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E-raamat: Interprofessional Education in Patient-Centered Medical Homes: Implications from Complex Adaptive Systems Theory

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  • Formaat: PDF+DRM
  • Ilmumisaeg: 24-Aug-2015
  • Kirjastus: Springer International Publishing AG
  • Keel: eng
  • ISBN-13: 9783319201580
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Interprofessional Education in Patient-Centered Medical Homes: Implications from Complex Adaptive Systems TheorySuurem pilt
  • Formaat: PDF+DRM
  • Ilmumisaeg: 24-Aug-2015
  • Kirjastus: Springer International Publishing AG
  • Keel: eng
  • ISBN-13: 9783319201580
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This book discusses the application of complex adaptive systems theory to the design and evaluation of patient-centered medical homes (PCMHs). The three defining goals of PCMHs are to spread patient-care roles among healthcare team members, focus on disease prevention and include the patient in the healthcare team. It explains why some PCMH pilots are highly successful while others do not show much benefit, covers specific sub-theories that allow for bracketing of different aspects of the clinic system and highlights strategies by which institutions can engage in this process. Inter professional Education in Patient-Centered Medical Homesis a valuable resource for faculty and managers of health professions teaching clinics, deans of medical and health professional schools and medical administrators.
1 The Argument for Interprofessional Education
1(10)
Complexity and Interprofessional Education in Healthcare
1(1)
A Wicked Problem
2(1)
Modes of Collaborations
3(2)
Developmental Growth Across Collaborative Modes
5(3)
Wisdom of the Crowd
6(1)
Homogeneity of Error
6(1)
Emergence
7(1)
Putting It All Together
8(1)
References
9(2)
2 The Argument for the Patient-Centered Medical Home: Replicating Good Primary Care
11(16)
A Brief History of Primary Care
11(2)
Principles of Good Primary Care
13(1)
Why Primary Care Works: Evidence for Efficiency, Quality, and Satisfaction
14(1)
What Is the Patient-Centered Medical Home?
15(1)
Where Are We with Primary Care?
16(2)
Making Sense of Mixed Evidence in the Patient-Centered Medical Home
18(1)
Evidence from the Veterans Affairs Patient Aligned Care Team Transformation
19(2)
Where We Need to Go: Reinforcing Primary Care with the Patient-Centered Medical Home
21(1)
Identifying Attractors that Facilitate Patient-Centered Medical Home Transformation
21(3)
References
24(3)
3 A Brief Introduction to Systems
27(14)
Identifying and Understanding Systems
27(1)
Simple Systems
28(1)
Complicated Systems
29(1)
Complex Adaptive Systems
30(6)
Diversity
31(1)
Connectedness
31(1)
Interdependence
32(1)
Coadaptation
32(2)
Self-Organized Criticality
34(1)
Structural Coupling
34(2)
Emergence
36(1)
Differences Between Types of Systems
36(2)
Consequences of Mixing Systems Up
38(1)
References
39(2)
4 The Training Clinic as a System
41(12)
What Does a Systems Approach Mean for the Training Clinic?
41(1)
Continuity Clinic as Nested Complex Adaptive Systems
42(1)
The Individual-Group Interface
43(3)
The Group Dynamic
46(5)
The Group-Environment Interface
51(1)
References
52(1)
5 SHED: Four Important Sub-theories That Help Us to "Bracket"
53(12)
Situated Learning Theory
53(3)
Historical Theories
56(1)
Ecological Psychology
57(2)
Dual-Processing Theory
59(4)
References
63(2)
6 Implications for Design
65(18)
Systems
66(4)
Designing for a Complicated System
66(2)
Designing for a Complex System
68(2)
Design
70(10)
Structural Design Considerations
70(3)
Process Design Considerations
73(3)
Cultural Design Considerations
76(4)
Implementation Science Considerations
80(1)
References
80(3)
7 Implications for Evaluation
83(18)
Evaluation Philosophies
83(5)
Logical Positivism
84(1)
Constructivism
85(2)
Realism
87(1)
Specific Evaluation Methods
88(6)
Exploratory Methods
88(2)
Naturalistic Methods
90(2)
Methods for Testing Variables
92(2)
Predictive Mathematical Modeling
94(1)
Evaluation in Simple Systems
94(1)
Evaluation in Complicated Systems
94(1)
Evaluation in Complex Adaptive Systems
95(2)
Identifying Complex Systems
95(1)
Signs of Critical State Transition
96(1)
Creating an Evaluation Plan
97(1)
References
98(3)
8 Implications for Institutions
101(14)
Implications of Complex Systems
101(1)
Accrediting Bodies
102(3)
Structural Implications
102(1)
Process Implications
103(1)
Policy Implications
104(1)
Payers
105(1)
Structural Implications
105(1)
Process Implications
105(1)
Policy Implications
106(1)
Sponsors
106(5)
Structural Implications
106(2)
Process Implications
108(1)
Policy Implications
109(2)
Professional Schools
111(2)
Structural Implications
111(1)
Process Implications
112(1)
Policy Implications
112(1)
Institutional Review Boards and Quality Councils
113(1)
Policy Implications
113(1)
Summary
113(1)
References
114(1)
Index 115
C. Scott Smith, MD

Professor of Medicine

Adjunct Professor of Behavioral Informatics and Medical Education/Evaluation Division

University of Washington,

Seattle, Washington

    and

Physician Consultant

Centers of Excellence in Primary Care Education

VA Office of Academic Affiliations

 

Winslow G. Gerrish, PhD

Clinical Assistant Professor

Psychiatry and Behavioral Sciences

University of Washington, Seattle, Washington

   and

Director of Behavioral Sciences, Research, & Grants

Family Medicine Residency of Idaho, Boise, Idaho

 

William G. Weppner, MD, MPH

Assistant Professor of Medicine

University of Washington

Seattle, Washington

    and

Associate Director, Clinical Outcomes

Center of Excellence in Primary Care Education, Boise VA Medical Center
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