1. Multiple Perspectives on Designing Longitudinal Behavioral Science Curricula
Emilee Delbridge, PhD, LMFT
Stephanie Nader, MSW, LCSW,
Laura Schaecher, LCSW &
Tanya Wilson, MD

2. No Financial Disclosures to Report

3. Goals and Objectives Participants will:
Identify ways in which Behavioral Science curriculum can be taught across the three years of residency.
Gain an understanding of two residencies’ models of longitudinal training.
Contribute in small groups in order to create examples of best teaching practices to share with colleagues.

4. Longitudinal Curriculum: Repeated exposure over time to training that addresses knowledge, skills, & attitudes.
No great definition.
Vitamin vs immunization shot

5. Full Longitudinal to Thinking/Wondering about Longitudinal
Continuum Exercise
Image of line of people

6. What Behavioral Topic/Training would you like to implement in a longitudinal format?
Write down your ideas on Post-Its.
1 idea per post it please
Place on larger post it
Laura and Stephanie can organize the post – its into 3-5 categories while Emilee and Tanya discuss their curriculum

7. ACGME & Milestones Interpersonal & Communication Skills
Professionalism
Patient Care
Nothing explicitly required re. longitudinal structure of Bx Sc training. But expectations with specific Milestones expanding on skills, bxs. Ltd research particular to Fam Med (tho psychiatry & IM)

8. 2 Longitudinal Examples
Behavioral Science Taught Across Three Years of Residency

9. Community Health Network
10 – 10 – 10
Community Based Program
Fully Longitudinal Curriculum
Team Based Structure
Behavioral Team
Behavioral Faculty
Social Workers

11. Formal Behavioral Education
Behavioral Weeks
a week each half of every year = 8 half days each year devoted solely to behavioral education (12 whole days through residency)
Residents are in teams (residents from each class)
Each intern has half day of introduction to behavioral education
Behavioral Education also occurs during
Didactics
Intern Only Time
Focus Groups
Team Time
Intersession
Direct Observation in Clinic
Review of CGCAPS

12. Behavioral Activities
Behavioral OSCEs (every fall semester)
Suicide Assessment, DV, Obesity, Breaking Bad News, Professionalism, Cultural Competency, POST, Agenda Setting
Community Outreach Activity
Interactive Simulations
Domestic Violence, Poverty
Live Observation / Videotaping

13. Behavioral Topics Taught
Motivational Interviewing
Conflict Management
Self Care / Wellness
Domestic Violence (adult and teen)
Advance Directives/POST Forms/Elder Care
Breaking Bad News
Management of Outpatient Crisis's
Suicidality, Child Abuse, Adult Abuse, Impaired Patients
Agenda Setting &Visit Management
Common Therapeutic Interventions
Management of Difficult Conversations and Sensitive Topics
Relationship Effectiveness
DiSC Assessment
Management of Personality Disorders
Feedback

14. Interdisciplinary Education
Warm Hand offs, Crisis management , Management of Difficult Patients
Transitions of Care Education
Home Visits
Team Staffings (interdisciplinary team meetings to manage high need patients)

15. IU Family Medicine Residency
Academic-based Program
Longitudinal Curriculum
Core (OP-based Rotations)
IP teaching, rounding
Explicit/Implicit; Planned/Unplanned

16. Core Rotations 2 in PGY1; 3 in PGY2; 4 in PGY3
OP Clinics; Bx Sc, Addictions Med, ECG, Opthomology, Practice Mgmt, Public Health, Urology
Admin Resident of the Day (ARD) Clinic, Telemedicine Clinic

17. Core Bx Sc Content PGY1-Core 1 (Orientation/Intro)
Psychosocial Assessment
Risk Behavior Assessment
Mental Health Referrals
Handout the Curriculum Overview for Sample Resident & Overview of Bx Sc Content

18. Core Bx Sc Content PGY1-Core 2
Interpersonal Communication Skills/Motivational Interviewing
Human Behavior Change & Stages of Change
Handout

19. Based on Topic of Interest for Development Groups of 3-4 people
Group Activity
Based on Topic of Interest for Development
Groups of 3-4 people

20. What are the steps of learning & practicing ___?
What resources do you have that
help residents learn ___?
What topic areas can be built on over a year or three years?
How can you teach ___ across 3 years?
What do 1st years need to know?
What should a 2nd year know?
What skills should a graduate demonstrate?

21. Large Group Debrief
Each group will share an idea they had for implementing their topic in a longitudinal format?

22. Emilee Delbridge, PhD, LMFT edelbrid@iupui
Emilee Delbridge, PhD, LMFT Stephanie Nader, LCSW Laura Schaecher, LCSW Tanya Wilson, MD