Development and Implementation of a Novel HIV Primary Care Track for Internal Medicine Residents

Fessler, David; Huang, Grace C.; Potter, Jennifer; Baker, Joseph; Libman, Howard

doi:10.1007/s11606-016-3878-9

Cited by 18 publications

(24 citation statements)

References 11 publications

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“…All content and resources were organized and available on the training track website (https://medicine.yale.edu/intmed/hivtraining/). (1) EPA-specific HIV modules-Twenty-four topics were identified for case creation by the cohort of HIV training track residents. Residents were each responsible for writing two to three modules per year (formatting based on Yale Office Based Medicine, a nationally distributed curriculum with which the residents were very familiar) until all 24 were developed.…”

Section: A Hiv Epas-twelve Hiv Training Track Epas Werementioning

confidence: 99%

“…In response to a projected shortage of primary care physicians trained to effectively care for patients with or at risk for HIV, the Health Resources Service Administration (HRSA) offered competitive funding to develop residency training programs to train HIV primary care providers. 1 After successfully competing for this 4-year grant, the Yale Department of Internal Medicine embarked on curriculum planning for the HIV Primary Care Training Track. We sought to develop the curriculum based on the expected professional activities of an ideally trained primary care provider for HIV-infected patients.…”

Section: Introductionmentioning

confidence: 99%

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Development of a Novel Competency-Based Evaluation System for HIV Primary Care Training: the HIV Entrustable Professional Activities

et al. 2019

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BACKGROUND: There is an anticipated shortage of primary care providers trained to care for patients with HIV. The Yale School of Medicine developed and implemented a novel HIV training track within our Primary Care Internal Medicine Residency Program. A set of 12 Entrustable Professional Activities (EPAs) were developed to guide curriculum development and resident assessment. AIM: To describe the process of implementing a novel EPAbased curriculum for the HIV Primary Care Training Track including EPA-based trainee evaluation tools. PARTICIPANTS/SETTINGS: Two to three residents were enrolled annually from 2012 to 2017 (total n = 11). Training sites included the outpatient academic center HIV clinic and inpatient HIV ward. PROGRAM DESCRIPTION: An expert panel developed 12 HIV-specific EPAs. These were mapped to curricular and reporting internal medicine milestones. Curricular activities and evaluation tools were developed to guide EPA progress. PROGRAM EVALUATION: Graduating residents were ready for unsupervised practice in 91% of EPAs at the end of the 3-year program. DISCUSSION: Development of HIV-specific training EPAs was effective for driving curricular development and resident evaluation, and served as an effective method to communicate expectations to resident participants. These HIV-specific EPAs could serve as a useful template to enhance HIV education in academic settings.

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Section: A Hiv Epas-twelve Hiv Training Track Epas Werementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Development of a Novel Competency-Based Evaluation System for HIV Primary Care Training: the HIV Entrustable Professional Activities

et al. 2019

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“…12 Given the paucity of curricular content available at the UME level, there is a dire need for materials that target GME specifically. One residency program recently developed an HIV primary care track for internal medicine residents specifically addressing HIV-related and LGBT care, 13 demonstrating the feasibility and efficacy of material created specifically for GME.…”

Section: Introductionmentioning

confidence: 99%

Comprehensive Curriculum for Internal Medicine Residents on Primary Care of Patients Identifying as Lesbian, Gay, Bisexual, or Transgender

Ufomata

Eckstrand²,

Spagnoletti

et al. 2020

MedEdPORTAL

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Introduction: Significant gaps remain in the training of health professionals regarding the care of individuals who identify as lesbian, gay, bisexual, and transgender (LGBT). Although curricula have been developed at the undergraduate medical education level, few materials address the education of graduate medical trainees. The purpose of this curriculum was to develop case-based modules targeting internal medicine residents to address LGBT primary health care. Methods: We designed and implemented a four-module, case-based, interactive curriculum at one university's internal medicine residency program. The modules contained facilitator and learner guides and addressed four main content areas: understanding gender and sexuality; performing a sensitive history and physical examination; health promotion and disease prevention; and mental health, violence, and reproductive health. Knowledge, perceived importance, and confidence were assessed before and after each module to assess curricular effectiveness and acceptability. General medicine faculty delivered these modules. Results: Perceived importance of LGBT topics was high at baseline and remained high after the curricular intervention. Confidence significantly increased in many areas, including being able to provide resources to patients and to institute gender-affirming practices (p < .05). Knowledge improved significantly on almost all topics (p < .0001). Faculty felt the materials gave enough preparation to teach, and residents perceived that the faculty were knowledgeable. Discussion: This resource provides an effective curriculum for training internal medicine residents to better understand and feel confident addressing LGBT primary health care needs. Despite limitations, this is an easily transferable curriculum that can be adapted in a variety of curricular settings.

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“…7,8 Educational efforts aimed at addressing the health needs of urban communities have focused on engaging medical students in community health projects and the social determinants of health. [9][10][11][12] At the graduate medical education level, training programs have expanded resident exposure to primary care, 13,14 fostered interactions with vulnerable populations, 15,16 and offered didactic programs on the social determinants of health and political advocacy. [17][18][19] To confront structural vulnerabilities and build upon the strengths of East Baltimore communities, we created two urban health residency (UHR) programs at Johns Hopkins Hospital (JHH).…”

Section: Introductionmentioning

confidence: 99%

Two Novel Urban Health Primary Care Residency Tracks That Focus On Community-Level Structural Vulnerabilities

et al. 2018

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Development and Implementation of a Novel HIV Primary Care Track for Internal Medicine Residents

Cited by 18 publications

References 11 publications

Development of a Novel Competency-Based Evaluation System for HIV Primary Care Training: the HIV Entrustable Professional Activities

Development of a Novel Competency-Based Evaluation System for HIV Primary Care Training: the HIV Entrustable Professional Activities

Comprehensive Curriculum for Internal Medicine Residents on Primary Care of Patients Identifying as Lesbian, Gay, Bisexual, or Transgender

Two Novel Urban Health Primary Care Residency Tracks That Focus On Community-Level Structural Vulnerabilities

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