The Role of Education in Systems of Care
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Transcript of The Role of Education in Systems of Care
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The Role of Education inThe Role of Education inSystems of CareSystems of Care
Malcolm Cox, M.D.Chief Academic Affiliations Officer
Veterans Health AdministrationCarl W. Walter Distinguished Professor of Medicine
Harvard Medical School
10th Annual Forum on Health Care EffectivenessBaton Rouge, LAJanuary 16, 2007
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If you don’t knowwhere you’re
going,any road
will get you there.
Victor R. Fuchs
Fuchs VR. What Every Philosopher Should Know About Health Economics.Proceedings of the American Philosophical Society, Volume 140, No. 2, June 1996.
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Health Care QualityHealth Care Quality
Health care is plagued today by a serious quality gap. The current health care system is not robust enough to apply medical knowledge and technology consistently in ways that are safe, effective, patient- centered, timely, efficient and equitable.
Institute of Medicine. Crossing the Quality Chasm:A New Health Care System for the 21st Century (2001).
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Dimensions of a High Dimensions of a High Performance Health SystemPerformance Health System
67
51
71
66
71
69
0 100
Long, Healthy,Productive Lives
Quality
Access
Efficiency
Equity
OVERALLSCORE
7Commonwealth Fund National Scorecard on U.S. Health System Performance, 2006
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Quality ImprovementQuality ImprovementAction LevelsAction Levels
• Health care system as a whole– Health policy formulation
• Institutions and systems of care– Systems redesign
• Practice patterns of individual providers– Evidence-based medical practice
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Quality ImprovementQuality ImprovementPrerequisitesPrerequisites
• Emphasize health not disease• Convert quality into value• Translate science into improved
health
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Emphasize Health not Emphasize Health not DiseaseDisease
TertiaryCare
Hospital Care
Primary Care
Community Care
Self Care
Health Maintenance
Adapted from the Third Report of the Pew Health Professions Commission.Critical Challenges: Revitalizing the Health Professions for the Twenty-First
Century (1995).
IncreasingResources
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Convert Quality into ValueConvert Quality into Value
Adapted from Kissick WL. Medicine’s Dilemmas: Infinite Needs Versus Finite Resources.Yale Univ Press, 1994
Access Quality
CostContainment
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Translate Science intoTranslate Science intoImproved HealthImproved Health
Basic Biomedical Research
Clinical Science and Knowledge
Improved Health
TranslationalResearch
MedicalEducation
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OUTCOMESRESEARCH
Clinical Decision MakingClinical Decision Making
CLINICALDECISION
PATHOPHYSIOLOGY
BASIC SCIENCE
RESOURCEALLOCATION
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Clinical Decision MakingClinical Decision Making
OUTCOMESRESEARCH
CLINICALDECISION
PATHOPHYSIOLOGY
BASIC SCIENCE
RESOURCEALLOCATION
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Patient-Centered CarePatient-Centered CareEssential ElementsEssential Elements
• Timely access to care• Open and clear communication• Coordination of care
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High Performance Health High Performance Health SystemSystem
Quality DimensionsQuality Dimensions
69
72
71
70
71
0 100
Getting the rightcare
Coordinated care
Safe care
Patient-centered,timely care
OVERALLSCORE
16Commonwealth Fund National Scorecard on U.S. Health System Performance, 2006
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58 5649 45
3023
2313
1716
17
13
0
50
100
NZ GER AUS UK US CAN
Next day
Same day
Percent of adults
3
13 1015
23
36
NZ GER AUS UK US CAN
6 days or more
Waiting Times in Six Countries, 2005Waiting Times in Six Countries, 2005Last time you were sick or needed medical attention,
how quickly could you get an appointment to see a doctor?
