OCOM 6012 - Health Systems Science 1

The purpose of this course is to provide experiences across the multiple topic threads of Health Systems Science utilizing the cross-cutting domains of health systems thinking to relate these to active experiences in their continuity clinical settings. Experiences include participating in interprofessional teams, working on population health outcomes across panels/populations of patients and participating in quality and care model process improvement utilizing multiple skills and knowledge presented. Over additional semesters, these Health systems domains skills will build on previous skills and experiences.

Credit Hours: 3

Course Outcomes
 

• Students will be able to Identify and define roles of trainees (medical students and residents) and other health care professionals as members of the interprofessional collaborative team
• Students will be able to demonstrate respect for other health care professionals as demonstrated on the 360 evaluations
• Students will be able to utilize collaborative communication that avoids criticizing other interprofessional practice and instead utilizes check-backs and callouts
• Students will be able to preform his/her assigned role/task appropriately when functioning as part of an interprofessional team, including being on time and prepared for group meetings
• Students will be able to evaluate cost and demonstrate awareness of cost considerations and risk benefit analysis in patient care choices
• Students will be able to demonstrate awareness of health care system complexities by listing complexities in Health System journals relating to specific patient care cases
• Students will be able to analyze practice and individual patient satisfaction data, demonstrated by utilizing data to contribute to group ideas about improvement processes
• Students will be able to elicit the patient’s view of the concern, complaint or issue as demonstrated through patient-visit skills checklist and video-taped review skills checklist
• Students will be able to elicit the essential information regarding medication and allergy histories, social and family history, developmental milestones and psychosocial-environmental issues that contribute to patient’s behaviors, condition
• Students will be able to describe the concept of body unity and recognize it’s role in whole-person care demonstrated in skills check-list and review of patient presentations
• Students will be able to apply osteopathic principles and practice in health and disease as demonstrated by inclusion of these principles in patient care notes and care team meetings
• Students will be able to use the clinical informatics provided to conduct a data collection of specified variables on a population of interest (e.g. peak flows and emergency visits on all asthmatics age 11-17)
• Students will be able to use data, including interpret features and meaning of different types of data to compare and contrast disease-oriented evidence versus patient-oriented evidence
• Students will be able to perform regular self-assessment and self calibration evidenced by setting future learning and improvement goals
• Students will be able to actively demonstrate evidence of individual responsibility for errors as evidenced in journaling in Quality Improvement journal
• Students will be able to select educational activities best designed to address identified defects in competency, performance and/or standards set for first year medical students
• Students will be able to list system errors and sources for improvement after personal roles and sources for improvement are listed in Quality Improvement Journals
• Students will be able to use digital and electronic communication modalities appropriately and professionally in a manner that protects privacy and confidentiality of patients as well as maintains a standard of professionalism
• Students will be able to effectively communicate critical information in a timely manner within the interprofessional team employing check-backs and callouts that facilitate closed-loop communications as identified in Teamstepps training
• Students will be able to identify three resources (literature, training, individuals, teams, peers, department, mentors/coaches, etc.) to aid with interprofessional skill when needed
• Students will be able to articulate moral, legal and ethical guidelines for professional behavior
• Students will be able to demonstrate behaviors that promote public confidence in the osteopathic medical profession, such as complying with code of conduct and all dress and communication rules
• Students will be able to demonstrate professional appropriate feedback skills as evidenced by video-tape skills checklist and 360 evaluation
• Students will be able to recognize and list health system challenges and social determinants of health as evidenced by Quality Improvement Journal and reflective paper