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Health Professions Student Training Webinar:
Assessing Organizational Capacity
Tuesday, May 2, 2023
3:30-4:30pm Eastern / 12:30-1:30pm Pacific
1
Continuing Education Credits
In support of improving patient care,
Community Health Center, Inc. / Weitzman
Institute is jointly accredited by the
Accreditation Council for Continuing Medical
Education (ACCME), the Accreditation Council
for Pharmacy Education (ACPE), and the
American Nurses Credentialing Center
(ANCC), to provide continuing education for
the healthcare team.
A comprehensive certificate will be available
after the end of the series, Summer 2023.
2
Disclosure
• With respect to the following presentation, there has been no relevant (direct or indirect) financial relationship
between the party listed above (or spouse/partner) and any for-profit company in the past 12 months which would
be considered a conflict of interest.
• The views expressed in this presentation are those of the presenters and may not reflect official policy of
Community Health Center, Inc. and its Weitzman Institute.
• We are obligated to disclose any products which are off-label, unlabeled, experimental, and/or under investigation
(not FDA approved) and any limitations on the information hat we present, such as data that are preliminary or
that represent ongoing research, interim analyses, and/or unsupported opinion.
• This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of
Health and Human Services (HHS) as part of an award totaling $137,500 with 0% financed with non-governmental
sources. The contents are those of the author(s) and do not necessarily represent the official views of, nor an
endorsement, by HRSA, HHS, or the U.S. Government. For more information, please visit HRSA.gov.
3
At the Weitzman Institute, we value a
culture of equity, inclusiveness,
diversity, and mutually respectful
dialogue. We want to ensure that all
feel welcome. If there is anything said
in our program that makes you feel
uncomfortable, please let us know via
email at nca@chc1.com
4
National Training and Technical Assistance Partnership
Clinical Workforce Development
Provides free training and technical assistance to health centers across the
nation through national webinars, learning collaboratives, activity sessions,
trainings, research, publications, etc.
5
Speakers
• Amanda Schiessl, MPP
• Deputy Chief Operating Officer, Project Director/Co-Principal Investigator,
Community Health Center, Inc.,
• Victoria Malvey, MS
• Inter-professional Student Specialist, Community Health Center, Inc.
6
Objectives
1. Describe how to identify capacity in order to support health
professions students
2. Discuss how to identify faculty and their roles and responsibilities
3. Review best practices and tools for understanding capacity, including
how to use the Readiness to Train Assessment Tool (RTAT™)
7
Essential components to organizing and supporting safe, high quality,
satisfying, and productive educational and training experiences
Identify your wishes and priorities
Identify your capacity
Identify your infrastructure requirements
CHC/NIMAA Inaugural Medial Assistants
Nurse Manager, Patrick Murphy, with Quinnipiac University DEU Nursing Students
8
Aspects of Assessing Organizational Capacity
Assess and approve your organization’s clinical staff on their
availability to precept
Maintain an available preceptor capacity report
Communicate with available preceptors regarding their interest
Assess secondary review for available space, day(s) of the week
Formally match preceptors to students
9
Which faculty members are willing to work
with students?
• Assess and approve your organization’s clinical staff on their
availability to precept
Do you have a list of clinical staff to review?
Who will review/approve?
Who will maintain this list?
10
What is the criteria for availability? Who
decides?
