HOW TO TEACH COMMUNITY ORIENTATION IN PRIMARY CARE

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HOW TO TEACH COMMUNITY ORIENTATION IN PRIMARY
CARE

• Group B

Bled, 2006
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CONTENT

• Aims of the teaching module
• Teaching content
• Learning objectives two examples
• Target audience and methods
• Faculty
• Case vignettes

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Aims of the teaching module

• To improve effectiveness of our work
• To learn how to set priorities
• To recognise needs and resources of the community
• To identify lack of resources or health problems
• To develop strategies
• To find ways to implement strategies

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Teaching content

• How to make a community diagnosis
• socio demographic data
• prevalence of problems
• social context
• biological markers (genetic predisposition)
• community resources
• unmet needs
• How to obtain relevant data

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Teaching content cont.

• Needs assessment
• Health care system and legal requirements
• Different criteria for setting priorities
• Overview of possible interventions
• Implementation of community oriented activities
• Assessment and evaluation of CO interventions

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Learning objectives

• 1. Community diagnosis
• - to define the main items of a CD
• - to present a short report (1000 words) of a
  community overview
• - to value and apply the results of a CD as a
  tool in the daily practice

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Learning objectives

• 7. Assessment and evaluation of an intervention
• - to explain the importance of assessment and
  evaluation in relation to interventions
• - to find the criteria relevant for assessment
  and evaluation
• - to summarize concrete conclusions of
  evaluation results

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Target audience and methods
S lest short lecture
C diagn community
diagnosis SG small
groups
Data data collection Role
role play
HNA health needs
assessment Field field work
Prior
setting priorities Field work

Interv - interventions Self st self study

Ev/ass evaluation/assessment
Case case study

FG focus groups

WS workshops

POL problem oriented
learning
BME basic medical education VT vocational
training CPD continuing professional development
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Faculty
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Learning objectives

• 2. How to obtain relevant data
• - to define the target data (for a given
  problem)
• - to identify the sources or methods to obtain
  the data
• - to demonstrate how to acess data sources /
  methods

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Learning objectives

• 3. Health needs assessment
• - to explain the different methods of HNA
• - to select the appropriate methods for each a
  particular setting
• - to perform the HNA (of a CO) considering the
  health care system and legislation

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Learning objectives

• 4. Setting priorities
• - to value the importance of different criteria
  for setting priorities
• - to identify factors influencing priorities
• - to produce a list of priorities

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Learning objectives

• 5. Overview of possible interventions
• - to list possible interventions for use in COPC
• - to select appropriate interventions for
  particular setting specific problem
• - to balance activities with available resources

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Learning objectives

• 6. Implementation of community oriented
  activities
• - to exercise different communications styles
• - to design a stepwise management plan for COPC
• -
• -

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Case vignette 1

• A former employee of the Health Center calls the
  GP and tells that her 99y old mother is living
  under terrible and dangerous conditions and
  insists to send her to a nursing home.
• During the home visit the GP sees that the old
  lady is living in a dirty apartment with her 53y
  old grandson who is an alcoholic. The neighbours
  are feeling endangered.
• The GP also finds out that they are helping each
  other and are depending on each other both
  refuse the offered help and further GPs visits.

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Case vignette 1 Questions

• Should the old lady be sent to the nursing home?
• Which members of the community and the primary
  care team should be involved to handle this
  situation?
• Consider
• Ethical aspects
• Medical aspects
• Community aspects
• Legal aspects

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Case vignette 2

• Within 1 week, 10 patients presented at the GP
  with pruritus, which was unusual in frequency.
• Referral to the dermatologist didnt yield any
  diagnosis.
• More patients from the same area presented with
  the same problem.
• A common aetiology was suspected.

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Case vignette 2 - questions

• How to solve this problem?
• Suggestions?
• Consider food sources, environmental factors,
  water supply
• Excessive CaCO3 levels in water supply

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Marija Petek-ter Tadeja Cerin Mirjam
Zemljak Davorina Petek Irena Vatovec-Progar Vlasta
Vodopivec-Jamek Tamara Fras Stefan
Manfred Maier Ana Mateus Kornel Hintalan Grzegorz
Margas Carlos Martins Valentina Moldovan Sneana
Jankovic
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Marija Petek-Ster Tadeja Cerin Mirjam
Zemljak Davorina Petek Irena Vatovec-Progar Vlasta
Vodopivec-Jamsek Tamara Fras Stefan
Manfred Maier Ana Mateus Kornel Hintalan Grzegorz
Margas Carlos Martins Valentina Moldovan Snezana
Jankovic
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Module

• Why to teach ? goal
• What to teach ? content
• How to teach ? didactic methods
• Whom to teach ? BME, VT, CPD
• Who should teach ? faculty

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Module

• Why to teach ? goal
• What to teach ? content
• How to teach ? didactic methods
• Whom to teach ? BME, VT, CPD
• Who should teach ? faculty

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Definition / goal of COPC 2

• Find assistance
• Define responsibilities ( politicians, patients)
• Requirements to make it happen (team,
  finances...)
• To be aware of limits and barriers
• Evaluation and assessment

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Target audience

• BME basic medical education
• VT vocational training
• CPD Continuing professional development