Patient-Centered Care for Warriors, Veterans, and Their Families: An Interprofessional Modular Curriculum

MedEdPORTAL

Carol A. Terregino¹  Mark A. Graham²  Robert C. Like³  Ronald J. Steptoe⁴  Evelyn Lewis⁴  Kevin Parks⁵  Joyce Afran⁶  Diana Glendinning⁷  Anthony Tobia⁸  Mei Liu⁹  Brian Greenwald^1,10 

[1] 1 Professor of Medicine, Rutgers Robert Wood Johnson Medical School;10 Senior Director, Rutgers University Behavioral Health Care;2 Professor of Family Medicine and Community Health, Rutgers Robert Wood Johnson Medical School;3 Adjunct Professor of Family Medicine and Community Health, Rutgers Robert Wood Johnson Medical School;4 Resident in Medicine, Rutgers Robert Wood Johnson Medical School;5 Assistant Professor of Family Medicine and Community Health, Rutgers Robert Wood Johnson Medical School;6 Associate Professor of Neuroscience and Cell Biology, Rutgers Robert Wood Johnson Medical School;7 Associate Professor of Psychiatry, Rutgers Robert Wood Johnson Medical School;8 Clinical Assistant Professor, Rutgers Ernest Mario School of Pharmacy;9 Clinical Associate Professor of Physical Medicine and Rehabilitation, Rutgers Robert Wood Johnson Medical School;

关键词: Suicide;    Brain Injuries;    Cultural Competence;    Interpersonal and Communication Skills;    Collaborative Care;    Behavioral Health;   

DOI  :  10.15766/mep_2374-8265.10389

来源: DOAJ

【 摘 要 】

Abstract Introduction Most veterans receive health care in the civilian sector, where the complexities of delivering care to them require interprofessional teams that include other veterans. Recognizing this, the Rutgers Robert Wood Johnson Medical School committed to graduating health profession students who were familiar with, responsive to, and knowledgeable in addressing veteran health issues. Based upon the Warrior-Centric Healthcare Training program, interprofessional learning activities were developed addressing the significant need for health care for military and their families. Methods The full-day curriculum, which is flexible enough for modularization, includes panel discussions, videos, poignant testimonials, debriefing exercises, interprofessional role-playing, and formulations of collaborative care plans for complex veteran issues. It is suitable for medical, pharmacy, nursing, physician assistant, physical therapy, social work, and applied psychology students. Results The program has been implemented for 3 years. It began as a mandatory activity for rising fourth-year medical students, pharmacy students in their third professional year, and other health professions students in the clinical portions of their training. The medical students requested the program earlier in their training so that they could apply the knowledge learned during clerkships. Discussion By fostering a safe learning environment, culturally sensitive communication skills, and willingness to learn from others, this active learning program creates a therapeutic alliance between veterans and health care learners that may lead to improved educational outcomes and future clinical impact.

【 授权许可】

Unknown