• Review of below factors when considering availability
Performance (e.g. unlocked notes every week)
Other commitments (e.g. leadership role, faculty positions)
Personal factors (e.g. in school, personal leave)
Fit for teaching/training
Length of time in organization
• Identify leadership who can provide this information and make final
decision on availability
• Ensure preceptors understand time commitment (e.g. one semester)
11
Identifying Willing and Available Faculty
Email to Assess Preceptor’s Initial Interest
12
Creating a Spreadsheet of Available Faculty
Site Discipline Notes / Requests
New Britain Medical
Clinton Medical
Middletown Medical
Danbury Medical Monday & Tuesday only
Wilcox Technical High School Medical Monday, Wednesday, Friday only
Lincoln Middle School Medical
John Barry Elementary School Medical
Groton Medical Yale
Middletown High School Medical Yale PNP
Meriden Medical One day / week
Woodrow Wilson Middle School Medical
Stratford High School Medical Yale
Waterbury Behavioral Health (PMHNP)
Middletown Behavioral Health (PMHNP) Yale
New London Behavioral Health (PMHNP) Student must be in their final year
Norwalk Behavioral Health (PMHNP) Yale
Meriden Behavioral Health (PMHNP) Yale
13
VERY IMPORTANT –
Conducting Secondary Review
• Although you may have a willing and available faculty, a quality
student training experience requires –
Adequate space on site (e.g. desk, set-up, parking)
Adequate training time to EHR
Set up in systems (e.g. email, EHR accounts)
Equipment (e.g. laptop)
Adequate onboarding to organization
14
Adequate Space
15
Adequate Training Time to EHR
Monday Tuesday Wednesday Thursday Friday
1 2 3 4 5 Cinco De Mayo
9am-5pm New Hire
Orientation
10am-3:00pm, New Hire
Orientation
10am-11:30am, New
Hire Orientation
8am-5pm - CCS/PSA
Equipment Setup
8am-3pm - PSA/CCS Training:
Novo
8am-12pm-EHR, S
#1- All Clinical
8am-12pm-EHR, S #2-CHC BH
Therapist
1pm-2pm - Benefits-
All Employees
8am-12pm-EHR, S
#1- All Dental
8am-12pm-EHR, S #2- Nurse
Telehealth
Introduction, 3:00pm-
4:00pm-Med & BH
8am-12pm-EHR, S #2- MA & LPN
PS
16
Set Up in Systems
17
Equipment
Laptops Headsets Keyboards
Mouse Badges
18
Adequate Onboarding to Organization
• Human Resources Packet
• Emergency contact information
• Addresses
• Signing off on HIPAA information
• Active shooter/medical emergency/evacuation plan documentation
19
Once you’ve secured willing and
available faculty…
• Assessing credential, experience and clinical interests to prepare for
match with academic affiliations
• Identify faculty preferences
• Prepare communication to preceptors early in advance on student
details
• Assist in facilitating interview process (if applicable)
• Keep On-Site Directors, Operations Managers, and Clinical
Leadership involved in conversation
20
Willing and Available
Faculty Assigned to
Academic Affiliation
Requests
Discpline School Supervisor Hours Number of Students
Medical - NP UConn Elizabeth Dmowski 1 day /week 1
Medical - NP Yale Katherine Davis 1 day /week 1
Discpline School Supervisor Hours Number of Students
BH - Psychiatry Yale Tichianaa Armah 1 day / week 1
Medical - NP UConn Larissa Camano-Selca 1 day / week 1
Nursing BSN WCSU Lucy Golding 1 day / week 1
Discpline School Supervisor Hours Number of Students
Medical - NP Yale Anandhi Baleswaren 1-2 days / week 1
Discpline School Supervisor Hours Number of Students
Medical - CLIC Uconn Catherine Wiley .5 day / week 1
Discpline School Supervisor Hours Number of Students
Medical - NP UConn Tonya Smith 1 day / week 1
Medical - NP UConn Andrew Yim 1 day / week 1
Nursing BSN SHU Natalie Bycenski 1 day / week 4
Medical - CLIC UConn Dipak Patel .5 day / week 1
Medical - CLIC UConn Kishore Kumar .5 day / week 2
Medical - CLIC UConn Yesu Kumar Matta .5 day / week 1
Medical - CLIC UConn Faraj Ghabag .5 day / week 1
Clinton
Danbury
Groton
Meriden
Hartford
21
Negotiations with Academic Affiliations
• Working with clinical leadership to match available and willing preceptors with
the academic affiliation requests
• Juggling organization priorities, preceptor preferences and academic affiliation