17Commonwealth Fund National Scorecard on U.S. Health System Performance, 2006
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Primary Care PerformancePrimary Care PerformanceQuality of Physician-Patient Quality of Physician-Patient
InteractionInteractionQuality Elements
1998 2000 ∆ (CI) P
Communication 80.3 77.3
-3.0 (-3.7 to -2.3)
<0.001
Interpersonal Treatment 75.8 73.5
-2.3 (-3.2 to -1.6)
<0.001
Physical Exam Thoroughness
76.6 74.0-2.6 (-3.5 to -
1.7)<0.001
Trust 79.8 80.50.7 (-0.07 to
1.5)NS
Knowledge of Patient 68.9 71.4 2.5 (1.6 to 3.3) <0.001
Montgomery JE et al. Primary care experiences of Medicare beneficiaries, 1998-2000.J Gen Intern Med 2004; 19:991-8
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Continuity of CareContinuity of Care
• Continuity has been shown to enhance patient and clinician satisfaction, the delivery of preventive care and the management of chronic disease
• Continuity provides an environment in which the utilization of services can be best matched with patients’ needs and expectations
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Advanced Clinic AccessAdvanced Clinic Access
• Goal: same day appointments• Core Components
– Balancing supply and demand– Reducing backlog– Reducing the variety of appointment types– Developing contingency plans– Working to adjust demand profiles– Increasing availability of bottleneck
resourcesMurray M, Berwick DM. Advanced access: reducing waiting and delays in primary care.
JAMA 2003; 289:1035-40.
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Veterans Health Veterans Health AdministrationAdministration
• World’s largest integrated health care system– 156 Hospitals, 876 OPCs, 136 NHCUs – 7.8 million enrollees– 4.9 million patients treated annually
• 44 million outpatient visits• 423,000 admissions, 3.5 million BDOC
– 197,000 full-time employees– 92,000 health professional trainees
• Acclaimed as a leader in system redesign, quality improvement and patient safety
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VA Clinical WorkloadVA Clinical WorkloadM
illio
ns o
f Uni
que
Pat
ient
s an
d In
patie
nt E
piso
des
0
1
2
3
4
5
1994 1996 1998 2000 2002 2004 2006
0
10
20
30
40
50
60
70
80
90
Outpatient Visits
Inpatient Episodes
Unique Patients
Outpatient Visits
(millions)
Unique Patients and Inpatient
Episodes (millions)
FY 2006 and FY 2007 are projections
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Implementation of ACA in Implementation of ACA in VAVA
Selected Components Staff
ClinicsTeaching Clinics
Open Scheduling and Recalls 49% 17%
Leave Coverage 55% 29%
Planning for Contingencies 51% 29%
Prediction of Patient Needs 50% 29%
Optimizing Patient Involvement 60% 31%
Optimizing Team Care 60% 33%
Mean±SD Implementation (n=19)
59±12% 32±9%
Chang BK et al. Resident education in ambulatory settings:advanced access in VA physician resident continuity clinics. Fed Prac (in press, 2007).
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Resident Participation in Resident Participation in ACAACA
Barriers to ImplementationBarriers to Implementation• Regulatory Issues
– Insufficient continuity clinic requirement– Duty hour restrictions
• Organizational Issues– Rotational structure– Curriculum governance
• Cultural Issues– Conflict with inpatient responsibilities– Perceptions of relevance
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Ambulatory Care ModelsAmbulatory Care ModelsRotational StructureRotational Structure
SEQUENTIALLONGITUDINAL AMBULATORY
SEQUENTIALBLOCK
AMBULATORY
SEQUENTIALRECURRING
AMBULATORY
Hirsh DA, Ogur B, Thibault GE, Cox M. New Models of Clinical Education: “Continuity” as an Organizing Principle for Clinical Clerkships. New Engl J
Med (in press, 2007)
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Cambridge Integrated Cambridge Integrated ClerkshipClerkship
A fundamental restructuring of clinical education, integrating all the “traditional” clerkships into one year-long clerkship, focused on longitudinal patient care, close mentoring, and collaborative learning in accordance with adult educational theory.
Ogur B, Hirsch DA, Krupat E, Bor D. The Harvard Medical School- Cambridge integrated clerkship: A pilot, multidisciplinary, longitudinal, integrated clerkship. Acad Med (in press, 2007).
