Improving patient-centered care for HIV and mental illness: exploring hospital and community integration through education

Chaukos, Deanna; Genus, Sandalia; Wiesenfeld, Lesley; Maunder, Robert; Mylopoulos, Maria

doi:10.1080/09540121.2023.2269408

Cited by 1 publication

(3 citation statements)

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“…collaborative reformulation). This educational stance can support adaptive expert capabilities (Chaukos et al, 2024).…”

Section: Discussionmentioning

confidence: 99%

“…But for people with medical and psychosocial complexity who require both specialty care and diverse community supports, there is little access to integrated care. Informal teams across hospitals and communities do not have the resources (including systems-level models of care and provider-level competencies) to support integration of siloed services (Chaukos et al, 2024).…”

Section: Introductionmentioning

confidence: 99%

“…This is often needed when patients have multimorbidity and complexity (Sockalingam et al, 2016). When considering adaptive expertise across hospital and community settings, creating new solutions often requires collaboration between healthcare workers, grounded in perspective exchange and knowledge integration (Chaukos et al, 2022(Chaukos et al, , 2024. Collaborative care, a type of integrated care, is known to improve care for patients with complexity (Chwastiak et al, 2014;Ojikutu et al, 2014;Sockalingam et al, 2016;Sunderji et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Integration through education: utilizing project ECHO to mitigate fragmentation and support adaptive expert care in HIV Psychiatry

Chaukos,

Genus,

Guimond

et al. 2024

JICA

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PurposeCare of complex patients requires collaboration across hospital and community settings. Yet there is little recognition of the capabilities that healthcare workers need to effectively implement integrated care. An adaptive expertise theoretical framework can inform educational efforts that aim to give providers the abilities to navigate complexity and ambiguity in the healthcare system, including across hospital and community settings. Prior education research in the HIV sector has demonstrated that adaptive expert skills can be cultivated through education that emphasizes perspective exchange, inviting uncertainty in practice and integration of diverse perspectives on care.Design/methodology/approachThese principles informed the creation of an Extension for Community Healthcare Outcomes (ECHO) in HIV Psychiatry – the first ECHO directed at a non-clinical, community health worker (CHW) audience. The goal was to improve informal collaborations across hospitals and communities.FindingsParticipation in the ECHO was robust, with significant on-camera engagement. Participants attributed success of the ECHO to key themes: explicit value placed on all kinds of knowledge (not simply clinical knowledge), emphasis on approaches for navigating ambiguity and complexity and engagement in perspective exchange for provision of integrated, team-based care. Future cycles of ECHO HIV Psychiatry are being pursued, with a focus on the development of adaptive expert capabilities and the impact on integration of care between community and hospital services.Originality/valueTo our knowledge, this is the only ECHO that is specifically aimed at frontline CHWs.

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“…collaborative reformulation). This educational stance can support adaptive expert capabilities (Chaukos et al, 2024).…”

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%