Fullerton Foundation Sponsored Population Health Improvement

CDC-AAMC-Duke Learning
Collaborative on Population Health
Tuesday, August 5, 2014
9:00-10:00 p.m.
Milestones and population health, Kathryn Andolsek, 20 minutes
◦ Population health content across specialties
◦ Generic population health milestones
“Pre-packaged” curricula, Mina Silberberg, Sarah Weaver, Gwen
Murphy, and Morgan Passiment, 20 minutes
Discussion of collaboration and dissemination methods going
forward, Lloyd Michener, 15 minutes
Next webinar. Lloyd, 5 minutes
Population Health Milestones
Across Specialties
A review of milestones for 40 specialties/subspecialties found population health content
within the milestones of all 40.
 Some disciplines having milestones with
population health content in more than a dozen
Population Health Content in Milestones–
Example from Family Medicine
Population Health Content in Milestones–
Example from Plastic Surgery
Generic Milestones
Generic milestones across the four population
health competency domains
 Different specialties will aspire to different
 Process
◦ Begun at conference of Society of Teachers of Family
◦ Currently revising
◦ Review at I3 Collaborative Face-to-Face meeting this
◦ Volunteers needed to review, provide feedback.
Anybody interested?
The I3 Population Health Collaborative
is a learning collaborative of academic
primary care programs in North
Carolina, South Carolina and Virginia. Its
mission is to create momentum for
widespread ambulatory practice
“Pre-packaged” Curricula
The AAMC’s 6-Module Curriculum
 The Duke GME Population Health
Innovation Modules
 Modified Duke Family Medicine
Population Health Improvement
Teamwork Curriculum
 Curricula based on identifying
recommended materials to match generic
milestones and primary care
milestones(in process)
AAMC/Duke Learning Modules
and Population Health
Six modules including prep time and one-hour inperson sessions – based off of Duke PHIT curriculum
Population Health Competency
1. Understanding
 PH-1 Examine the characteristics that bind people together as a
community – including social ties, common perspectives and
interests, and geography – and how these relate to health
 PH-2 Address the role of socioeconomic, environmental, culture, and
other population-level determinants of health on the health status and
health care of individuals and populations
2. Building a Team for
a Common Purpose
 TS-1 Effectively practice as a member of interprofessional health care
 TS-3 Communicate with team members to clarify each person’s
responsibility in executing a health intervention
3. Working with
 PH-3 Use community assets and resources to improve health at the
individual and population levels
 CE-5 Participate in population health improvement strategies by using
community-based participatory methodologies
4. How to Identify,
Assess and Use
 CT-1 Use qualitative and quantitative data to assess the health status
of a population
 CT-4 Assess process and outcomes of interventions
5. Change Management
 TS-4 Support and manage change in complex environments
 PH-7 Understand and support he principles of accountability and
accreditation at the community or public health agency level
6. Working as a Team
to Apply QI
 CE-2 Analyze the role of community engagement as a strategy for
identifying community health concerns, improving health, and
reducing health disparities
 TS-2 Lead interprofessional teams in health improvement
 CT-3 Apply QI principles in community or public health
For more information:
Morgan Passiment
<[email protected]>
GME Population Health Innovation Modules
Two grants from the Duke GME Innovation Fund
Goal is to cover all of the competencies in the Population Health Competency Map
Developed in Qualtrics – allows for data collection
Short—15-20 minutes
◦ Start with a situation—How would you engage community partners?
◦ A short lesson
◦ Revisiting the initial situation
◦ Take away
Available at iCollaborative: https://www.mededportal.org/icollaborative
Imagine you are working in a pediatric practice. An immigrant couple
brings in their 18 month-old daughter. You notice that the child is
wearing the bracelet above. You are concerned that it may be a
choking hazard for the little girl. Please write a brief paragraph
explaining what you may say to, or ask, the parents about this issue.
Next Screen
 Here are two possible answers. Which one is more likely to
be effective? Please explain your answer in a few sentences.
 Answer 1:
◦ I’m concerned that that bracelet might be a choking hazard. It
could come loose as she chews on it and cause her to choke. You
should remove it. She should not wear a bracelet or other
jewelry until she is at least 3 years old.
Answer 2:
◦ You: That’s a beautiful bracelet. Can you tell me more about it?
Does it mean something special?
◦ Mother: It is an amulet to protect her from the evil eye.
◦ You: I understand. Does she ever play with it or chew on it?
◦ Mother: Sometimes. Not often.
◦ You: That’s good. I’m a little worried that, because she is so little,
she might chew on the bracelet and that if it came loose she
could choke. To keep her safe, could you check the bracelet every
day to make sure the catch and charm are secure, and encourage
her to keep it out of her mouth?
The exercise continues with a short
reading about cultural responsiveness and
two additional scenarios in which learners
are asked to write culturally responsive
 The module concludes with a brief reading
about the role of Motivational Interviewing
in culturally responsive health care, and
additional resources for the learner to
Modified Duke Family Medicine
PHIT Curriculum
Presented previously.
 Attempts to combine didactic, reflective, and
experiential learning.
 Has evolved over years.
 Will be available at iCollaborative:
Next Steps
Possible merger with Fullerton group
 Listserve
 Other approaches?
Next webinar scheduled for:
September 9th Tuesday 10am EST
repeated September 16th Tuesday 3pm EST
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