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Clinical ClerkshipsClinical ClerkshipsIntegrated ModelIntegrated Model
LONGITUDINALINTEGRATED
SEQUENTIALDISCIPLINE SPECIFIC
Hirsh DA, Ogur B, Thibault GE, Cox M. New Models of Clinical Education: “Continuity” as an Organizing Principle for Clinical Clerkships. New Engl J
Med (in press, 2007)
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Continuity of CareContinuity of Care
• Goal– Enhanced patient connection, caring
and advocacy• Educational Prerequisites
– Contact with patients at the site and time of initial medical decision making
– Ability to follow patients across care venues
• Operational Requirements– Longitudinal patient care experiences
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Continuity of CurriculumContinuity of Curriculum
• Goal– Enhanced knowledge acquisition,
transfer and meta-cognition• Educational Prerequisites
– Developmentally appropriate acquisition of relevant core competencies and competency-based assessment
• Operational Requirements– Interdisciplinary/interprofessional
curriculum organization and management
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Continuity of SupervisionContinuity of Supervision
• Goal– Enhanced role modeling, coaching and
mentoring
• Educational Prerequisites– Community of learners, educators and
caregivers
• Operational Requirements– Longitudinal learner oversight
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Core
Facu
lty
Oth
er
Care
giv
ers
Stu
den
t P
racti
ce
Team Learning
Individualized Learning
Patients
OR
IEN
TA
TIO
N
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Inpatient/Acute
Outpatient
Core
Facu
lty
Oth
er
Care
giv
ers
Stu
den
t P
racti
ce
OR
IEN
TA
TIO
N
Team Learning
Individualized Learning
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Other Faculty and Consultants
Core
Facu
lty
Oth
er
Care
giv
ers
Stu
den
t P
racti
ce
OR
IEN
TA
TIO
N
Team Learning
Individualized Learning
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Cambridge Integrated Cambridge Integrated ClerkshipClerkship
Continuity of CareContinuity of CareCIC CON
Chi-Square
Seen hospital patients before diagnosis and decision for admission?
Very Often/Often 100 90.000
Sometimes/Rarely/Never 0 90
Seen hospital patients you have treated after their discharge?
Very Often/Often 100 00.000
Sometimes/Rarely/Never 0 100
Been involved in establishing meaningful relationships with patients?
Very Often/Often 100 450.012
Sometimes/Rarely/Never 0 55
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Cambridge Integrated Cambridge Integrated ClerkshipClerkship
Student OutcomesStudent OutcomesCIC CON ALL P
Combined NBMEShelf Exams (%)
78.0 71.5 71.0 <0.001
4th Year OSCE (%) 70.0 63.9 60.8 < 0.01
Communication (%) 75.2 53.5 47.8 <0.001
NBME CCSSA*513.
8398.9 nt <0.05
Tasks of Medicine Scale
pre 3.93 3.35 nt NS
post 4.22 3.12 nt <0.01*Comprehensive Clinical Science Self-Assessment Examination
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Cambridge Integrated Cambridge Integrated ClerkshipClerkship
Self AwarenessSelf Awareness
48.13
163.33
0
50
100
150
200CIC
CON
Mean Difference Between Predicted and Actual Scores
P < 0.05
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Cambridge Integrated Cambridge Integrated ClerkshipClerkship
“Continuity of Idealism”“Continuity of Idealism”Extent to Which Experiences Have Prepared You To…?
(Mean scores:1=Very Poorly / 6=Very Well) CIC CONP-
value
Be truly caring in dealing with patients 5.63 4.00 0.000
Deal with ethical dilemmas 4.63 2.73 0.000
See how the social context affects patients
5.75 3.45 0.000
Relate well to a diverse patient population
5.63 4.09 0.015
Know your strengths and limitations 4.75 3.55 0.028
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Medical EducationMedical Education
Among all of the Academic Health Center roles, education will require the greatest changes in the coming decade…. We regard education as one of the primary mechanisms for initiating a cultural shift toward an emphasis on the needs of patients and populations and a focus on improving health, using the best of science and the best of caring.
Institute of Medicine. Academic Health Centers:Leading Change in the 21st Century (2003).
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Traditional New
FrameworkBiological Bio-Psycho-Social
Autonomy Cooperation
Profession-Specific Inter-Professional
PedagogyKnowledge Discovery
Individual Expertise Collective Expertise
Discontinuous Developmental
Assessment
Knowledge Performance
Individual Excellence Team Excellence
Progression
Time-DependentCompetency-Dependent
Health Professions Health Professions EducationEducation
Paradigm ShiftsParadigm Shifts
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When you come to
a fork in the road…
Take It!
Yogi Berra