The Ideal Clinician(s) – How Do We Find Him or Her? (Hint: Look at How They Were Trained) Leighton...
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Transcript of The Ideal Clinician(s) – How Do We Find Him or Her? (Hint: Look at How They Were Trained) Leighton...
![Page 1: The Ideal Clinician(s) – How Do We Find Him or Her? (Hint: Look at How They Were Trained) Leighton Y. Huey, MD Birnbaum/Blum Professor and Chair Department.](https://reader036.fdocuments.us/reader036/viewer/2022062713/56649cdc5503460f949a6c6e/html5/thumbnails/1.jpg)
The Ideal Clinician(s) – How Do We Find Him or Her?
(Hint: Look at How They Were Trained)
Leighton Y. Huey, MD
Birnbaum/Blum Professor and Chair
Department of Psychiatry
University of Connecticut School of Medicine
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No Recovery
Partial Recovery
Fully Recovered
Resources and Support Required
The Continuum of Recovery
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Old Description
“Well Trained”• What does this mean?• Well trained in what?• How is “well trained” assessed?• ….and by whom?
“Bio-Psycho-Social”• What does this mean?
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New Description
“Well-Trained” =Comprehensive Assessment, Treatment, and Follow-up
• Think in terms of multiple possibilities and narrow the choices as one gets to know the patient and the family
• Differential Diagnoses based on strong training in diagnostics
• Competent in Research Literacy• The approach to individuals with a First Episode vs.
the approach to individuals who have experienced multiple episodes – is there a difference?
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“Well-Trained” continued…..
•Truly consider Biological, Psychological, Social Factors in the context of how the individual presents and what is ultimately desirable (con’t)
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Comprehensive, Assessment, Treatment, and Follow-up (continued)
• BiologicalPhysical Health, Physical SymptomsHeredityPossible Contributing Factors to the
Clinical PresentationPossible endogenous factors contributing to
the clinical presentation (e.g. thyroid disorder, etc.)
Possible exogenous factors contributing to the clinical presentation (e.g., drugs, etc.)
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New Description
• Psychological
State of mind of the individual and their family
Events impacting the presentation (e.g. trauma, incarceration, etc.)
Style of the individual
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New Description• Social
Life circumstances (e.g. socioeconomic, living situation etc.)Level of FunctionSupportsLegalEducationalSpiritualOther
Prior Assessment and TreatmentResponse to Prior Treatment
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Old Description
“Evidence Based”• What does this mean?• We want evidence, but what is the evidence?• How does a clinician take the evidence into account?• What compels a clinician to consider the evidence
and utilize it?• How broad is the application of the evidence?• When do we run out of evidence and have to rely on
common sense?
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New Description (from Gray, 2004)
“Evidence-Based”
•Formulate the Question
•Search for Answers
•Appraise the Evidence
•Apply the Results to the Patient
•Assess the Outcome
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“Evidence-Based” – (continued)
•Track Improvement and Outcomes
•A Form of Services Research Built Into the Multidisciplinary Effort (i.e. what works and what does not work)
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New Description
Treatment Algorithims
• Integration of Biological, Psychological and Social approaches using only what is most appropriate, what is needed, and what the evidence tells us to do
• Tracking Outcomes, Quality of Life, Function
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Old Description
“Culturally Competent” – What does this mean?
• Can only African Americans treat African Americans?• Can only Asian-Americans treat Asian-Americans?• Can only Hispanic-Americans treat Hispanic-
Americans?• Can only Caucasian-Americans treat Caucasian
Americans?• Can only First-Generation Americans treat First-
Generation Americans?• Can only Middle-Class Americans treat Middle Class
Americans?
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• Can only women treat women?
• Can only children treat children? Etc.
• How about, for starters, we insist on just being competent?
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New Description
“Culturally Competent”
•In providing care, clinicians must understand the beliefs that shape a person’s approach to health and illness
•Knowledge of customs and healing traditions in the design of treatment and interventions
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Old Description
“Patient and Family Focused”
• What does this mean?• Does it really happen?• What is meant by “Focused”?• Is taking a history, doing an assessment,
coming up with a diagnosis, translate into “Patient and Family Focused”?
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New Description
Shared Decision-Making
•A basic principle of treatment, i.e., a collaboration
Consumer/patient
Treating System
Family
•Setting the tone early at the first visit
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New Description•Multidisciplinary in scope
•Conscious utilization in a cost-effective manner
•Use whatever resources are directly necessary for the individual and their family
LegalEducational
OccupationalSupports
Consumer/patient family
Psychology
Psychiatry
Social WorkNursing
Public health
Primary care
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Old Description
“Transformation”
• What does this mean?
• “Transform” – like casting a magic wand and suddenly things are better?
• “Transform” – because this concept is used, it means we all agree on what the transformation should be?
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New DescriptionTurn the System Upside Down
•Consumer/Patient and Family are the Center of the attention
But a caveat, if at the center , does this establish a dependent position unintentionally vs. shared decision making where the consumer/patient and family are part of the health care system?
vsPatient/Family
Patient/Family
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Old Description
“Fee-for-Service”
• Fee for what service?
