motivate, and assist patient
readiness for self care.
in supervising group visits.
- A review
of current advanced diabetic care with a clinical expert.
of structured patient feedback to improve chronic disease care.
Summa's family practice team developed an approach for
integrating residents into the process and teaching them about chronic care,
process change and team building. Every month the team convenes a
half-hour chronic care meeting. All
faculty, second- and third-year residents, nurses, available ancillary staff,
and rotating medical students are required to attend. Each meeting's agenda consists
of a diabetes team presenting:
- A report on process or outcome data.
- A report on a plan-do-study-act cycle to address problems
with process or outcome.
- A brief educational presentation, usually done by the third-year
residents on the team, relevant to diabetes care (e.g., glucose control, self-management
goal setting, renal disease in diabetes mellitus, blood pressure control and
medication titration, or starting insulin and titrating insulin.)
After the meeting the teams are encouraged to meet
individually to discuss their next plan-do-study-act cycle.
The family practice team uses this format to document the
completion by second- and third-year residents of the competencies required as
part of their Chronic Care Portfolio. Although
diabetes currently remains the team's main focus, their members hope to expand their
topics to include other relevant chronic diseases.
To overcome similar challenges in implementing the Chronic
Care Model in resident education, the Oregon Health & Science University developed a chronic illness management block rotation.
The chronic illness management block rotation exposes residents to chronic care concepts including:
- The epidemiology of chronic illnesses.
- The gap between best practices and usual care.
- The model for improvement and plan-do-study-act cycles.
- The use of a registry in planning and monitoring improvement, planned
visits, ambulatory practice-based teamwork, and self-management action planning
Additionally, the rotation includes practice experience with
the Chronic Care Model, a focus on diabetes care in the model, and experience
with patients who have chronic pain.
All 90 residents in Oregon Health & Science University's
program are assigned to this rotation at least once during their 3 years of
training. Primary care track residents are assigned as first-year residents and
again as second-year residents.
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