scholarly journals Laying an Early Foundation: Lifestyle Medicine Pre-Professional Education (LMPP) Member Interest Group

2020 ◽  
Vol 14 (5) ◽  
pp. 474-482
Author(s):  
Gia Merlo ◽  
Michelle Tollefson ◽  
Marie Dacey ◽  
Thomas Lenz ◽  
Mary Luchsinger ◽  
...  
Keyword(s):  
Health Care ◽  
Interest Group ◽  
Professional Education ◽  
Care Delivery ◽  
Future Health ◽  
Lifestyle Medicine ◽  
Business People ◽  
Working Groups ◽  
Medicine Education ◽  
Healthcare Training

Just as lifestyle medicine is the necessary foundation for true health care reform, lifestyle medicine competencies should be the foundation for health education. Although lifestyle medicine education may benefit a health professional at any stage in their education or career, evidence-based undergraduate lifestyle medicine education for future health professionals shifts the perspective of health and health care delivery. Educating health preprofessionals in associate, bachelor’s, master’s, and other preprofessional healthcare training programs is of paramount importance due to the interdisciplinary nature of lifestyle medicine. To accomplish this, American College of Lifestyle Medicine (ACLM) members can work collaboratively through committees, projects, and working groups—becoming leadership champions of change. An ACLM Pre-Professional Member Interest Group (LMPP) was created in 2018. LMPP has been working to build a national collaborative effort to amass, create, and distribute resources for educators in this pre-professional arena. Educating college students planning to become professionals outside the medical sphere, for example, lawyers, business people, artists, and engineers, will also benefit the field by introducing the power of nutrition, exercise, sleep, social connection, and stress resiliency during this formative state of career development. Pre-professional educational programs provide learners the opportunity to personally experience the power of lifestyle medicine.

Direct Primary Care: A Successful Financial Model for the Clinical Practice of Lifestyle Medicine

2021 ◽  
pp. 155982762110066
Author(s):  
Amy R. Mechley
Keyword(s):  
Primary Care ◽  
Health Care ◽  
Care Delivery ◽  
Health Care Systems ◽  
Well Being ◽  
The United States ◽  
Fee For Service ◽  
Financial Model ◽  
Lifestyle Medicine ◽  
Direct Primary

Primary care has been shown to significantly decrease the overall cost of a population’s health care while improving the quality of each person’s well-being. Lifestyle medicine (LM) is ideally positioned to be delivered via primary care and has been shown to improve short- and long-term health outcomes of patients and populations. Direct primary care (DPC) represents a viable alternative to the fee-for-service reimbursement model. It has been shown to be economically and financially sustainable. Furthermore, it has the potential to fulfill the Quadruple Aim of health care in the United States. LM practiced in a DPC model has the potential to transform health care delivery. This article will discuss the need for health care systems change, provide an overview of the DPC model, demonstrate a basic understanding of the benefits, and review the steps needed to de-risk the investment of time, money, and resources for our future DPC providers.

scholarly journals Instilling the core concept of inter professional education

1970 ◽  
Vol 9 (3) ◽  
pp. 201-206
Author(s):  
S Bhattacharya ◽  
SK Bhattacharya ◽  
AP Gautam
Keyword(s):  
Health Care ◽  
Health Professional ◽  
Health Care Providers ◽  
Professional Education ◽  
Care Delivery ◽  
Care Providers ◽  
Patient Centered ◽  
Innovative Teaching ◽  
Centered Care ◽  
Teaching Learning

The Inter Professional Education (IPE) is an innovative teaching learning intervention in Health Professions’ Education during which members of more than one health profession learn interactively together to improve collaborative practice and/health of the patients. Thus this approach provides positive outcomes for students enhancing their awareness towards other professional groups, improving knowledge and understanding of how to work in an inter professional team and strengthening their communication and collaboration skills. Within the hierarchical nature of many clinical settings, the aims of IPE courses intersect with socialization of health professional (HP) students into roles of responsibility and authority. The IPE in HP courses emphasizes the practice of frequent high quality communication, strong relationships and partnerships among health care providers to maximize the quality of care thus improving the efficiency of care thereby improving clinical outcomes. Health Professional Schools are this motivated to opt for inter professional education to improve the learning of the students, health care delivery and patient outcomes. Keywords: Inter professional relations; patient centered care; education DOI: http://dx.doi.org/10.3126/hren.v9i3.5591   HR 2011; 9(3): 201-206

