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Jessica Crank, RNEsther Gonzalez, DS2Jessica Johnson, MS4Janet Cho, P4Petra Clark-Dufner, MABruce Gould, MD
June 24, 2010
University of ConnecticutUrban Service Track: A Model of Interprofessional Education and Service Learning
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Learning Objectives
• Articulate the history & evolution of UST
• Describe key curricular components
• Describe how inter-professional education and service learning are integrated
• Identify next steps & challenges
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History and Evolution of UST
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Why do we need an Urban Service Track?
• Demographic changes
• Health disparities
• Healthcare workforce shortages
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Goal of UST
• To develop a cadre of well-qualified health care professionals committed to serving Connecticut's urban core.
• Key elementso Qualificationo Commitmento Workforce development and retentiono Urban populations
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UST Placement at UConn
• Four UConn health professional schools:o Dental Medicineo Medicineo Nursingo Pharmacy
• Center for Public Healthand Health Policy
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Program Details
• Modeled on rural physician training programs
• Housed in CT AHEC program office at the University of Connecticut Health Center
• 2 campuses, 40 miles apart
• Financial support – private, federal, state and institutional resources.
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Who Guides UST
• Steering Committee
• Advisory Committee
• Student Leadership Cabinet
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History of UST
• July 2005o Planning grant received
• March 2006-June 2007o Pilot period
• August 2007o 24 Scholars enrolled, 1st cohort
• August 2008o 54 Scholars enrolled, 1st & 2nd cohort
• September 2009o 105 Scholars enrolled, 1st, 2nd & 3rd
cohort
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History of UST Graduates
• 21 graduates– Pharmacy = 13– Nursing = 8
• 2008 – 2• 2009 – 7• 2010 – 12
UST GraduatesRural Hospital (1)
Urban Hospital (6)
State Hospital (1)
CHC (1)
Military (1)
Graduate programs (4)
Retail (1)
Long-term care (1)
TBD (5)
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Identifying Interested Scholars
• Most apply in the summer before admission, or early in their first year
Proven track record of volunteerism
Interest in working with variety of health profession students
Desire to work with underserved communities
• Students are increasingly entering off-cycle
• Must be enrolled in professional school
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Curricular Components
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UST Curriculum
• Based on 11 competencies Delivered over 2 year period
• Complements mainstream curriculum
• Inter-professional experiences designed to heighten awareness of the challenges and opportunities in urban communities
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Developing Competencies
• Providers at the community health centers were surveyed
• What skills/competencies did they feel were important in a provider working with underserved patient populations at community health centers and chc look alike facilities
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What We Wanted to Know
• What specific skills did a you need to be successful as a provider and thrive in the community health center environment whose mission is to provide quality care for some of our most vulnerable communities?
• Our 11 competencies were born!
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Competencies
1) Cultural & Linguistic Differences
2) Population Health
3) Health Policy
4) Advocacy
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Competencies
5) Healthcare Financing and Management
6) Multiple Constituencies
7) Community Resource Constraints
8) Interprofessional teamwork and leadership
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Competencies
9) Professional & Ethical Conduct
10) Community Resources
11) Quality Improvement & Patient Safety
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UST Learning Retreats
• Vehicle to deliver UST curriculum
• Held quarterly
• Leadership rotates
• Community partners provide site and assist in delivery of content
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Learning Retreats
• Pre-reading assignments• Equal proportion of didactic & interactive
components • Clinical skills integrated
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Curricular Components
Use of University and community clinicians as facilitators combine academic and “real world” training
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Curricular Components
Small group discussion, case study &/or Problem based learning activity
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Curricular Components
Integrates clients and patients giving vulnerable populations a voice and face
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Integrating Interprofessional Education and Service Learning
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Clinical Training
Occurs in community health centers and CHC-look alike facilities providing a
“common” patient base and appreciation
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Interprofessional Education and Training
• Clinical Primers
• Ensures adequate and identical information for everyone
• Interprofessional collaboration
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Interprofessional Education and Training
Feedback and reflection components integrated into all service activities and trainings.
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Example of Reflection Tool and Case Study
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Example of Service Learning Activities: Community Research
Research teams composed of UST scholars from all 4 disciplines immersed in a community partner agency.
COMMUNITY PARTNERS• Institute for Community Research
• ProHealth Physicians
• CT Center for Primary Care
• Community Health Center Association of
CT
• Khmer Health Advocates
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Past Research Topics
• Female condoms among high risk populations
• Home health models for vulnerable populations
• Redesign methods at community health centers to increase patient services
• Links between diabetes and depression
• Identifying victims of trauma through appropriate screening and history taking
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Community Activities
Four Focus Areas:
1.Health careers awareness activities for grades K-12
2.Advocacy
3.Health promotion & education
4.Service
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Health Careers Awareness Activities
•For students Grades K-16
•College Student Clinical Skills Activities (13-16)
•High School Clinical Skills Day (9-12)
•Middle School Health Careers Exploration Program (6-8)
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Advocacy
• Recognize populations in need
• Voice for underserved populations
• Access to deserved care
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Health Promotion
• Healthy life choices
• Prevent illness and disease
• Access to primary health care
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Community Service
Community Involvement and Service Learning Opportunities
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Service Events
•Migrant Farm Worker Clinic
•Healthy Hartford Campaign
• KEEP Screenings
•Heart Strong Community Nutrition
•Hispanic Senior Center
• Primary Care Week Health Fairs
•CT Mission of Mercy Free Dental Clinic
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Service Opportunities
National Primary Care Week
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Service Opportunities
CT Mission of Mercy Free Dental Clinic
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Service Opportunities
Migrant Farm Worker Clinic
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Professional Development Activities
Reinforces UST curriculum and includes:
∙ Local, state and regional conferences & meetings
∙Articles, poster and seminar presentations
∙Participation in the UST Leadership Cabinet
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Next Steps and Challenges
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Next Steps and Challenges
• Continue identification of clinical sites
• Diversify funding
• Capacity building to meet demand of prospective Urban Health Scholars
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• Continue program evaluation
• Provide 4th year selective projects
• Integrate primary care career advising & mentoring (PCCAMP)
• Strengthen public health focus
• Expand UST into residency
Next Steps and Challenges
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Conclusions
• UST is an effective model of interprofessional education.
• A key component of UST is strong academic-community partnerships and service learning.
• Although “relatively” new, UST is a model for the future.
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Questions