requests
• Finalizing the number of placements that the organization can accommodate
for the requested affiliation agreements
• Notify the academic institutions of available placements only after internal
communication and confirmation has occurred
• Availability subjective to organization’s providers and willingness, not to
school’s demands on capacity
22
Student Assignment to Slots
• Receiving names associated with slots from academic institutions
• Send Welcome email to students (Cc preceptor, site coordinator and On-Site
Director)
• Inform students of onboarding requirements and instructions for submission
• Keep spreadsheet of student name and materials received and still pending
• Keep student, site coordinator, and preceptor informed if start date is changed
• Request associated syllabus/curriculum to share with preceptors
• Communicate information to preceptors prior to assigning student slot
23
Faculty Roles and Responsibilities
Be dedicated to teaching and supporting the
trainees during your assigned precepted sessions:
• Utilize leadership skills by assisting in and
providing direction, when needed, for all aspects of
patient care
• Employ teaching strategies during the sessions
• Review notes and help to understand the
importance
24
Faculty Roles and Responsibilities
• Discuss clinical issues and support the organizations
model for providing integrated care
• Assistance in time management skills of balancing a
panel and other clinical demands
(example: phone calls, paperwork, urgent results)
• Provide direct patient care in the event that a trainee
falls behind in the schedule or needs assistance
25
Best Practices for
Clinical Observation and Feedback Form
History
• Introduces self and explains
role
• Avoids interrupting and
appropriately leads the visit
• Uses a logical sequence of
questions
• Uses an appropriate level of
detail in questioning
Physical Exam
• Explains to family and/or
patient what they are doing
• Matches sequence of exam to
cooperation level
• Elicits accurate and complete
findings
• Demonstrates correct
technique for all portions of
observed exam
• Performs efficient exam that is
targeted to the chief clinical
compliant and initial different
diagnoses
Communication
• Conveys support, concern, and
respect verbally and non-
verbally
• Uses appropriate medical
language for the patient’s level
of understanding
• Uses an interpreter
appropriately
• Provides relevant and accurate
information to the patient and
family
26
Best Practices for
Clinical Observation and Feedback Form Cont.
Describe something that the trainee identified that they did well and why it
worked.
Describe something that you as the observer identified was done well and
why it worked.
Describe something you and the trainee identified that they could continue
to work on.
27
Preceptor Panel
Jennifer Corridon
DNP, PMHNP-BC
• Psych NP (PMHNP) at CHC and has been here for
almost 5 years now.
• Precepted RNs and PMHNP students her entire
career as a RN & PMHNP.
• At CHC, she precepts PMHNP students from
Fairfield University and Yale University.
Lindsay Tsopelas Marmaras,
MSN, APRN, FNP-C
• Family Nurse Practitioner at Community Health
Center, Inc. for the past four years.
• Completed a 1-year NP Residency Program at
CHC after her graduate nursing education, and
has been precepting both NP students and
residents since shortly after her completion this
program.
• Serves as a Clinical Telehealth/Simulation
Specialist, creating clinical simulation
experiences for NP Residents.
28
Questions?
29
The Readiness to Train Assessment Tool (RTAT)is a 41-item, 7-subscale validated survey
instrument that measures health centers’ degree of readiness and motivation to engage with
Health Profession Training (HPT) Programs.
•Organizational readiness is defined by RTAT as the degree to which health centers are
motivated and capable to engage with and implement HPT programs.
•Based on the mean RTAT scores, three levels of readiness are assigned:
(1) developing readiness, (2) approaching readiness, and (3) full readiness.