Effects of an Interprofessional Project on Students' Perspectives on Interprofessional Education and Knowledge of Health Disciplines

2016 ◽  
Vol 11 (4) ◽  
pp. 189-193 ◽  
Author(s):  
Lisa S. Jutte ◽  
Fredrick R. Browne ◽  
Marie Reynolds
Keyword(s):  
Health Care ◽  
Athletic Training ◽  
Professional Education ◽  
Health Care Professionals ◽  
Interprofessional Education ◽  
Basic Knowledge ◽  
Health Administration ◽  
Cross Sectional Survey ◽  
Future Health ◽  
Health Care Professions

Context: Interprofessional education (IPE) is encouraged in health care education in the hope that it will improve communication among future health care professionals. In response, health professional education programs are developing IPE curricula. Objective: To determine if a multicourse interprofessional (IP) project impacted students' knowledge and views on other health care professions, as well as their attitudes toward IPE. Design: Cross-sectional survey. Setting: Four university classrooms. Patients or Other Participants: Eighty-one undergraduate students (32 men, 49 women) from 4 introductory courses (2 athletic training sections, 41 students; 1 health administration section, 19 students; and 1 nursing section, 21 students) participated in 2 surveys and an IP project. Main Outcome Measure(s): Participants completed a modified Readiness for Interprofessional Learning Scale (RIPLS) questionnaire. The faculty assigned students to an IP group with representation from each discipline. Groups were instructed to produce a presentation on an assigned health care profession. After completing the project, students completed the same modified RIPLS questionnaire. Means and frequency were calculated. Quantitative data were analyzed with analysis of variance followed by Tukey post hoc testing when appropriate. Results: After the IP project, students from all disciplines reported an increased knowledge regarding nursing, health administration, athletic training, and other health care professions in general and how their discipline differed from other health care disciplines. All students agreed that they should practice communication with other health care disciplines. Other perceptions related to IPE did not change. Conclusions: Undergraduate athletic training, health administration, and nursing students who completed an IP project reportedly increased their knowledge of health care disciplines and increased their appreciation for practicing communication among health care disciplines. Future studies should assess how increasing basic knowledge of health care professions may impact the integration of advanced IPE concepts later in one's professional education.

State of the Art: Interdisciplinary Collaboration for Health Professional Education in Genetics

1999 ◽  
Vol 1 (2) ◽  
pp. 119-121 ◽  
Author(s):  
Rita Black Monsen
Keyword(s):  
Health Care ◽  
Health Professional ◽  
Professional Education ◽  
Care Delivery ◽  
Interdisciplinary Collaboration ◽  
Interdisciplinary Cooperation ◽  
Health Professional Education ◽  
Care Providers ◽  
Health Related ◽  
National Coalition

Nursing has a long and productive history of interdisciplinary cooperation in providing education to nurses as well as other professionals. Interdisciplinary education is effective in socializing students and practicing clinicians for practice incorporating new discoveries, in areas such as genetics, for continuing relevance in health care delivery. The National Coalition for Health Professional Education in Genetics (NCHPEG), established in 1996 with the cooperation of the American Nurses Association, the American Medical Association, and the National Human Genome Research Institute at the National Institutes of Health, has provided leadership in bringing advances in genetics to the nation’s care providers in nearly all health-related disciplines. Nursing plays a key role in this model initiative aimed at new genetic discoveries to improve the health care of all Americans.

scholarly journals Optimizing Lifestyle Medicine Health Care Delivery Through Enhanced Interdisciplinary Education

2016 ◽  
Vol 10 (6) ◽  
pp. 401-405 ◽  
Author(s):  
Camille A. Clarke ◽  
John Frates ◽  
Elizabeth Pegg Frates
Keyword(s):  
Health Care ◽  
Health Care Delivery ◽  
Care Delivery ◽  
Interdisciplinary Education ◽  
Lifestyle Medicine

Inter-professional education - Building respect and cooperation between future health-care colleagues

