Accelerating Primary Care Transformation at Jefferson (JeffAPCT): Reflections from a Five- Year HRSA Grant

JeffAPCT Overview Five year HRSA-funded grant (7/1/15-6/30/20) Leadership team from Family Medicine, Internal Medicine, Physician Assistant Program Objective 1: To improve/ expand primary care and population health curriculum across the continuum of primary care providers and trainees (students, residents, and practitioners) Objective 2: To create an enhanced, sustainable model of primary care physician faculty development for PCMH Transformation Objective 3: To create a new, sustainable model of faculty development for community-based primary care preceptors (MD/DO, PA, NP, others

Extrinsic and Intrinsic Elements that may Impact Students’ Perceptions of and Willingness to Internalize Interprofessional Education Program Goals

ABSTRACT An increasing number of health profession education institutions are constructing and implementing Interprofessional Education (IPE) programs. Various evaluative efforts are therefore underway to explore students’ perceptions of these programs, nuances of the interdisciplinary interactions within programs, and the potential long-term impact of these programs on students’ mentality towards team-based, collaborative care. This study, however, examines how elements specific to and outside of an IPE program may impact students’ perceptions of the program and their willingness to engage with prominent aims and goals of IPE. In-depth, semi-structured interviews were conducted with 16 students from varying disciplines at the end of years one and two of a 2-year IPE program. Data were analyzed utilizing a multi-step inductive and deductive process to identity consistent patterns in students’ perceptions of and attitudes toward the program from year one to year two. The data show that although students felt they understood the value and importance of interprofessionality and team-based care, there were elements that were intrinsic (assignments, time constraints, level of accountability) and extrinsic (anticipatory socialization, lack of professional identity) to the IPE program that impacted their perceptions of the program, and that these perceptions, in turn, affected their level of commitment to the program. Further examination of these factors suggests that students struggled specifically with how their program negotiated: a.) fostering understanding of each specific discipline/profession as well as advocating for team-based care, and b.) the informal vs formal nature of the program. The findings of this study shed a valuable new light on how elements related to an IPE program’s structure and implementation as well as factors outside of the program may affect and influence the acculturation of person-centered team-based care. Contact: Barret Michalec Dept. of Sociology University of Delaware Newark, DE (19716), USA [email protected]

Biomedical informatics and translational medicine

Biomedical informatics involves a core set of methodologies that can provide a foundation for crossing the "translational barriers" associated with translational medicine. To this end, the fundamental aspects of biomedical informatics (e.g., bioinformatics, imaging informatics, clinical informatics, and public health informatics) may be essential in helping improve the ability to bring basic research findings to the bedside, evaluate the efficacy of interventions across communities, and enable the assessment of the eventual impact of translational medicine innovations on health policies. Here, a brief description is provided for a selection of key biomedical informatics topics (Decision Support, Natural Language Processing, Standards, Information Retrieval, and Electronic Health Records) and their relevance to translational medicine. Based on contributions and advancements in each of these topic areas, the article proposes that biomedical informatics practitioners ("biomedical informaticians") can be essential members of translational medicine teams

The Evidence on School-Based Health Centers: A Review

Context . Pediatricians working toward health equity require health care delivery mechanisms that take on dual roles: mitigating the health effects of a maladaptive social ecosystem while simultaneously working to improve the ecosystem itself. School-based health centers (SBHCs) perform these dual roles by providing medical, mental/behavioral, dental, and vision care directly in schools where young people spend the majority of their time, maximizing their opportunity to learn and grow. Evidence Acquisition . Databases were searched extensively for research studies published between January 2000 and December 2018. Evidence Synthesis . The authors began with 3 recent high-impact reviews that covered SBHC history, health outcomes, cost-benefit, and impact on health equity. Informed by these articles, the authors organized the evidence into 4 broad categories of impact: Financial, Physical Health (including medical, vision, and dental), Mental Health, and Educational Outcomes. Using these 4 categories, the authors then performed a robust literature search using PubMed for studies that fit into these themes. Conclusions . SBHCs increase access to health services for children, families, and communities, which ultimately leads to positive short- and long-term outcomes in service of a broad range of stakeholders. Educational impact requires further attention on both outcomes and methodological approaches. Three current public health topics of importance were identified that SBHCs might be well-suited to address: Youth Gun Violence, Adverse Childhood Experiences, and the Health of American Indian/Alaskan Native communities in the United States