Geriatrics Interprofessional Teaching Clinic

University of Kansas Medical Center

Kansas City, KS

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Organization Type: 
Educational Institution
Program Type: 
Curriculum/Track
Education Level: 
Graduate
Educational Elements: 
Lecture/Didactic
Self Reflection Activities
Experiential including clinical contact with patients
Program Description: 

The Geriatric Interprofessional Teaching Clinic (GITC) is a clinic where students and faculty from five different disciplines: physical therapy, pharmacy, social work, occupational therapy and medicine participate in the collaborative care of an older adult.  Patients are seen by a team of students and faculty from different disciplines and benefit from the clinical expertise of a team based approach to care. 

Learners participate in weekly reflective and didactic sessions where they share challenges and milestones achieved as an interprofessional team.  They also participate in weekly written reflective exercises where they share their insights gained and roles learned while in a patient-centered clinic. 

Patients that can be seen in the GITC include adults over the age of 60:

  • With complex, chronic illness
  • Needing an evaluation for memory loss or other cognitive issues
  • With significant functional loss
  • Wishing to establish care at the Landon Center Geriatric Medicine clinic
Evaluated: 
Yes
Program Results: 

GITC patients have been surveyed with confidential, anonymous surveys regarding their satisfaction, perception of the team's function as a true team, team communication, and length of visit. Since each visit takes 90-120 minutes, patient satisfaction is crucial. The survey consisted of 16 Agree / Disagree questions, two open-ended questions,one Likert question and one open ended question. The survey measure, created by one of the lead researchers, was based on the four core interprofessional competency domains: values / ethics for interprofessional practice, roles / responsibilities, interprofessional communication and teams, and teamwork.

This study collected and analyzed categorical and qualitative data from 54 individuals [21 identified as family members (FM), 32 patients (P), and 2 undetermined]. Any statements / questions left blank were not included in the results. For 13 of the 16 dichotomous items, there was 100% agreement regarding positive  team interactions with the participant and team communication among each other. 

Qualitative responses further illustrates respondents’ perceptions of the team.   Some examples include:

  • Satisfaction - “I really enjoy the team concept and I enjoy assisting the students.”
  • Team Effectiveness -  “The team worked very well together.”
  • Quality of Care - “I liked that the team took time to make sure my mom would get the best care.”
  • Time -  “I wasn’t rushed with my visit.”

For the three terms with some disagreement,

  • 36% did not know the visit was an IPC team visit prior to the appointment.
  • 25% of participants (7 P, 6 FM) agreed the team used too many medical terms.
  • 18% did not prefer this IPC team visit to a regular doctor’s visit 
Targeted Professions
Physicians: 
Family Medicine
Nursing: 
Registered Nurses
Licensed Practical Nurses
Pharmacy: 
Ambulatory Care
Social Work: 
Medical social work
Other: 
Occupational Therapy, Physical Therapy
Program Website
Self-Reported Competencies
PCPCC’s Education and Training Task Force identified 16 interprofessional training competencies critical for preparing health professionals for practicing in team-based, coordinated care models such as patient-centered medical homes. Listed below are the self-reported competencies that this program has achieved, which have been organized by the five core features of a medical home as defined by the Agency for Healthcare Research and Quality
Patient-Centered Care Competencies: 
Advocacy for patient-centered integrated care
Cultural sensitivity and competence in culturally appropriate practice
Development of effective, caring relationships with patients
Patient-centered care planning, including collaborative decision-making and patient self-management
Comprehensive Care Competencies: 
Risk identification
Coordinated Care Competencies: 
Care coordination for comprehensive care of patient & family in the community
Health information technology, including e-communications with patients & other providers
Interprofessionalism & interdisciplinary team collaboration
Team leadership
Quality Care & Safety Competencies: 
Evidence-based practice
Quality improvement methods, including assessment of patient-experience for use in practice-based improvement efforts
Accessible Care Competencies: 
Promotion of appropriate access to care (e.g., group appointments, open scheduling)
Last updated September 5, 2014

* Please note: Information contained in this database is self-reported by representatives from each program. It does not represent an exhaustive list of education and training programs and inclusion does not constitute an endorsement from the PCPCC.

 

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