2018 ◽  
Vol 65 (6) ◽  
pp. 606-607
Author(s):  
Sanetta HJ du Toit ◽  
Anne Honey
Keyword(s):  
Health Care ◽  
Professional Education ◽  
Future Health ◽  
Future Health Care

scholarly journals Modifiable determinants for the success or failure of inter-physician collaboration in group practices in Germany - a qualitative study

2020 ◽  
Vol 21 (1) ◽  
Author(s):  
Lisa-Marie Weinmayr ◽  
Ruben Zwierlein ◽  
Jost Steinhäuser
Keyword(s):  
Health Care ◽  
Qualitative Study ◽  
Health Care Professionals ◽  
Care Delivery ◽  
Good Practice ◽  
Economic Incentives ◽  
Clinical Expertise ◽  
Future Health ◽  
Open Communication ◽  
Group Practices

Abstract Background A growing demand for physicians exists worldwide. Due to political changes, economic incentives and new workplace expectations a trend from single-handed practices to group practices has been noticed in many countries over the last years. In view of this background, our study aimed to identify determinants for success or failure of inter-physician collaboration in order to positively influence future collaboration in anticipation of the important role group practices may play in future health care delivery. Methods We chose a qualitative study design, using semi-structured phone interviews to collect data from physicians and non-physician consultants with experience in inter-physician collaboration that were analysed using content analysis. Eleven physicians with experience in collaborative working and fourteen non-physician consultants specializing in advice to health care professionals participated. Results Education in entrepreneurial skills as well as implementation of good practice management in preparation for collaboration are crucial modifiable facilitators for successful inter-physician collaboration. Furthermore, open communication and realistic insight into the mode of acquaintance, moral concept and degree of specialisation of the colleagues involved play major roles for the success of inter-physician collaboration in group practices. Conclusions There are several underlying themes beyond clinical expertise concerning success or failure of group practices. To influence future collaboration positively, it is important to focus on management and communication skills as well as to address basic understanding of economics.

scholarly journals Perspectives on the COVID-19 pandemic impact on cardio-oncology: results from the COVID-19 International Collaborative Network survey

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Diego Sadler ◽  
◽  
Jeanne M. DeCara ◽  
Joerg Herrmann ◽  
Anita Arnold ◽  
...  
Keyword(s):  
Health Care ◽  
Health Care Providers ◽  
Care Delivery ◽  
The United States ◽  
Medical Professional ◽  
Collaborative Network ◽  
Care Providers ◽  
Future Health ◽  
Professional Societies ◽  
The Impact

Abstract Background Re-allocation of resources during the COVID-19 pandemic has resulted in delays in care delivery to patients with cardiovascular disease and cancer. The ability of health care providers to provide optimal care in this setting has not been formally evaluated. Objectives To assess the impact of COVID-19 resource re-allocation on scheduling, testing, elective procedures, telemedicine access, use of new COVID-19 therapies, and providers’ opinions on healthcare policies among oncology and cardiology practitioners. Methods An electronic survey was conducted by a cardio-oncology collaborative network through regional and state chapters of the American College of Cardiology, American Society of Clinical Oncology, and the International Cardio-Oncology Society. Descriptive statistics were reported by frequency and proportion for analyses, and stratified categorically by geographic region and specialty. Results One thousand four hundred fifteen providers (43 countries) participated: 986 cardiologists, 306 oncologists, and 118 trainees/internal medicine. 63% (195/306) of oncologists vs 92% (896/976) of cardiologists reported cancellations of treatments/elective procedures (p = 0.01). 46% (442/970) of cardiologists and 25% (76/303) of oncologists modified the scope of their practice (p = < 0.001). Academic physicians (74.5%) felt better supplied with personal protective equipment (PPE) vs non-academic (74.5% vs 67.2%; p = 0.018). Telemedicine was less common in Europe 81% (74/91), and Latin America 64% (101/158), than the United States, 88% (950/1097) (p = < 0.001). 95% of all groups supported more active leadership from medical professional societies. Conclusions These results support initiatives to promote expanded coverage for telemedicine, increased access to PPE, better testing availability and involvement of medical professional societies to help with preparedness for future health care crisis.

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