Survey item level of agreement
(Likert scale level)
Mean RTAT
Score Readiness Level
Agree (4) - Strongly Agree (5) 4.00-5.00 Full Readiness
Neutral (3) - Agree (4) 3.00-3.99 Approaching Readiness
Strongly Disagree (1) - Disagree (2) -
Neutral (3)
1.00-2.99 Developing Readiness
30
Using the RTAT to Understand Capacity
Additional Resources Subscale: The following resources are available
and sufficient to implement and carry out the health professions
training program: Staff (e.g., interested and qualified preceptors/
supervisors).
• Use results from this subscale to determine readiness
• Full Readiness [4.00-5.00] – begin outreach to preceptors
• Approaching Readiness [3.99-3.00) – need to discuss with leadership
further to assess readiness
• Developing Readiness [1.00-2.99] – may need to determine a different
program to invest in
31
Activity Session:
Using the RTAT to Assess Organizational
Capacity
Tuesday, June 6, 2023
3:00-4:00pm Eastern / 12:00-1:00pm Pacific
32
Contact Information
33
For information on future webinars, activity
sessions, and learning collaboratives:
please reach out to nca@chc1.com or visit
https://www.chc1.com/nca

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Webinar: Assessing Organizational Capacity to Support Health Professions Students

  • 1. Health Professions Student Training Webinar: Assessing Organizational Capacity Tuesday, May 2, 2023 3:30-4:30pm Eastern / 12:30-1:30pm Pacific 1
  • 2. Continuing Education Credits In support of improving patient care, Community Health Center, Inc. / Weitzman Institute is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team. A comprehensive certificate will be available after the end of the series, Summer 2023. 2
  • 3. Disclosure • With respect to the following presentation, there has been no relevant (direct or indirect) financial relationship between the party listed above (or spouse/partner) and any for-profit company in the past 12 months which would be considered a conflict of interest. • The views expressed in this presentation are those of the presenters and may not reflect official policy of Community Health Center, Inc. and its Weitzman Institute. • We are obligated to disclose any products which are off-label, unlabeled, experimental, and/or under investigation (not FDA approved) and any limitations on the information hat we present, such as data that are preliminary or that represent ongoing research, interim analyses, and/or unsupported opinion. • This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) as part of an award totaling $137,500 with 0% financed with non-governmental sources. The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by HRSA, HHS, or the U.S. Government. For more information, please visit HRSA.gov. 3
  • 4. At the Weitzman Institute, we value a culture of equity, inclusiveness, diversity, and mutually respectful dialogue. We want to ensure that all feel welcome. If there is anything said in our program that makes you feel uncomfortable, please let us know via email at nca@chc1.com 4
  • 5. National Training and Technical Assistance Partnership Clinical Workforce Development Provides free training and technical assistance to health centers across the nation through national webinars, learning collaboratives, activity sessions, trainings, research, publications, etc. 5
  • 6. Speakers • Amanda Schiessl, MPP • Deputy Chief Operating Officer, Project Director/Co-Principal Investigator, Community Health Center, Inc., • Victoria Malvey, MS • Inter-professional Student Specialist, Community Health Center, Inc. 6
  • 7. Objectives 1. Describe how to identify capacity in order to support health professions students 2. Discuss how to identify faculty and their roles and responsibilities 3. Review best practices and tools for understanding capacity, including how to use the Readiness to Train Assessment Tool (RTAT™) 7
  • 8. Essential components to organizing and supporting safe, high quality, satisfying, and productive educational and training experiences Identify your wishes and priorities Identify your capacity Identify your infrastructure requirements CHC/NIMAA Inaugural Medial Assistants Nurse Manager, Patrick Murphy, with Quinnipiac University DEU Nursing Students 8
