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Integrating education for clinical practice change.

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Title: Integrating education for clinical practice change.
Authors: Chawla, Elizabeth M.1 (AUTHOR), Schuler, Christine L.2,3 (AUTHOR), Barnhardt, Elizabeth W.4 (AUTHOR), Herbst, Lori A.2,3,5 (AUTHOR), Sarkissian, Aliese6 (AUTHOR), McNeal‐Trice, Kenya6 (AUTHOR), Newmeyer, Amy7 (AUTHOR), Perry, Martha8 (AUTHOR), Poynter, Sue E.3,9 (AUTHOR), Lannon, Carole3,10,11 (AUTHOR) carole.lannon@cchmc.org
Source: Clinical Teacher. Aug2024, Vol. 21 Issue 4, p1-6. 6p.
Subject Terms: *Clinical education, *Chronic diseases, Mental health, Training of medical residents, Pediatricians
Abstract: Background: Children with chronic medical conditions and their families have significant emotional health concerns, yet paediatricians are often ill‐equipped to address these needs. The American Board of Pediatrics launched the Roadmap Project to better support emotional health as part of routine care. We present pilot work in paediatric training programmes to test educational approaches and explore lessons learned. Approach: Four institutions implemented Roadmap tools into their paediatric training programmes, either incorporating them into existing educational structures or embedding them into the clinical workplace. One programme utilised an existing longitudinal curriculum, and another incorporated into a block rotation. Two programmes embedded training for residents into a larger programme for the healthcare team within the clinical space, one in outpatient clinics and one in an inpatient service. Evaluation: Evaluation strategies at each site matched the intended outcomes. Sites working within education programmes evaluated learners, demonstrating increases in resident skills and confidence on pre‐/post‐self‐assessments. Sites embedding tools into the practice context measured changes in the clinical practice of the healthcare team. Despite variability in implementation, all approaches improved trainee skills; sites embedding education into a clinical setting saw greater changes in clinical practice. Implications: Our pilot provided structure yet allowed for flexibility, and all sites improved trainee skills. Engaging the entire healthcare team within practice settings appears advantageous, thus embedding education into clinical practice may be preferable to a separate education programme. Similar to outcomes found in interprofessional education (IPE), educating clinical teams together may be more impactful for cultural shifts needed for changing clinical practice. [ABSTRACT FROM AUTHOR]
Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Integrating education for clinical practice change.
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  Data: <searchLink fieldCode="AR" term="%22Chawla%2C+Elizabeth+M%2E%22">Chawla, Elizabeth M.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Schuler%2C+Christine+L%2E%22">Schuler, Christine L.</searchLink><relatesTo>2,3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Barnhardt%2C+Elizabeth+W%2E%22">Barnhardt, Elizabeth W.</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Herbst%2C+Lori+A%2E%22">Herbst, Lori A.</searchLink><relatesTo>2,3,5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sarkissian%2C+Aliese%22">Sarkissian, Aliese</searchLink><relatesTo>6</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22McNeal‐Trice%2C+Kenya%22">McNeal‐Trice, Kenya</searchLink><relatesTo>6</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Newmeyer%2C+Amy%22">Newmeyer, Amy</searchLink><relatesTo>7</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Perry%2C+Martha%22">Perry, Martha</searchLink><relatesTo>8</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Poynter%2C+Sue+E%2E%22">Poynter, Sue E.</searchLink><relatesTo>3,9</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lannon%2C+Carole%22">Lannon, Carole</searchLink><relatesTo>3,10,11</relatesTo> (AUTHOR)<i> carole.lannon@cchmc.org</i>
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  Data: *<searchLink fieldCode="DE" term="%22Clinical+education%22">Clinical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Chronic+diseases%22">Chronic diseases</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+health%22">Mental health</searchLink><br /><searchLink fieldCode="DE" term="%22Training+of+medical+residents%22">Training of medical residents</searchLink><br /><searchLink fieldCode="DE" term="%22Pediatricians%22">Pediatricians</searchLink>
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  Data: Background: Children with chronic medical conditions and their families have significant emotional health concerns, yet paediatricians are often ill‐equipped to address these needs. The American Board of Pediatrics launched the Roadmap Project to better support emotional health as part of routine care. We present pilot work in paediatric training programmes to test educational approaches and explore lessons learned. Approach: Four institutions implemented Roadmap tools into their paediatric training programmes, either incorporating them into existing educational structures or embedding them into the clinical workplace. One programme utilised an existing longitudinal curriculum, and another incorporated into a block rotation. Two programmes embedded training for residents into a larger programme for the healthcare team within the clinical space, one in outpatient clinics and one in an inpatient service. Evaluation: Evaluation strategies at each site matched the intended outcomes. Sites working within education programmes evaluated learners, demonstrating increases in resident skills and confidence on pre‐/post‐self‐assessments. Sites embedding tools into the practice context measured changes in the clinical practice of the healthcare team. Despite variability in implementation, all approaches improved trainee skills; sites embedding education into a clinical setting saw greater changes in clinical practice. Implications: Our pilot provided structure yet allowed for flexibility, and all sites improved trainee skills. Engaging the entire healthcare team within practice settings appears advantageous, thus embedding education into clinical practice may be preferable to a separate education programme. Similar to outcomes found in interprofessional education (IPE), educating clinical teams together may be more impactful for cultural shifts needed for changing clinical practice. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Aug2024
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