Greater Minnesota Strategy New Models in Education and Care

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Greater Minnesota StrategyNew Models in
Education and Care

• Barbara F. Brandt, PhD
• University of Minnesota
• Academic Health Center

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Topics

• Disparities between urban and rural Minnesota
  health and workforce statistics
• Greater Minnesota Strategy
• University of Minnesota response
• New Models of Education and Care

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Health and Wellbeing of Rural Minnesotans 2001
MDH
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Health Professional Workforce Shortages A Major
Problem in Minnesota

• The number one state with a need for pharmacists
  (JAPhA, 2002)
• Minnesota Leading State Experiencing Negative
  Percentage Change in Dentist to Population Ratio
  (ADA, 2003)
• Rightsizing the nursing workforce remains a
  challenge
• Large percentage of public health retirees in
  next five years (MDH, 2005)
• Need 150 200 additional clinical laboratory
  scientist graduates in Minnesota (MDH, 2005)

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MN Health Professions Trainee 2001-2003 Exit
Survey
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Minnesota Area Health Education Center (AHEC)An
important resource in linking theUniversity of
Minnesota with greater Minnesota

• Our vision for our rural education programs in
  Minnesota is to
• promote health outcomes by developing future
  health professionals who value community
  engagement
• assure a vital health professions workforce
  through community-campus partnerships with the
  University of Minnesota and
• contribute to a vibrant rural economy by
  eliminating health professions shortage areas.

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Minnesota AHEC Goals

• Nurture an interest un health careers among
  youth
• Support disciplinary, interprofessional, and
  community-based education for health professions
  students
• Support continuing education for community-based
  faculty and other health professionals in greater
  Minnesota and
• Share information and resources that enrich
  vitality of health care sectors in medically
  underserved areas.

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Vision Position the Minnesota AHEC in the
Senior Leadership of the Academic Health Center

• Creating sustainable community partnership models
  for education/training
• Maximizing resources
• Learning platform
• University of Minnesota Extension
• Outcomes tracking
• Rural Health Modules
• University strategic repositioning
• Leadership to the health community through
  interprofessional community health

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Minnesota AHECA Snapshot of Outcomes

• Since its inception in 2002, Minnesota AHEC has
• Established AHECs in the Northeast, Northwest,
  Central and Southern Minnesota regions.
• Supported 250 health professions students in
  Greater Minnesota with partial reimbursements to
  offset expenses for food, mileage and housing
  during rotations.
• Provided health career educational activities for
  2,497 K-12 students.
• Facilitated clinical training, internships, and
  other activities for 1,051 health professions
  students.
• Provided continuing education activities for
  2,834 health care professionals and community
  members.
• Provided CPR manikins to support training in
  Basic Life Support and/or Infant/Child CPR for
  more than 534 people since January 2006.
• Trained 55 medical interpreters.
• Supported two dental clinics in Greater Minnesota
  that currently provide access to dental care for
  over 4,800 underserved residents per year.
• Facilitated 11 community health projects.

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Minnesota AHECHealth Careers Exploration

• Promoting health careers for rural youth
• Promoting youth organizations
• Health Occupations Students of America (HOSA)
• Health Occupations Today (HOT) Camps
• University on the Prairie
• UMN Health Career Centers Rural Health Days
• Bringing health careers to the classroom
• Health Careers Exploration Program (HCEP) kit
• Classroom presentations

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Minnesota AHECCreating Partnerships

• Regional AHECs are 501 (c) non-profit
  organizations with community-based boards of
  directors.
• 33 community board members are serving AHECs
  mission across Minnesota.
• 4 regional AHEC directors serve as
  community-based resources for faculty and
  students across 64 greater Minnesota counties.
• Comprehensive recruitment and tracking system to
  support continuum of experiences.
• Hosted Leading Change Strategies for a Vital
  Health Professions Workforce in 2005.
• Jointly support position with University of
  Minnesota Extension Service.

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Minnesota AHEC Providing Academic Support
Services

• Support AHC faculty and staff in identifying and
  providing rural training opportunities.
• Convene and support Faculty Leadership Council.
• Provide financial assistance for students to
  offset additional expenses for food, mileage and
  housing during rural rotations.
• Developed Affiliation Agreement Database in
  partnership with AHC schools to create, track,
  and monitor affiliate relationships.
• Coordinate educational resources developed by
  faculty that enhance rural knowledge and
  understanding.
• Coordinate seminars and updates that inform
  students of additional resources (rural library
  access, loan repayment programs, etc).
• Provide added value for students in rural
  communities (arrange community activities,
  linkages with other students in communities,
  service opportunities, etc).

