Rush University: Implementing the Ambulatory Integration of the Medical and Social (AIMS) Model
This project provides Rush University Medical Center interprofessional providers, residents, and students an opportunity to work collaboratively to best meet the needs of their patients. At partner clinics, any member on the care team can place referrals to the Rush Health and Aging Department (RHA) for social work follow-up if they identify their patient (18+, public or private payer) has a psychosocial need or is facing barriers to following their health care plan. The social worker provides wrap-around supports that engage various interprofessional healthcare and service providers in ensuring a patient’s range of biopsychosocial needs are addressed. This collaboration will reinforce the paradigm shift within primary care of treating a patient holistically, and the inclusion of social work students and medical residents in this project is significant because it exposes them to important practices and competencies in integrating primary care with care management and psychosocial supports.
University of Colorado: Pediatric Preventive Care
This intervention project takes place in Sheridan Health Services’ School Based Health Center. There are two patient cohorts for testing the impact interprofessional care teams. One cohort contains 80 pediatric patients with asthma, and the other contains 85 pediatric patients with a body mass index (BMI) at or above the 85th percentile. The care teams aim to increase the number of patients with controlled asthma and decrease the number of patients with high BMIs. They also plan to increase patients’ knowledge of healthy habits and access to preventive health care.
University of New England: Implementing a Clinical Interprofessional Curriculum Based on Patient Centered Medical Home Standards and Integrating IPEC Competencies in a Primary Care Setting
In order to implement IPE in the clinical practice setting, this intervention incorporates UNE’s Clinical Interprofessional Curriculum (CIPC), which can be found at: http://www.une.edu/clinical-interprofessional-curriculum. CIPC is based on the NCQA patient-centered medical home (PCMH) recognition standards, such as those involving a comprehensive visit and assessment with a complex patient, as well as quality improvement and population health standards. The learning activities also infuse the IPEC competencies and reinforce the use of TeamSTEPPS skills. While helping students to achieve interprofessional competencies, the CIPC is also meant to assist the practice in achieving the PCMH standards. UNE students are also provided robust on-campus IPE during their pre-clinical training years, including: interprofessional seminars; joint curricula between, for instance, dental medicine and osteopathic medicine; interprofessional simulations; and interprofessional service learning.
Grand Valley State University: Emerging Role on the Interprofessional Team: Medical Scribes in the Emergency Department
Member Since: April 2014
Intervention: Emerging Role on the Interprofessional Team: Medical Scribes in the Emergency Department
Partners:
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Grand Valley State University (GVSU)
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Emergency Care Specialists, P.C. (ECS)
Thomas Jefferson University: Quality Improvement and Leadership Development for Residents Learning IP Teams
Member Since: June 2016
Intervention: Quality Improvement and Leadership Development for Residents Leading IP Teams
Partners:
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Thomas Jefferson University and Jefferson Health
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Sidney Kimmel Medical College at Thomas Jefferson University
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Jefferson Family Medicine Associates (JFMA)
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Jefferson Internal Medicine Associates (JIMA)
University of Minnesota: Mindfulness and Wellbeing for the Mature Woman
The Women's Health Specialist clinic has developed a six-week course about health and wellness in the context of menopause. This interprofessional health education program seeks to improve a woman's mid-life health by increasing adherence to prevention guidelines, increasing effective utilization of self-care strategies and planning for future health needs associated with aging.
University of Minnesota: Enhancing the Primary Care Clinic Team
DFMCH is testing transformative standardized teamwork using an interprofessional practice and education (IPE) approach that includes the patient in the learning, practice and outcome model.
University of Minnesota: Achieving Healthy Children with Collaborative Care
CUHCC, a Federally Qualified Health Center (FQHC), serves a linguistically diverse patient population with a majority of families living below the federal poverty level. This intervention observes the impact of TeamSTEPPS training and equity and diversity training for its staff on outcomes associated with diabetes and other chronic diseases, immunizations, well-child check-ups, weight screening, preventive dental visits, mental health functioning, patient satisfaction and cost of care.
Oregon Health & Science University: Community-Based Interprofessional Care Access Network
The Interprofessional Care Access Network (I-CAN) creates synergy between academic programs, community services and health care delivery by facilitating interprofessional experiences for students, faculty and practitioners through Neighborhood Collaboratives for Academic-Practice Partnerships (NCAPPs).
Kansas University Medical Center: Faculty Preceptors for IPE
In an effort to enhance primary care delivery, this intervention develops an interprofessional practice and education (IPE) curriculum for preceptors who are jointly affiliated with both health care education and clinical practice.