  • 9. Aspects of Assessing Organizational Capacity Assess and approve your organization’s clinical staff on their availability to precept Maintain an available preceptor capacity report Communicate with available preceptors regarding their interest Assess secondary review for available space, day(s) of the week Formally match preceptors to students 9
  • 10. Which faculty members are willing to work with students? • Assess and approve your organization’s clinical staff on their availability to precept Do you have a list of clinical staff to review? Who will review/approve? Who will maintain this list? 10
  • 11. What is the criteria for availability? Who decides? • Review of below factors when considering availability Performance (e.g. unlocked notes every week) Other commitments (e.g. leadership role, faculty positions) Personal factors (e.g. in school, personal leave) Fit for teaching/training Length of time in organization • Identify leadership who can provide this information and make final decision on availability • Ensure preceptors understand time commitment (e.g. one semester) 11
  • 12. Identifying Willing and Available Faculty Email to Assess Preceptor’s Initial Interest 12
  • 13. Creating a Spreadsheet of Available Faculty Site Discipline Notes / Requests New Britain Medical Clinton Medical Middletown Medical Danbury Medical Monday & Tuesday only Wilcox Technical High School Medical Monday, Wednesday, Friday only Lincoln Middle School Medical John Barry Elementary School Medical Groton Medical Yale Middletown High School Medical Yale PNP Meriden Medical One day / week Woodrow Wilson Middle School Medical Stratford High School Medical Yale Waterbury Behavioral Health (PMHNP) Middletown Behavioral Health (PMHNP) Yale New London Behavioral Health (PMHNP) Student must be in their final year Norwalk Behavioral Health (PMHNP) Yale Meriden Behavioral Health (PMHNP) Yale 13
  • 14. VERY IMPORTANT – Conducting Secondary Review • Although you may have a willing and available faculty, a quality student training experience requires – Adequate space on site (e.g. desk, set-up, parking) Adequate training time to EHR Set up in systems (e.g. email, EHR accounts) Equipment (e.g. laptop) Adequate onboarding to organization 14
  • 16. Adequate Training Time to EHR Monday Tuesday Wednesday Thursday Friday 1 2 3 4 5 Cinco De Mayo 9am-5pm New Hire Orientation 10am-3:00pm, New Hire Orientation 10am-11:30am, New Hire Orientation 8am-5pm - CCS/PSA Equipment Setup 8am-3pm - PSA/CCS Training: Novo 8am-12pm-EHR, S #1- All Clinical 8am-12pm-EHR, S #2-CHC BH Therapist 1pm-2pm - Benefits- All Employees 8am-12pm-EHR, S #1- All Dental 8am-12pm-EHR, S #2- Nurse Telehealth Introduction, 3:00pm- 4:00pm-Med & BH 8am-12pm-EHR, S #2- MA & LPN PS 16
  • 17. Set Up in Systems 17
  • 19. Adequate Onboarding to Organization • Human Resources Packet • Emergency contact information • Addresses • Signing off on HIPAA information • Active shooter/medical emergency/evacuation plan documentation 19
  • 20. Once you’ve secured willing and available faculty… • Assessing credential, experience and clinical interests to prepare for match with academic affiliations • Identify faculty preferences • Prepare communication to preceptors early in advance on student details • Assist in facilitating interview process (if applicable) • Keep On-Site Directors, Operations Managers, and Clinical Leadership involved in conversation 20
  • 21. Willing and Available Faculty Assigned to Academic Affiliation Requests Discpline School Supervisor Hours Number of Students Medical - NP UConn Elizabeth Dmowski 1 day /week 1 Medical - NP Yale Katherine Davis 1 day /week 1 Discpline School Supervisor Hours Number of Students BH - Psychiatry Yale Tichianaa Armah 1 day / week 1 Medical - NP UConn Larissa Camano-Selca 1 day / week 1 Nursing BSN WCSU Lucy Golding 1 day / week 1 Discpline School Supervisor Hours Number of Students Medical - NP Yale Anandhi Baleswaren 1-2 days / week 1 Discpline School Supervisor Hours Number of Students Medical - CLIC Uconn Catherine Wiley .5 day / week 1 Discpline School Supervisor Hours Number of Students Medical - NP UConn Tonya Smith 1 day / week 1 Medical - NP UConn Andrew Yim 1 day / week 1 Nursing BSN SHU Natalie Bycenski 1 day / week 4 Medical - CLIC UConn Dipak Patel .5 day / week 1 Medical - CLIC UConn Kishore Kumar .5 day / week 2 Medical - CLIC UConn Yesu Kumar Matta .5 day / week 1 Medical - CLIC UConn Faraj Ghabag .5 day / week 1 Clinton Danbury Groton Meriden Hartford 21