• Piece-work and therefore fragmented
• By definition, not comprehensive and not integrated
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Old Description
“Capitation”
• Still not integrated, not comprehensive – covers only the medical health side
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Old Description
“Carve-Out”
• Specialty services but still piece-work, not comprehensive or integrated
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New Description
Need for New Economic Models
•Pay for Performance within a Quality Improvement, Cost-Effectiveness Paradigm
•Multidisciplinary a Requisite
•Outcomes and Follow-up Essential
•Fund Innovation Models
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Enter the Annapolis Coalition
•Charged by SAMHSA to develop a National Strategic Plan on Workforce
•A broad-based, consensus-building national effort focusing on pre-professional and the established workforce in the context of Consumers/Patients and Families, Children, Information Technology, Dual Diagnosis, Rural Behavioral Health, Integration with Physical Health, etc.
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New Description
• Multidisciplinary in scope utilizing a consciously cost-effective manner
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The Annapolis Coalition on the Behavioral Health Workforce
Michael A. Hoge, MD
Chair, The Annapolis Coalition
Professor of Psychology (in Psychiatry)
Yale University School of Medicine
Neal Adams, MD, MPH
Director of Special Projects
California Institute for Mental Health
John A. Morris, MSW
Vice-Chair, The Annapolis Coalition
Senior Policy Consultant, Comprehensive Neuroscience, Inc.
Professor and Director of Health Policy Studies
Department of Neuropsychiatry & Behavioral Sciences
USC School of Medicine
Gail W. Stuart, PhD, APRN, BC, FAAN
Dean and Professor
Medical University of South Carolina
College of Nursing
Allen S. Daniels, EdD
Treasurer, Annapolis Coalition
President, Academic Behavioral Health Consortium
University of Cincinnati
Leighton Y. Huey, MD
Birnbaum/Blum Professor and Chair
Department of Psychiatry
University of Connecticut Health Center
Board of Directors
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The Annapolis Coalition on the Behavioral Health Workforce
Steering Committee
Sue Bergeson
Vice President, DBSA
Depression and Bipolar Alliance
Larke N. Huang, PhD
Managing Research Scientist
American Institutes for Research
Joyce Burland, PhD
National Director
National Alliance for the Mentally Ill
NAMI Education, Training and Peer
Support Center
DJ Ida, PhD
Executive Director
National Asian American Pacific Islander
Mental Health Association
Joan M. Dodge, PhD
Georgetown University
National Technical Assistance Ctr
for Children’s Mental Health
Dennis Mohatt, PhD
Director, WICHE Mental Health
Program
Western Interstate Commission for
Higher Education
Michael Flaherty, PhD
Executive Director
IRETA/NEATTC
Oscar Morgan, PhD
Chief Operating Officer
National Mental Health Assoc.
Steve Gallon, PhD
Northwest Frontier ATTC
Oregon Health & Science Univ
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The Annapolis Coalition on the Behavioral Health Workforce
David L. Shern, PhD
The Louis de la Parte Florida Mental
Health Institute
University of South Florda
Constance M. Horgan, ScD
Schneider Institute for Health Policy
Heller School for Social Policy and
Management
Brandeis University
Susan Storti, PhD
Addiction Technology Center of
New England
Brown University, Center for Alcohol
and Addiction Studies
Steering Committee (continued)
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The Annapolis Coalition on the Behavioral Health Workforce
Edward L. Knight, PhD, CPRP
Vice President for Recovery Rehabilitation and Mutual Support
Daniel B. Fisher, MD, PhD
Executive Director, NEC
Wilma Townsend, MSW
WLT Consulting
Susan Bergeson, DBSA
Vice President
Depression and BiPolar Support Alliance
Vicki Cousins
Director, Office of Consumer Affairs
South Carolina Department of Mental Health
Paolo del Vecchio, MSW
Associate Director, Consumer Affairs
Center for Mental Health Services
Kaye Rote
Executive Director
Oklahoma Mental Health Consumer Council
Joyce Burland
Director of Education NAMI
Sandra Spencer
Executive Director
Federation of Families for Children’s Mental Health
Cynthia Wainscott
Vice Chair-North America
World Federation for Mental Health
Chair, National Mental Health Association
Mona Wasow
Clinical Professor of Social Work
School of Social Work
University of Wisconsin
Darlene Prettyman, RN
NAMI Board of Directors
NAMI
Consumer/Patient and Family Work Group Executive Committee
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The Annapolis Coalition on the Behavioral Health Workforce
Consumer/Patient and Family Work Group Executive Committee
(continued)
Harriet P. Lefley, PhD, Professor
Department of Psychiatry
University of Miami School of Medicine
Joel Miller
Director, Policy Research Institute
NAMI
Ramiro Guevara
Director, Support, Technical Assistance, and Resource (STAR) Center
NAMI
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New Description and Clinical Curriculum Reform
•Each discipline starts training by itself
•Build interdisciplinary seminars and clinical case conferences into the training experience focusing on the integration and coordination of care among disciplines
•Place multidisciplinary teams into clinical sites and have them function in the way they were trained
•Create Interdisciplinary Workgroups/Institutes to develop Innovation Models
•Study the Models and their Outcomes compared with treatment as usual
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New DescriptionDeveloping a Strategy for Curriculum and Training Reform (Get Political!! Time for Return on Investment
•Identify Innovators
•Mobilize the Strength of the Respected National Advocacy Organizations to Work Together
•Press the Education and Training Establishments in each discipline to modify the way it educates and trains
•Focus on both pre-professional training and on the established workforce
•Develop funding systems that will drive and sustain innovation at the Federal and State Level