Interprofessional education through healthcare hotspotting: Understanding social determinants of health and mastering complex care through teamwork

Iris Cheng, Kelly Powers, Dulce Mange, Brook Palmer, Fei Chen, Bennal Perkins, Susan Patterson

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

To better prepare the future healthcare workforce, we implemented a curriculum for interprofessional student teams to learn about collaborative care through working with the most medically and socially complex patients in our healthcare system. Our six-month healthcare hotspotting experience included in-person and on-line learning about topics relevant to complex care and teamwork. Clinical experiences took place in clinics, emergency departments, hospitals, and patients’ homes or community. This manuscript presents our student hotspotting curriculum and the initial student feedback collected to shape ongoing curricular improvements. Patient outcomes were evaluated to support the importance of continued program implementation. Chart review of patient healthcare utilization found the number of hospital days (P = 0.03) and emergency room days (P = 0.03) significantly decreased, and consequently saved patient care cost (P = 0.03). Our experience and findings suggest healthcare hotspotting programs like ours may be valuable opportunities for teaching students about interprofessional collaboration and health equity while improving the quality of patient care.

Original languageEnglish (US)
Article number100340
JournalJournal of Interprofessional Education and Practice
Volume20
DOIs
StatePublished - Sep 2020
Externally publishedYes

Bibliographical note

Funding Information:
Gary Beck Dallaghan PhD, University of North Carolina School of Medicine Charlotte Campus-Atrium Health.

Publisher Copyright:
© 2020 The Authors

Keywords

  • Complex care
  • Healthcare hotspotting
  • Interprofessional education
  • Social determinants of health
  • Super-utilizer
  • Teamwork

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