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Coronary Artery Disease V: Interprofessional Care01:27

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Interprofessional care for coronary artery disease includes pharmacological therapy and revascularization procedures.Pharmacological therapy for Coronary Artery Disease (CAD) aims to manage symptoms, prevent complications, and improve patient outcomes through various classes of medications:Antiplatelet Agents:Aspirin and Clopidogrel: These medications inhibit platelet aggregation, preventing blood clots, which is crucial for avoiding heart attacks and strokes. Doctors often prescribe these...
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Peripheral Artery Disease III: Interprofessional Care01:27

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Peripheral Artery Disease (PAD) is characterized by narrowed arteries that diminish blood flow to the extremities. Effective management of PAD requires an interprofessional approach involving various healthcare professionals. The critical aspects of interprofessional care for PAD patients focus on risk factor modification, drug therapy, exercise therapy, nutrition therapy, critical limb ischemia care, and interventional radiology and surgical procedures.The primary treatment goal for PAD...
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An interdisciplinary team includes many healthcare professionals working together and utilizing their skills, knowledge, and expertise to provide holistic and quality patient care.
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An interdisciplinary team includes many healthcare professionals working together and utilizing their skills, knowledge, and expertise to provide holistic and quality patient care. Here are a few more healthcare professionals.
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IntroductionThe management of Acute Coronary Syndrome (ACS) aims to minimize myocardial damage, preserve myocardial function, and prevent complications.Initial ManagementInpatient management involves continuous cardiac monitoring, preferably in an ICU, focusing on blood pressure, serum sodium, potassium, and creatinine levels, and urine output. Ongoing pharmacologic management is crucial for stabilizing the patient.Supplemental Oxygen: Administer supplemental oxygen if oxygen saturation is...
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Chronic kidney disease (CKD) requires collaborative and comprehensive management. CKD progresses through stages and can lead to end-stage kidney disease (ESKD) if untreated. Interprofessional collaboration and patient education are crucial, enabling patients to manage their health and improve their quality of life.Diagnostic approach for chronic kidney diseaseThe diagnosis of CKD primarily focuses on the glomerular filtration rate (GFR), which assesses kidney function by measuring how well...
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Promoting Quality Improvement in Primary Care Through a Longitudinal, Project-Based, Interprofessional Curriculum.

Maya Dulay1, JoAnne M Saxe2, Krista Odden3

  • 1Professor, Department of Medicine, University of California, San Francisco, School of Medicine; Associate Director for Clinical Care and Education, Center of Excellence in Primary Care Education, San Francisco VA Health Care System.

Mededportal : the Journal of Teaching and Learning Resources
|September 16, 2020
PubMed
Summary
This summary is machine-generated.

This interprofessional quality improvement (QI) curriculum integrated training for health professionals. The program successfully enhanced QI knowledge and skills through team-based projects, leading to significant organizational improvements.

Keywords:
ACGME CLER ProgramsCurriculum DevelopmentInterprofessional EducationNurse/Nurse PractitionerNursingPharmacistPhysicianPsychologistQuality ImprovementQuality Improvement/Patient Safety

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Area of Science:

  • Healthcare Education
  • Quality Improvement Science
  • Interprofessional Practice

Background:

  • Health professionals require integrated training in quality improvement (QI) and interprofessional (IP) practice.
  • Existing curricula often lack a longitudinal and integrated approach to developing these essential competencies.

Purpose of the Study:

  • To describe an experiential, interprofessional QI curriculum designed to address the gap in integrated training.
  • To evaluate the effectiveness of this curriculum in enhancing QI knowledge and skills among trainees.

Main Methods:

  • A 9-month curriculum involving mentored interprofessional teams to manage QI projects from selection to presentation.
  • Trainees included internal medicine residents, nurse practitioner students, pharmacy residents, and psychology fellows.
  • Evaluation methods included self-assessments, satisfaction surveys, mentor appraisals, and project impact assessments.

Main Results:

  • 242 trainees completed the curriculum, undertaking 41 QI projects between 2011-2018.
  • Trainees reported high satisfaction and improved comfort with QI knowledge and skills.
  • Mentors observed trainee growth, and 38 projects resulted in system modifications.

Conclusions:

  • The interprofessional QI curriculum provides valuable team-based, workplace learning experiences.
  • Successful implementation hinges on team-building and faculty development.
  • Challenges include data collection, measuring system changes, and ensuring consistent trainee engagement.