  • 22. Negotiations with Academic Affiliations • Working with clinical leadership to match available and willing preceptors with the academic affiliation requests • Juggling organization priorities, preceptor preferences and academic affiliation requests • Finalizing the number of placements that the organization can accommodate for the requested affiliation agreements • Notify the academic institutions of available placements only after internal communication and confirmation has occurred • Availability subjective to organization’s providers and willingness, not to school’s demands on capacity 22
  • 23. Student Assignment to Slots • Receiving names associated with slots from academic institutions • Send Welcome email to students (Cc preceptor, site coordinator and On-Site Director) • Inform students of onboarding requirements and instructions for submission • Keep spreadsheet of student name and materials received and still pending • Keep student, site coordinator, and preceptor informed if start date is changed • Request associated syllabus/curriculum to share with preceptors • Communicate information to preceptors prior to assigning student slot 23
  • 24. Faculty Roles and Responsibilities Be dedicated to teaching and supporting the trainees during your assigned precepted sessions: • Utilize leadership skills by assisting in and providing direction, when needed, for all aspects of patient care • Employ teaching strategies during the sessions • Review notes and help to understand the importance 24
  • 25. Faculty Roles and Responsibilities • Discuss clinical issues and support the organizations model for providing integrated care • Assistance in time management skills of balancing a panel and other clinical demands (example: phone calls, paperwork, urgent results) • Provide direct patient care in the event that a trainee falls behind in the schedule or needs assistance 25
  • 26. Best Practices for Clinical Observation and Feedback Form History • Introduces self and explains role • Avoids interrupting and appropriately leads the visit • Uses a logical sequence of questions • Uses an appropriate level of detail in questioning Physical Exam • Explains to family and/or patient what they are doing • Matches sequence of exam to cooperation level • Elicits accurate and complete findings • Demonstrates correct technique for all portions of observed exam • Performs efficient exam that is targeted to the chief clinical compliant and initial different diagnoses Communication • Conveys support, concern, and respect verbally and non- verbally • Uses appropriate medical language for the patient’s level of understanding • Uses an interpreter appropriately • Provides relevant and accurate information to the patient and family 26
  • 27. Best Practices for Clinical Observation and Feedback Form Cont. Describe something that the trainee identified that they did well and why it worked. Describe something that you as the observer identified was done well and why it worked. Describe something you and the trainee identified that they could continue to work on. 27
  • 28. Preceptor Panel Jennifer Corridon DNP, PMHNP-BC • Psych NP (PMHNP) at CHC and has been here for almost 5 years now. • Precepted RNs and PMHNP students her entire career as a RN & PMHNP. • At CHC, she precepts PMHNP students from Fairfield University and Yale University. Lindsay Tsopelas Marmaras, MSN, APRN, FNP-C • Family Nurse Practitioner at Community Health Center, Inc. for the past four years. • Completed a 1-year NP Residency Program at CHC after her graduate nursing education, and has been precepting both NP students and residents since shortly after her completion this program. • Serves as a Clinical Telehealth/Simulation Specialist, creating clinical simulation experiences for NP Residents. 28
