Improving Mental Healthcare by Primary Care Physicians in British Columbia

Weinerman, Rivian; Campbell, Helen; Miller, Magee; Stretch, Janet; Kallstrom, Liza; Kadlec, Helena; Hollander, Marcus J.

doi:10.12927/hcq.2011.22146

Cited by 15 publications

(15 citation statements)

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“…The success of the first four modules during the first year of the PSP has been documented in an earlier publication [21]. The AMH learning module was added to the roster of modules in the summer of 2009 and also met with early success [22]. In addition, a train-the-trainer process was introduced with the AMH module to train the GP and MOA peer trainers (the “champions”).…”

Section: Introductionmentioning

confidence: 99%

Improving primary care in British Columbia, Canada: evaluation of a peer-to-peer continuing education program for family physicians

MacCarthy¹,

Kallstrom²,

Kadlec³

et al. 2012

BMC Med Educ

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BackgroundAn innovative program, the Practice Support Program (PSP), for full-service family physicians and their medical office assistants in primary care practices was recently introduced in British Columbia, Canada. The PSP was jointly approved by both government and physician groups, and is a dynamic, interactive, educational and supportive program that offers peer-to-peer training to physicians and their office staff. Topic areas range from clinical tools/skills to office management relevant to General Practitioner (GP) practices and “doable in real GP time”. PSP learning modules consist of three half-day learning sessions interspersed with 6–8 week action periods. At the end of the third learning session, all participants were asked to complete a pen-and-paper survey that asked them to rate (a) their satisfaction with the learning module components, including the content and (b) the perceived impact the learning has had on their practices and patients.MethodsA total of 887 GPs (response rates ranging from 26.0% to 60.2% across three years) and 405 MOAs (response rates from 21.3% to 49.8%) provided responses on a pen-and-paper survey administered at the last learning session of the learning module. The survey asked respondents to rate (a) their satisfaction with the learning module components, including the content and (b) the perceived impact the learning has had on their practices and patients. The psychometric properties (Chronbach’s alphas) of the satisfaction and impact scales ranged from .82 to .94.ResultsEvaluation findings from the first three years of the PSP indicated consistently high satisfaction ratings and perceived impact on GP practices and patients, regardless of physician characteristics (gender, age group) or work-related variables (e.g., time worked in family practice). The Advanced Access Learning Module, which offers tools to improve office efficiencies, decreased wait times for urgent, regular and third next available appointments by an average of 1.2, 3.3, and by 3.4 days across all physicians. For the Chronic Disease Management module, over 87% of all GP respondents developed a CDM patient registry and reported being able to take better care of their patients. After attending the Adult Mental Health module: 94.1% of GPs agreed that they felt more comfortable helping patients who required mental health care; over 82% agreed that their skills and their confidence in diagnosing and treating mental health conditions had improved; and 41.0% agreed that their frequency of prescribing medications, if appropriate, had decreased. Additionally for the Adult Mental Health module, a 3–6 month follow-up survey of the GPs indicated that the implemented changes were sustained over time.ConclusionGP and medical office assistant participant ratings show that the PSP learning modules were consistently successful in providing GPs and their staff with new learning that was relevant and could be implemented and used in “real-GP-time”.

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Section: Introductionmentioning

confidence: 99%

Improving primary care in British Columbia, Canada: evaluation of a peer-to-peer continuing education program for family physicians

MacCarthy¹,

Kallstrom²,

Kadlec³

et al. 2012

BMC Med Educ

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show abstract

“…Both top-down government systems supports and bottom-up approaches are required [42][43][44][45][46][47][48][49][50][51][52][53][54][55][56]. Without these components in place, this not only affects the feasibility to effectively integrate training programs in primary care, but also efforts by policy and decision-makers in restructuring services to deliver comprehensive, cost-effective, and patient-centered care could prove fruitless.…”

Section: Journal Of Healthcare Communications Issn 2472-1654mentioning

confidence: 99%

Integrating Sustainable Mental Health Programs in Primary Care

Lauria-Horner¹

2017

J Healthc Commun

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“…1,16,17 Similarly, findings from our evaluation of the various learning modules of the Practice Support Program, a GPSC-funded continuing education program for physicians, 18 have led to contributions to the primary care literature. [19][20][21] To evaluate the Incentive Program at the system level, we adapted the R 3 approach to analyses of BC Ministry of Health's administrative databases, with the goal of estimating and comparing the relative health care cost and utilization patterns of incentive-based care. We needed a rapid, rigorous approach that would allow nonresearchers to see the patterns of relationships for themselves in an easy, transparent manner.…”

Section: Evaluation Of Incentive Payments and The Incentive Programmentioning

confidence: 99%