Browsing by Author "Delbridge, Emilee"

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    Best Practices for Early Intervention and Remediation of Residents in Family Medicine: Insights From an Interdisciplinary Delphi Study
    (Society of Teachers of Family Medicine, 2025) Haymaker, Christopher M.; Schilling, Jessica; Fraser, Kathryn; Delbridge, Emilee; Cadick, Amber; Romain, Amy; Arthur, Melissa; Pratt, Grace; Clark, Molly; Medicine, School of Medicine
    Background: Remediation and early intervention for family medicine residents who experience performance problems represent a challenge for programs, faculty, and residents. Some evidence suggests that identifying those at risk for performance problems and providing support early may prevent more serious issues later in residency. Objectives: We wanted to explore the perspectives of content experts to identify best practices for early intervention and remediation to address common challenges and create a framework for more effective and inclusive early intervention and remediation. Methods: We used a Delphi approach to identify themes and best practices for early intervention and remediation, including qualitative interviews, identification of themes, clarification of essential practices, and confirmation of agreement with core medical faculty. Results: Our qualitative interviews and Delphi methodology identified best practices in five main categories: (a) early assessment and identification, (b) feedback, (c) resident engagement, (d) intervention strategies and resources, and (e) documentation. From an initial pool of 38 recommendations, we identified a final group of 11 practices that generated broad agreement among behavioral science faculty and core medical faculty. Conclusions: Key principles for early intervention and remediation include early skill assessment, data-driven feedback, collaborative processes, diverse resources, clear documentation, and faculty training for providing actionable feedback. While our Delphi study provided in-depth insights into various programs' practices, it may not capture unique practices across all programs. Future research on early intervention and remediation should explore current practices, aiming for specific, collaborative, and transparent processes, with insights from experienced faculty, to enhance equity and effectiveness.
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    Communication tools and strategies for interprofessional teamwork in a comprehensive pain assessment clinic in primary care
    (Elsevier, 2022-12-01) Glassburn, Susan; Delbridge, Emilee; Loghmani, M. Terry; Newton, April D.; Binion, Kelsey; Romito, Laura; Willis , Deanna R.; School of Nursing
    The Comprehensive Pain Assessment Clinic (CoPAC) is a grant-funded clinic embedded in a family medicine residency center providing care to an under-resourced urban population. This interprofessional clinic brings together 10 professions, including healthcare professionals, university faculty, and learners to assess patients with chronic pain. The focus of the clinic is to develop a functional and dynamic model of teamwork including communication strategies to facilitate assessment. The communication/teamwork tools and strategies include pre-visit preparation sheets, pre-visit team huddles, “teamlet” visits, handoff communication tools, care plan development, patient education, follow-up care coordination, and post-clinic debriefs, which are used for continuous quality improvement. The process model for the clinic, communication tools, and qualitative comments from learners are described. Lessons learned are discussed, including time management, intentional mentoring, interprofessional education and collaborative practice (IPECP) coordination, and implementation of best practices.
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    Integrating mental health professionals in residencies to reduce health disparities
    (Springer, 2017-05) Delbridge, Emilee; Zubatsky, Max; Fowler, Jocelyn; Family Medicine, School of Medicine
    Health disparities in primary care remain a continual challenge for both practitioners and patients alike. Integrating mental health services into routine patient care has been one approach to address such issues, including access to care, stigma of health-care providers, and facilitating underserved patients’ needs. This article addresses examples of training programs that have included mental health learners and licensed providers into family medicine residency training clinics. Descriptions of these models at two Midwestern Family Medicine residency clinics in the United States are highlighted. Examples of cross-training both medical residents and mental health students are described, detailing specific areas where this integration improves mental health and medical outcomes in patients. Challenges to effective integration are discussed, including larger system buy-in, medical providers’ knowledge of mental health treatment, and the skills for clinical providers to possess in order to present mental health options to patients. Patients who traditionally experience multiple barriers to mental health treatment now have increased access to comprehensive care. As a result of more primary care clinics ascribing to an integrated care model of practice, providers may benefit from not only increased coordination of patient services but also utilizing behavioral health professionals to address health barriers in patients’ lives.
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    Interdisciplinary Video Review: Assessing Milestones and Providing Feedback
    (Sage, 2019) Delbridge, Emilee; Wilson, Tanya; McGregor, James; Ankerman, Jared; Family Medicine, School of Medicine
    Literature within residency education states that directly observing resident–patient visits with the goal of providing formative and summative feedback to learners is helpful for resident skill development. However, limited literature exists regarding what specifically is most effective to observe and evaluate. Furthermore, the perspectives of learners are not always taken into consideration in the development and implementation of direct observation or video review of resident–patient encounters. This article overviews some of the current literature relevant to family medicine training and provides a description of some of the changes in one residency’s use of recorded encounters. Suggestions are provided for future steps for family medicine residencies to effectively utilize video review.