  • 30. The Readiness to Train Assessment Tool (RTAT)is a 41-item, 7-subscale validated survey instrument that measures health centers’ degree of readiness and motivation to engage with Health Profession Training (HPT) Programs. •Organizational readiness is defined by RTAT as the degree to which health centers are motivated and capable to engage with and implement HPT programs. •Based on the mean RTAT scores, three levels of readiness are assigned: (1) developing readiness, (2) approaching readiness, and (3) full readiness. Survey item level of agreement (Likert scale level) Mean RTAT Score Readiness Level Agree (4) - Strongly Agree (5) 4.00-5.00 Full Readiness Neutral (3) - Agree (4) 3.00-3.99 Approaching Readiness Strongly Disagree (1) - Disagree (2) - Neutral (3) 1.00-2.99 Developing Readiness 30
  • 31. Using the RTAT to Understand Capacity Additional Resources Subscale: The following resources are available and sufficient to implement and carry out the health professions training program: Staff (e.g., interested and qualified preceptors/ supervisors). • Use results from this subscale to determine readiness • Full Readiness [4.00-5.00] – begin outreach to preceptors • Approaching Readiness [3.99-3.00) – need to discuss with leadership further to assess readiness • Developing Readiness [1.00-2.99] – may need to determine a different program to invest in 31
  • 32. Activity Session: Using the RTAT to Assess Organizational Capacity Tuesday, June 6, 2023 3:00-4:00pm Eastern / 12:00-1:00pm Pacific 32
  • 33. Contact Information 33 For information on future webinars, activity sessions, and learning collaboratives: please reach out to nca@chc1.com or visit https://www.chc1.com/nca

Editor's Notes

  1. Bianca Webinar: How to assess capacity and tools to do that & then how to execute on what you learned from your data and capacity
  2. Bianca
  3. Bianca
  4. Bianca
  5. Bianca
  6. Bianca
  7. Amanda
  8. Amanda Of these three, most important part It’s important to begin by identifying the essential components to organizing and supporting safe, high quality, satisfying, and productive educational and training experience. The first step would be to identify the goals you would like to achieve with developing a process for hosting students at your health center. Identify your wishes and priorities: Which professions/work group? Which schools/universities /training programs? Which sites/preceptors? An important step in minimizing burden is by identifying your capacity. Identify your capacity: How many sites? How many preceptors? How many hours/days?
  9. Victoria
  10. Victoria
  11. Victoria
  12. Victoria
  13. Victoria
  14. Amanda
  15. Amanda What we mean by adequate space (include photo of pod, include photo of BH room, photo of site of parking lot)
  16. Amanda Erica’s training schedule photo
  17. Amanda Set up in systems (e.g. email, EHR accounts) ECW – IT Screenshot what it looks like when a BH student is set up
  18. Amanda Equipment (e.g. laptop) Approved photos – someone/student siting at desk working?
  19. Amanda
  20. Victoria
  21. Victoria
  22. Victoria Talk about: verbal example
  23. Victoria
  24. Victoria MA: Update photos
  25. Victoria MA: update photos
  26. Victoria Best practices for clinical observation and feedback form
  27. Victoria Best practices for clinical observation and feedback form
  28. Bianca 10 minutes for panel (monologue presentation on what the experience of a preceptor has been like) When they were a resident, when they became a preceptor (Bianca take down slides, spotlight) Jenn Corridon – PMHNP, also oversees all PMH student supervision logs Lindsey Tsopelas – NP Divjot Minhas – MD- (haven’t received confirmation yet)
  29. 5-10
  30. Meaghan 3-4 min Rtat slides leading into the tools/ activity session summary Subscales of the RTAT Readiness to engage (8 items) Evidence strength and quality of the HPT program (4 items) Relative advantage of the HPT program (4 items) Financial resources (3 items) Additional resources (3 items) Implementation team (4 items) Implementation plan (15 items)
  31. Meaghan
  32. Meaghan This is a live activity session and will not be recorded so please mark your calendars. Add link to chat: https://education.weitzmaninstitute.org/content/nttap-webinar-series-activity-session-june-6-2023-using-rtat-assess-organizational-capacity Register for the activity session and complete the survey link: we’d be happy to do this with you!
  33. Bianca