Healthcare workforce transformation: implementing patient-centered medical home standards in an academic medical center

• Published in: BMC medical education Vol. 21; no. 1; pp. 1 - 313
• Main Authors: Gendelman, Rebecca, Preis, Heidi, Chandran, Latha, Blair, Robyn J, Chitkara, Maribeth, Pati, Susmita
• Format: Journal Article
• Language: English
• Published: London BioMed Central Ltd 03.06.2021; BioMed Central; BMC
• Subjects: Behavioral Objectives; Care and treatment; Change management; Child Health; Continuity of care; Core curriculum; Curricula; Departments; Documentation; Health care policy; Healthcare workforce training; Information technology; Interdisciplinary aspects; Internal medicine; Learning; Management; Maternal & child health; Medical education; Medical home; Medical personnel; Medical students; Medicine; Nursing; Organizational change; Outcomes of Education; Patient-centered care; Patients; Pediatrics; Physicians; Primary care; Schedules; Training; Workforce; United States
• ISSN: 1472-6920; 1472-6920
• DOI: 10.1186/s12909-021-02775-9

Abstract Background Large scale implementation of new strategies and healthcare delivery standards in academic medical centers (AMCs) requires training of healthcare workforce at different stages of their medical career. The patient-centered medical home (PCMH) model for healthcare delivery involves adoption by all members of the healthcare workforce, including seasoned professionals and trainees. Though widely known, the PCMH model has been implemented sporadically at large AMCs and methods to implement the model across healthcare workforce have not been well-documented. Methods To meet all PCMH standards and achieve sustainable level 3 recognition, the authors implemented in 2014–2015 a multi-pronged approach that capitalized on existing educational infrastructure among faculty, residents, and medical students. Within 18 months, the authors applied new interdisciplinary practices and policies, redesigned residency training in continuity practices and extensively modified medical school curricula. Results These innovative transformational education efforts addressed the six PCMH standards for faculty, residents, and undergraduate medical students. Faculty played a major role as system change agents and facilitators of learning. Residents learned to better understand patients’ cultural needs, identify ‘at-risk’ patients, ensure continuity of care, and assess and improve quality of care. Medical students were exposed to PCMH core standards throughout their training via simulations, training in the community and with patients, and evaluation tasks. By implementing these changes across the healthcare workforce, the AMC achieved PCMH status in a short time, changed practice culture and improved care for patients and the community. Since then, the AMC has been able to maintain PCMH recognition annually with minimal effort. Conclusions Successful strategies that capitalize on existing strengths in infrastructure complemented by innovative educational offerings and inter-professional partnerships can be adapted by other organizations pursuing similar transformation efforts. This widespread transformation across the healthcare workforce facilitate a deep-rooted change that enabled our academic medical center to sustain PCMH recognition.