Addressing Combat Veterans’ Health Challenges in Postdeployment Reintegration

Mathewson-Chapman, Marianne; Chapman, Helena J.

doi:10.1097/acm.0000000000002484

Cited by 2 publications

(3 citation statements)

References 2 publications

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“…Second, the complementary integration of the One Health concept with veteran‐specific content in health professions education and training can prepare health professionals identify diagnose, and to manage the acute and chronic effects of veterans’ exposures experienced during deployment. Through professional experiences, continued review of the literature and recent US legislation, the authors have contributed to the wider dialogue on how to promote holistic health assessments of veteran patients 16 . Table 3 displays four proposed curriculum focus areas with related competencies and learning activities to strengthen health professions education that support holistic veterans’ post‐deployment health care.…”

Section: Health Professions Curricula Changesmentioning

confidence: 99%

“…Through professional experiences, continued review of the literature and recent US legislation, the authors have contributed to the wider dialogue on how to promote holistic health assessments of veteran patients. 16 Table 3 displays four proposed curriculum focus areas with related competencies and learning activities to strengthen health professions education that support holistic veterans' post-deployment health care.…”

Section: Health Professions Curricula Changesmentioning

confidence: 99%

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One Health and veterans’ post‐deployment health

Mathewson-Chapman¹,

Chapman

2020

The Clinical Teacher

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SUMMARY Since 2001, more than 3.3 million US service members have been deployed to operations Iraqi Freedom, Enduring Freedom, New Dawn, Inherent Resolve and Freedom’s Sentinel. Visible and invisible war wounds from direct combat experiences, coupled with environmental exposures to harmful substances, can complicate veterans’ health throughout their lifespan. While promoting a holistic view of health, health professionals should be attentive for potential risks associated with environmental or animal exposures (One Health concept). During deployment, infectious and non‐infectious environmental exposures and harmful substances in the air, on the land and in the water may result in immediate‐ or long‐term health effects. Veterans can also face psychosocial health risks when home that may impact their concentration, emotional responses and social interactions. To strengthen health professions education, the authors recommend that curricula incorporate a comprehensive overview of veterans’ physical and psychosocial health risks as a result of their deployment. They describe four specific curriculum topics, competencies and didactic methods that can reinforce veteran‐specific content for clinical education and training. By applying the One Health concept, health professionals can document harmful environmental exposures during deployment, report gaps in clinical practice, and provide support for veterans’ physical and psychosocial health needs when returning to civilian life.

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Section: Health Professions Curricula Changesmentioning

confidence: 99%

Section: Health Professions Curricula Changesmentioning

confidence: 99%

One Health and veterans’ post‐deployment health

Mathewson-Chapman¹,

Chapman

2020

The Clinical Teacher

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“…Feedback, in combination with coaching, can be a powerful strategy for fostering physicians’ continued development and growth. More broadly, it can serve to support physicians in their complex professional roles and their capacity to be self-directed yet function capably as team member, to make decisions on their own yet know when to ask for help, and to maintain their own health and sense of well-being in the presence of multiple system and other demands [ 14 ]. Reports of alarming levels of stress and burnout among physicians direct our attention to ways of supporting physicians for these complicated roles and nurture their resilience [ 15 ].…”

Section: Introductionmentioning

confidence: 99%

Designing a system for performance appraisal: balancing physicians’ accountability and professional development

Bindels

Boerebach

Scheepers

et al. 2021

BMC Health Serv Res

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Background In many healthcare systems, physicians are accustomed to periodically participate in individual performance appraisals to guide their professional development. For the purpose of revalidation, or maintenance of certification, they need to demonstrate that they have engaged with the outcomes of these appraisals. The combination of taking ownership in professional development and meeting accountability requirements may cause undesirable interference of purposes. To support physicians in their professional development, new Dutch legislation requires that they discuss their performance data with a non-hierarchical (peer)coach and draft a personal development plan. In this study, we report on the design of this system for performance appraisal in a Dutch academic medical center. Methods Using a design-based research approach, a hospital-based research group had the lead in drafting and implementing a performance appraisal protocol, selecting a multisource feedback tool, co-developing and piloting a coaching approach, implementing a planning tool, recruiting peer coaches and facilitating their training and peer group debriefings. Results The system consisted of a two-hour peer-to-peer conversation based on the principles of appreciative inquiry and solution-focused coaching. Sessions were rated as highly motivating, development-oriented, concrete and valuable. Peer coaches were considered suitable, although occasionally physicians preferred a professional coach because of their expertise. The system honored both accountability and professional development purposes. By integrating the performance appraisal system with an already existing internal performance system, physicians were enabled to openly and safely discuss their professional development with a peer, while also being supported by their superior in their self-defined developmental goals. Although the peer-to-peer conversation was mandatory and participation in the process was documented, it was up to the physician whether or not to share its results with others, including their superior. Conclusions In the context of mandatory revalidation, professional development can be supported when the appraisal process involves three characteristics: the appraisal process is appreciative and explores developmental opportunities; coaches are trustworthy and skilled; and the physician has control over the disclosure of the appraisal output. Although the peer-to-peer conversations were positively evaluated, the effects on physicians’ professional development have yet to be investigated in longitudinal research designs.

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Addressing Combat Veterans’ Health Challenges in Postdeployment Reintegration

Cited by 2 publications

References 2 publications

One Health and veterans’ post‐deployment health

One Health and veterans’ post‐deployment health

Designing a system for performance appraisal: balancing physicians’ accountability and professional development

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