Community Interprofessional Care Coordination

Community Interprofessional Care Coordination (also known as “Hotspotting“) brings together a team of learners over an 8-month period to engage with a client/patient who needs extra support. Learners complete an online curriculum throughout the activity. In AY 21-22, our pilot was expanded to two teams of five senior-level interprofessional students each from medicine, nursing, OT, pharmacy, and public health. Through tighter connections with the St. Louis Community Health Worker Coalition, learners will be able to: 

  • Describe the root causes of health disparities and impact of SDOH on health outcomes
  • Recognize the importance of screening for and addressing SDOH challenges 
  • Utilize a patient-centered, interprofessional approach to address the health challenges of complex patients 
  • Demonstrate positive behaviors and adaptability that result in team effectiveness and shared decision-making

Hear about this experience and view recent scholarship from this team.

Membership  
  • Dennis Chang, MD, MD Program, Washington University School of Medicine  
  • Keely Finney, CHW, LCSW, St. Louis Community Health Worker Coalition 
  • Gloria Grice, Pharm.D., St. Louis College of Pharmacy at UHSP 
  • Haley Johnson, Pharm.D., St. Louis College of Pharmacy at UHSP 
  • Ragini Maddipati, MSW, MPH, Washington University Brown School of Social Work 
  • Duana Russell-Thomas, MSOT, OTD, OTR/L, Washington University School of Medicine 

Reassessment Rounds 

Reassessment Rounds allows Medicine, Pharmacy, and Physical Therapy learners the opportunity to practice interprofessional communication skills within the context of reflecting on medical errors. Each learner identifies one patient case in which an error was made in the diagnosis or management related to physical care, emotional care, communication issues, relational issues, documentation issues, etc. Each learner prepares a 10-minute presentation that describes the patient case, analyzes the error, and proposes alternative choices that would have been more appropriate. The analysis is supported by evidence from the literature, including at least 2 peer reviewed journal articles.  

During Reassessment Rounds, learners:

  • Identify the problem area that signaled reassessment.  
  • Classify and/or identify error, consequence, actions taken, and dilemmas associated with the patient case (what did happen). 
  • Provide suggestions for changes including strategies for conflict resolution and literature to support the suggestion(s) (what should happen). 
  • Deliver oral communication with finesse, including appropriate eye contact, tone, etc. 
  • Provide communication in a culturally sensitive manner and present within the allotted time. 
Membership
  • Steve Ambler, PT, DPT, PhD, CPH, MPH, Program in Physical Therapy, WUSM  
  • Dennis Chang, MD, MD Program, Washington University School of Medicine 
  • Nicole Gattas, Pharm.D., BCPS, St. Louis College of Pharmacy at UHSP