Practice Facilitation Handbook
Training Modules for New Facilitators and Their Trainers
Table of Contents
Part 1. Introduction to Practice Facilitation
Module 1 Trainer’s Guide: Practice Facilitation as a Resource for Practice Improvement
Module 1. Practice Facilitation as a Resource for Practice Improvement
Module 2 Trainer’s Guide: Working With Safety Net Practices
Module 2. Working With Safety Net Practices
Module 3 Trainer’s Guide: An Overview of the Facilitation Process
Module 3. An Overview of the Facilitation Process
Part 2. Core Competencies for Practice Facilitators
Module 4 Trainer’s Guide: Approaches to Quality Improvement
Module 4. Approaches to Quality Improvement
Module 5 Trainer’s Guide: Mapping and Redesigning Workflow
Module 5. Mapping and Redesigning Workflow
Module 6 Trainer’s Guide: Assessing Practices
Module 6. Assessing Practices
Module 7 Trainer’s Guide: Measuring and Benchmarking Clinical Performance
Module 7. Measuring and Benchmarking Clinical Performance
Module 8 Trainer’s Guide: Managing Performance Data Using Chart Audits
Module 8. Managing and Reporting Performance Data Using Chart Audits
Module 9 Trainer’s Guide: Preparing and Presenting Data
Module 9: Preparing and Presenting Performance Data
Module 10 Trainer’s Guide: Academic Detailing as a Quality Improvement Tool
Module 10. Academic Detailing as a Quality Improvement Tool
Part 3. In the Practice
Module 11 Trainer’s Guide: Introducing a Practice to Facilitation
Module 11. Introducing a Practice to Facilitation
Module 12 Trainer’s Guide: Assessing Practice Readiness for Change
Module 12. Assessing Practice Readiness for Change
Module 13 Trainer’s Guide: Conducting a Kickoff Meeting
Module 13. Conducting a Kickoff Meeting
Module 14 Trainer’s Guide: Creating Quality Improvement Teams and QI Plans
Module 14. Creating Quality Improvement Teams and QI Plans
Module 15 Trainer’s Guide: Documenting Your Work With Practices
Module 15. Documenting Your Work With Practices
Part 4. Implementing the Care Model and Patient-Centered Medical Home
Module 16 Trainer’s Guide: Introduction to the Care Model
Module 16. Introduction to the Care Model
Module 17. Trainer’s Guide: Electronic Health Records and Meaningful Use
Module 17. Electronic Health Records and Meaningful Use
Module 18 Trainer’s Guide: Using the AHRQ Care Model Toolkit With Practices
Module 18. Using the AHRQ Care Model Toolkit With Practices
Module 19 Trainer’s Guide: Implementing Care Teams
Module 19. Implementing Care Teams
Module 20 Trainer’s Guide: Facilitating Panel Management
Module 20. Facilitating Panel Management
Module 21 Trainer’s Guide: Improving Self-Management Support
Module 21. Improving Self-Management Support
Module 1 Appendix [ PDF - 858.76 KB ]
Module 2 Appendix
Module 3 Appendix [ PowerPoint - 140.35 KB ]
Module 4 Appendix
Module 5 Appendix [ PowerPoint - 652.38 KB ]
Module 6 Appendix
Module 8 Appendices (Part A), (Part B), (Part C)
Module 10 Appendix
Module 12, Appendix B
Module 14 Appendix
Module 15 Appendix B
Module 17 Appendix [ PowerPoint - 513.22 KB ]
Module 19 Appendix
Module 20 Appendices (Part A), (Part B), (Part C)
Module 21 Appendix
About This Handbook
The Practice Facilitatation Handbook is designed to assist in the training of new practice facilitators as they begin to develop the knowledge and skills needed to support meaningful improvement in primary care practices. It evolved from the Agency for Healthcare Research and Quality’s Integrating Chronic Care and Business Strategies in the Safety Net toolkit. That toolkit was developed to aid safety net practices in implementing the Chronic Care Model, now commonly referred to as the Care Model, in their practices.
The handbook consists of 21 training modules, each 30 to 90 minutes long with varying requirements for presession preparation for learners. Each module contains a Trainer’s Guide, which includes a checklist of materials, the learning objectives for the session, and a list of readings and activities designed to develop basic knowledge and skills. The modules are organized into four parts:
- Part 1 is a basic introduction to practice facilitation and work with safety net practices and includes an overview of a typical facilitation process.
- Part 2 presents core competencies for practice facilitators. It aims to build expertise that is valuable for facilitators regardless of the topic. Core competencies include quality improvement and measurement skills.
- Part 3 provides training in common tasks a facilitator may undertake in practice settings, such as assessing readiness for change, preparing a practice to work with a facilitator, holding kickoff meetings, and tracking progress with practices.
- Part 4 includes modules specifically targeting facilitators working with practices that are implementing the Care Model or transforming into patient-centered medical homes (PCMHs). Both the Care Model and PCMH promote changing delivery systems to encourage responsiveness to patients’ needs and preferences.
This handbook is not a comprehensive facilitator training curriculum. The content of the training materials is based on the core and specialized competencies that a practice facilitator needs to support a practice in implementing the change package contained in the Integrating Chronic Care and Business Strategies in the Safety Net toolkit. Other excellent facilitation resources are available, many of which we have referenced and did not want to duplicate. These resources, however, are diffuse. We have assembled a compendium to make it easy for trainers to introduce new facilitators to information and skills they must master to successfully improve quality, particularly in safety net practices working on Care Model or PCMH implementation.
How To Use This Handbook
This handbook is designed to be used by a trainer as a resource when preparing new facilitators to work with primary care practices. A new facilitator may use it directly as a resource for self-study. The use and sequence of the modules should be tailored to learners’ needs. Not all facilitators will benefit from all modules.
The training materials follow principles of adult education: Individuals learn best when the educational process is interactive and when the existing expertise and experience of the learner is recognized and used as a resource in the training. The trainer is encouraged to incorporate the activities suggested in each module into their trainings as well as others they may have used in the past. Whenever possible, the trainer is encouraged to invite experienced practice facilitators from each group to co-teach specific modules and to include discussion of their “real world” experiences in the practice.
The training sessions should be tailored to meet the needs of the learner and the facilitation program that is sponsoring the training. The modules may be delivered as an intensive workshop of multiple hours or days, or in a series, such as weekly forums. The materials are designed primarily for onsite delivery to a group of learners but can be adapted for delivery through virtual conferencing. To deliver virtually, the trainer will need to modify the interactive elements of each module to fit the virtual environment.
Training a group of learners allows for interactive learning methods such as group discussions and role plays. The modules can, however, be adapted for individualized self-study. In these cases, the learner may complete the professional development plan contained in Module 1 and craft a learning agenda tailored to this plan. Interactive sections that require group participation can be eliminated or modified. For example, the learner may record responses to discussion questions in a journal.
Lyndee Knox, LA Net
Cindy Brach, Agency for Healthcare Research & Quality
This manual is based on research conducted under contract with the Agency for Healthcare Research and Quality (AHRQ), Rockville, MD, U.S. Department of Health and Human Services (Contract No. HHSA290200710010). The findings and conclusions in this document are those of the authors, who are responsible for its content, and do not necessarily represent the views of AHRQ. No statement in this report should be construed as an official position of AHRQ or of the U.S. Department of Health and Human Services.
This document is in the public domain and may be used and reprinted without permission except those copyrighted materials that are clearly noted in the document. Further reproduction of those copyrighted materials is prohibited without the specific permission of copyright holders.
Page originally created June 2013