Midwestern University College of Dental Medicine The Dean
- Slides: 18
Midwestern University College of Dental Medicine “The Dean as the Chief Clinical Officer: Maximizing the Use of the Clinic” James Pashayan, DDS MA Ed. Assistant Dean for Clinical Education jpasha@midwestern. edu
The General Practice Model Clinic Administration
Vertical Integration of Student/Patient Care Ø 110 D 4 Students Continuation of care 110 D 4/D 3 Teams Peer mentoring External rotations Ø 111 D 3 Students
Vertical Integration of Student/Patient Care Ø 10 FTE CCC Ø 10 FTE CCF Ø 4 0. 5 FTE 110 D 4/D 3 Teams 1 Faculty per 4. 5 operatories
Infrastructure Support Services-Business “Work Station on Wheels” Charge reader Keyboard Receipt drawer Printer Maximizes the use of patient clinic treatment time : no student/patient lines at front office desk
Procedure paid prior to treatment Appointment made before patient leaves operatory
Material/Equipment and Patient Flow Text page to student or faculty Dispensary set-up Escort to Suite Dental Assistant delivery Running Man Slip Student return of equipment to dirty cart Student pick-up of materials and equipment • Staff-supported assistance to student • Chain of custody • Appointment scheduling assistance for student • 53 Full time dental staff Start check Patient leaves with appointment WOW Procedures • No student lines for material/equipment Faculty check • Faster start for patient interaction • Keeps students engaged in patient care longer • Accountable chain of custody within the clinic
Infrastructure Support Services-Dental Suites Delivery of supplies/small equipment to Suites = no student lines at the dispensary = increased educational experience and clinical productivity
Role of the Clinical Care Coordinator and Support Faculty in the General Practice Model • New patient admitting • Emergency care • Senior partner of group practice • Clinical faculty support CCC Patients CCF Suite logistics • Business support staff (PARS) • DA (2) • Support role
Statistics 1 st Class graduates in May 2012 Competency based clinical curriculum 35, 000 patient visits since June, 2010
Statistics for First Class Experiences = 44, 135 ($4, 731, 900 ) MWU income expectation 2010 -2011 = $1. 5 M CDM income production 2010 -2011 = $3. 4 M
Statistics for Second Class D-3 experiences = 8, 635 ($668, 500) Since June 6, 2011
Keeping Students Engaged A Positive Plan Negative q Requirements q Competencies q >0. 5 FTE faculty q Departmental treatment planning q Working solo q No short term incentives q Changing protocol Positive q Personal Days Policy q Competencies q Continuity of instruction/calibration q General practice model q Working in pairs/mentoring other students q Student production earning addition time off from the clinic Where we are and where we want to go………
Projected ten percent increase in student productivity = $283, 220/4 quarters w Be lo 00 $5 0 99 5, 9 00 -$ $5 , 0 99 6, 9 00 -$ $6 , 0 99 7, 9 00 -$ $7 , 0 99 8, 9 00 -$ $8 , 0 99 9, 9 00 -$ 9 9 Baseline Average of $8962 Projected Average of $9606 20% Marker 25 $9 , 0 0, 99 0$1 , 0 0 $1 0 9 1, 99 0$1 , 0 0 $1 1 10% Marker 15 2, 99 9 20 0$1 , 0 0 $1 2 9 3, 99 0$1 , 0 0 $1 3 4, 99 00 5, 0 $1 0$1 , 0 0 $1 4 ov e Ab 30 Average Quarterly Production Per Student Pair Total Baseline Produciton of $985, 850 *Projected Production of $1, 056, 655 # of Pairs 10% Projection 10 5 0
Student Comments “I think that the best part of our clinical education model is NOT having departments. ” “Not having departments keeps our school able to adapt to changes in philosophy with the faculty, administration, and the profession at large. ” “I believe that the D 3/D 4 pairing is crucial. First, having an assistant is crucial to time efficiency. ” “… having a D-3 partner is great for continuity of care. My patients already have a working and trusting relationship with my D-3, and both my patients and myself will be comfortable with the transition to a new D-3 when I graduate. ”
Student Comments “I feel my clinical experience has benefitted from being able to treatment plan and oversee care of my patients without having them shuffled off to other departments, and being able to rely on specialties where appropriate. ” “It allows the D-4 to teach the D-3 and allows the D-3 to break into clinic easier without the fear of jumping into the deep end of the pool. ”
Program Challenges and Solutions ØStarting the model without departments unknown territory administrative budgeting increased management ØHiring the right people for clinical positions skill sets determination faculty development in specialty care ØAdapting from private practice to education Clinical Faculty Director ØSmall faculty numbers: burn-out administrative time via external rotations ØTroubled student partnerships ØScheduling within the clinical setting general practice model
Thank You
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