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Monday, February 25, 2019
IPUMS Census and Survey Data
Sunday, February 17, 2019
New publication from van Eeghen, et al.
Congratulations to Connie van Eeghen, Juvena Hitt, Rich Pinckney, and colleagues on this recent publication:
An Interprofessional Education Pilot Program on Screening, Brief Intervention, and Referral to Treatment (SBIRT) Improves Student Knowledge, Skills, and Attitudes
Abstract
Background
Recent efforts to prepare healthcare professionals to care for patients/clients with substance use problems have incorporated SBIRT (Screening, Brief Intervention, and Referral to Treatment) into graduate education programs. No research has examined the benefits and methods of an SBIRT interprofessional education approach for behavioral health graduate students and medical residents. This pilot study examined the implementation of an interprofessional curriculum on SBIRT to improve attitudes, abilities, skills, and knowledge of learners planned by faculty from multiple professions at a state university.
Methods
Faculty in Counseling, Family Medicine, Internal Medicine, Nursing and Social Work departments collaborated to develop an interprofessional curriculum delivered through a small-group and active learning approach. Seventy-one residents and graduate students participated. Pre- and post-training surveys measured self-perceived attitudes, abilities, and skills along with objectively measured knowledge. Analysis examined pre- to post-training changes in scores.
Results
Pre-training surveys yielded an 89% response rate; post-training, 85%. Self-perceived attitudes did not change significantly, except a 20% increase in how rewarded learners felt while working with patients/clients with alcohol/drug use disorders (P < .01). Compared to baseline, there was a statistically significant increase in all items of self-perceived ability (P<.01) and all items of self-perceived communication skills (P<=.04). Knowledge mean scores also increased significantly (P < .001) across both primary care and behavioral health learner groups.
Conclusions
Interprofessional training in SBIRT produced improvements in ability, skills, knowledge, and some attitudes. Such programs may inform providers who care for patients/clients with substance use problems, thus improving their competence and personal experience.
Saturday, February 16, 2019
Department of Medicine Scholarly QI Poster Session
Dear Department of Medicine Colleagues -
Are you currently working on a scholarly QI initiative that you would like to share with your colleagues? Did you present QI work at a regional or national meeting this past year?
Present your work at the Department of Medicine Scholarly QI Poster Session—
Who? This opportunity is open to faculty, fellows, residents, and students who have a faculty mentor in the Department of Medicine.
What? Present a poster summarizing your recent scholarly QI work. This work may be completed in the past year or still in progress.
When? 9-10 AM on Friday, April 19, 2019 – immediately following Grand Rounds
Where? Davis Concourse – outside of the Davis Auditorium
How?
1. Register by sending an e-mail with the following information to quality_program@uvmhealth.org:
a. Poster Title:
b. Presenter:
c. Team members / co-authors:
d. Category: (1) Completed Work or (2) Work-in-Progress
2. Poster format
a. Presenters may use posters that have been presented within the past year at other professional conferences or posters that will be presented at future professional conferences.
b. Presenters may develop a poster of completed scholarly QI work or work-in-progress specifically for the Department of Medicine QI Poster Session. For those developing new posters, the recommended poster size is 36x48 inches. Larner College of Medicine scientific poster templates can be found at https://www.med.uvm.edu/
3. Hang your poster(s) between 7-8 AM on Friday, April 19 on the bulletin boards outside of Davis Auditorium.
4. Be available to discuss you poster(s) with colleagues from 9-10 AM on Friday, April 19.
Let me know if you have any questions.
Best,
Allen
______________________________
Allen B. Repp, MD, MSc, SFHM, FACP
Professor & Vice Chair for Quality
Department of Medicine
University of Vermont Medical Center
The Larner College of Medicine at the University of Vermont
Thursday, February 14, 2019
Connie's crow notes 2/14
Present: Levi Bonnell, Justine Dee, Nancy Gell, Kairn
Kelley, Ben Littenberg, Jen Oshita, Gail Rose, Lillian Savard, Adam
Sprouse-Blum, Connie van Eeghen
1.
Warm Up: Jokes of the
season; Connie’s new publication in International Journal of Higher Education;
Jen’s first publication on Speech Pathology in Health Services Research
2.
Jen’s
brainstorming process - PCORI
engagement award of a colleague for which Jen will have an opportunity to
participate on Persons with Communication Disabilities
a. Jen reviewed
the classification system; she is focusing on where all these disabilities have
problems with a communication function
i.
How does a communication disability affect your ability to
participate in your own health care
ii.
Traditionally, Speech Pathology has focused on the
patient/provider circle
iii.
This grant is a Learning Community for disability/accessibility
coordinators (DACs) in health care organizations, based on ACA rule
iv.
This award will build infrastructure to conduct patient-centered
research around patients who have disabilities (in general); Jen’s approach is
communication disability
b. Opportunities
i.
Review litigation against providers and study outcomes (Nexus
Lexus)
ii.
Symposium of DACs in Texas in June 2019, per Kairn
iii.
Interest: how to enable people with communications disabilities to
participate in their health care. Sub
issues:
1. How to identify
those with communication disabilities (this covers multiple functions)
2. There is no
method for assessment at point of entry
iv.
Key steps in the care process
1. Communication
disability condition (prevalence is
known, likely)
2. Present for
other care
3. Get care or go
straight to Needs assessment
4. Needs
assessment (do
these exist?)
5. Accommodation/Rx (do these
exist?)
6. Life function,
including future care
v.
Consider the Learning Community as a point of access to get
consumer co-production of the refinement of a research idea, measures, and
language to explain it in
vi.
Remember: keep your focus on the “I” in FINER that matters to you
c. Next step:
check with the PI (Meagan) and make sure this process is on target
3.
Next week: TBD, Justine
or Levi
4.
Future topics: Book
“Factfullness: Why the world is not going to hell in a handbasket”
Recorded
by: CvE
Sunday, February 10, 2019
The Role of Social Networks in Overscreening for Breast Cancer
Sarah Nowak, PhD
Senior Physical Scientist
RAND Corporation
Dr. Nowak is a candidate for the Health Services Research Center/Pathology & Laboratory Medicine faculty position.
Tuesday, February 19, 2019
Sullivan Classroom – MedEd 200
12:00 p.m. – 1:00 p.m.
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