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Teaching Residents About Continuity of Care

Teaching Residents About Continuity of Care. Queen’s University Health Sciences Education Rounds November 15, 2007 Dr. Karen Schultz. Overview. Why teach this? Why change? Process to making changes What we did How we’re going to evaluate it.

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Teaching Residents About Continuity of Care

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  1. Teaching Residents About Continuity of Care Queen’s University Health Sciences Education Rounds November 15, 2007 Dr. Karen Schultz

  2. Overview • Why teach this? • Why change? • Process to making changes • What we did • How we’re going to evaluate it

  3. Why even teach this or What’s so important about continuity of care? • Increased patient satisfaction • Improved patient outcomes • Increased physician satisfaction

  4. Why Change? • Continuity of care is good=the carrot • Because we were told we had to=the stick!

  5. What we had been doing • 4 months in first year • 4 months in second year—often 2 x 2

  6. What many other FM programs do • ½ day back

  7. Queen’s and the ½ day back • Evidence? • Set up of the program

  8. Queen’s Family Medicine Rotation Sites

  9. Queen’s and the ½ day back • 1=Evidence? • 2=Set up of the program • 3=Community rotations’ continuity of care • 4=Residents’ reluctance 1+2+3+4=concern

  10. Change. Oh so easy. Not!! • “Things change only when people change” • Buy in • “Change is difficult but often essential to survival” “Change can be the rule but not the ruler” • Informed • ++ consensus building (ideas, brainstorm difficulties, solutions from within, not imposed…) • Working group • Rounds • Emails • Surveys • Pilotevaluationchangesprogram roll out • Evaluate • Feedback

  11. What we are doing • Continuity of care clinics • ~10 patients/resident • Deliberate selection of pts • Clinic ~ every 2 months (minimum) • Deliberate timing • 1-3 years

  12. Evaluation • 1. Impact: • Surveys of all involved • Patients, staff (receptionists, nurses, doctors), residents • 2. Is it achieving it’s educational objective? • Did they get “IT”? How to measure “IT”?

  13. RESEARCH!!

  14. Literature review • Types of continuity of care • Longitudinal, informational, geographic, multidisciplinary, interpersonal. • Interpersonal continuity of care • Patients—patient satisfaction surveys • Health care provider • Literature review IP C of C HCP=responsibility • Informal discussions

  15. The Grand Plan • Objective: evaluate this change to our educational program • Step 1=gain an understanding of IP C of C from the doctors perspective • Step 2=take key concepts from 1, create a survey • Step 3=assess different ways of teaching about continuity of care • Step 4=save the world

  16. Step 1: What are the components of IP C of C for the HC provider? • Qualitative research • What do I know of qualitative research?

  17. The steps to step 1 • Reading • Conferences • Workshops • Listening to others, looking at posters • Colleagues • Networking

  18. What I’ve learned • Different types of qualitative research • Focus groups • Bias issues • Triangulate data • Saturation • Member checking • Get a grant (or typing a transcript hurts!) • Work with a colleague

  19. Step 2: the Survey • Quantitative research • What do I know of quantitative research?

  20. My understanding of Quantitative research With a little help from Gary Larson What We Say To Dogs "Okay, Ginger! I've had it! You stay out of the garbage! Understand, Ginger? Stay out of the garbage, or else!"What They Hear"blah blah GINGER blah blah blah blah blah blah blah blah GINGER blah blah blah blah blah..."

  21. What I’ve learned so far • Get a stats degree • Collaborate

  22. Discussion • Collaborating • Across disciplines • Getting grants in medical education • ??

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