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Minnesota AHECInterprofessional Education
Incubator

• Supporting 9 Interprofessional Practice and
  Education projects in greater Minnesota
• Since 2004, supported by Minnesota Education and
  Research Costs funds
• Partnerships with Minnesota communities
  supporting interprofessional practices and
  developing educational experiences that will have
  a positive impact on community health outcomes

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Minnesota AHECInterprofessional Education Sites

• Fergus Falls
• The primary goal of this group is to increase
  public and health professional awareness of the
  impact of falls, particularly in the elderly, and
  to assess those at risk for falling.
• Montevideo
• the goals for this program include reduced
  pre-term labor incidence, improved birth
  outcomes, health promotion education, and
  increased access for at risk populations.
• Hibbing
• Because of the sizable geriatric population of
  the community, the low income levels of the
  population, high rates of obesity, and the
  increase in the incidence of Type 2 diabetes,
  Fairview Mesaba Clinics (FMC) /Range Regional
  Health Services (RRHS) identified diabetes as
  their community-based initiative.
• Moose Lake
• The primary goal of the Community Geriatric
  Project is to decrease hospitalization/re-hospital
  ization of the elderly, decrease ER and Urgent
  Care visits, and to strengthen ancillary services
  provided by the hospital.
• Brainerd
• Brainerd received funding in 2006 to focus on
  childhood obesity. They are targeting obese youth
  at the grade school-level.

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Minnesota AHECInterprofessional Education Sites

• Mountain Iron
• Fairview Mesaba Clinic in Mountain Iron
  identified goal is to create environments that
  encourage and supports behaviors surrounding
  physical activity and healthy eating with the aim
  of reducing obesity.
• New Ulm
• New Ulm Medical Centers (NUMC) Community Focus
  Committee developed an initiative focused on
  decreasing the incidence of childhood obesity.
• Park Rapids
• The Center for Weight Management, a service of St
  Joseph's Area Health Services based in Park
  Rapids, provides bariatric medicine services to
  patients from both Minnesota and North Dakota.
• St. Cloud
• The Mid-Minnesota Family Medicine Center (MMFMC)
  in St. Cloud has identified their Memory
  Disorders Clinic (MDC) as the focus of the
  interprofessional education project. The MDC
  provides early evaluation and treatment for
  individuals experiencing cognitive symptoms for
  patients with Alzheimers disease and other
  related dementias.

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Minnesota AHEC IPE ProjectsShort-term Outcomes

• Enhanced interprofessional teamwork
• Clear team membership
• Roles and expectations clearly defined
• Active system for ongoing communication
• Functioning Project
• Mission and goals clearly defined
• Clear timelines and milestones established
• Budget plan
• Measurable project objectives
• Improved interprofessional educational
  opportunities
• Defined student roles
• Identified appropriate HP disciplines to involve
• Including more than two HP disciplines in project
• Bringing students to community to participate in
  project
• Improved care for patients/community
• Community-campus partnership goals and outcomes
  established
• Established system for ongoing communication with
  community members

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Minnesota AHEC IPE ProjectsLong-term Outcomes

• Increased number of health professionals
  practicing in underserved areas of the state
• Improved health behaviors
• Improved long-term care services

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Building Upon SuccessRural Physician Associate
Program University of Minnesota Medical
SchoolGwen W. Halaas, MD, MBA, Director, RPAP

• A nine-month community-based experience for third
  year medical students
• 1127 graduates since 1971 892 in practice
• 78 primary care
• 64 practice in Minnesota - 575
• Of those 63 are in rural practice 361
  physicians
• 49 have stayed in the same rural community for
  11 to 31 years

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RPAP Grads in Communities
Populations 2,000 to 27,000
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UMN College of Pharmacy

• In 2003, increased class size by 50 in Duluth
• Duluth Specific mission Rural pharmacy
• May 2007 22 graduates plan to practice in
  Greater Minnesota

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UMN School of Dentistry

• Increased class size
• Students in rural dental clinics
• Hibbing and Willmar
• Serve hundreds dentally underserved patients
  weekly
• 2005 2006 11 graduates rural MN practice

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Center for Allied Health Programs

• Technology Enhanced Learning
• The use of innovations in technology that
  increase access for learners, enhance learning
  quality, and increase learning productivity.
• Multiple Performance Sites
• Combines the virtual with the physical.
• Physical places where faculty, student and lab
  resources are situated.
• Some may be unique in the particular
  configuration of programs they serve.

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Greater Minnesota StrategyNew Models in
Education and Care

• Questions?