Development of the Evaluation of an Interprofessional Hotspotting Curriculum Charles Baron BA, Lauren Collins MD Background Evaluation Development Super-utilizers Top 1% of patients account for 22% of spending Typically complex patients with multiple chronic conditions Underlying struggles with social determinants of health Interprofessional Education (IPE) Occurs when 2+ professions learn about, from, and with each other IPE well integrated into preclinical years Increasing need in clinical education and practice Hotspotting Patient-centered interprofessional intervention Patients work with teams to identify healthcare goals and barriers to care Created by the Camden Coalition of Healthcare Providers (CCHP) based on data driven observation that small subset of patients drive massive amounts of healthcare spending CCHP has trained students in hotspotting through the Interprofessional Student Hotspotting Learning Collaborative (ISHLC) since 2014 Iterative Process Logic Models, Program Theories (CIPP, 3P) Early focus on inputs and outputs allowed for understanding of existing resources Evaluation Structure Areas of impact emerged: Students, Advisors, Patients, Systems Mixed method investigation Qualitative components include interviews and focus groups Quantitative components are prospective investigations including short and long term outcomes Evaluation Plans Patient Multidimensional locus of control, health outcomes, patient experience Student Knowledge, Skills, Attitudes, Beliefs Empathy Teamwork Advisor Burnout System Patient healthcare utilization Curriculum Integration Funding: Protected time for faculty/staff, fellowships Program Satisfaction survey, interviews, interest in primary care/complex care Program Outline Iterative evaluation process, current plans in front Intervention Potential patients identified from insurance claims data Enrollment in conjunction with patient’s PCP Intervention focused on care coordination, patient advocacy, and patient goals Curriculum 6 month intervention with concurrent video curriculum, in person team meetings, and online case presentations and skills workshops Focused on social determinants of health rather than clinical care Scaling Up at Jefferson Next Steps Participated in ISHLC since 2014 1 team of 6 students per year (n =18 total over 3 years) Jefferson becomes National Hub Jefferson selected as 1 of 4 national hubs for the ISHLC (selected May 2017) Responsible for training 8 internal teams and 12 external teams Coordinate curriculum, communication, kick off and wrap-up for external teams Program Expansion at Jefferson  Scaling up 5 colleges, representing 9 health professions, and 6 clinical departments expressed interest in a scaled up hotspotting program Increased from 1 to 8 teams, with 43 student participants Increased from 4 to 34 total advisors Introduced formal application process, with sponsorship from each student’s dean Students eligible for formal transcript recognition, in most professions Independent study/capstone available Continue Program integration EMR Integration to improve patient outcome tracking Optimize patient identification Opportunities for students to assist with program research Funding Pursue protected time for involved staff Investigate creation of possible superutilizers fellowships Evaluation Expansion Dearth of evidence regarding IPE and care coordination in multi-center studies Role as hub ripe with opportunity for partnerships: External teams Fellow hubs CCHP Current program theory