Midwestern University College of Dental Medicine *Deaning in the

Report
Midwestern University
College of Dental Medicine
“The Dean as the Chief Clinical Officer: Maximizing the Use
of the Clinic”
James Pashayan, DDS MA Ed.
Assistant Dean for Clinical Education
[email protected]
The General Practice Model
Clinic Administration
Vertical Integration of Student/Patient Care
 110 D4 Students
Continuation of care
110 D4/D3 Teams
Peer mentoring
External rotations
 111 D3 Students
Vertical Integration of Student/Patient Care
10 FTE CCC
10 FTE CCF
4 0.5 FTE
110 D4/D3 Teams
1 Faculty per 4.5 operatories
Infrastructure Support Services-Business
“Work Station on Wheels”
Charge reader
Keyboard
Receipt drawer
Printer
Maximizes the use of patient clinic treatment time : no student/patient lines at front office desk
Procedure paid prior to
treatment
Appointment made before
patient leaves operatory
Material/Equipment and Patient Flow
Text page to
student or faculty
Dispensary
set-up
Escort to Suite
Dental Assistant
delivery
Running Man
Slip
Student return of
equipment to
dirty cart
Student pick-up
of materials and
equipment
• Staff-supported assistance
to student
• Chain of custody
• Appointment scheduling
assistance for student
• 53 Full time dental staff
Start check
Patient leaves with
appointment
• No student lines for
material/equipment
WOW
Procedures
Faculty check
• Faster start for patient interaction
• Keeps students engaged in patient
care longer
• Accountable chain of custody
within the clinic
Infrastructure Support Services-Dental Suites
Delivery of supplies/small equipment to Suites = no student lines at the dispensary = increased
educational experience and clinical productivity
Role of the Clinical Care Coordinator and Support Faculty
in the General Practice Model
• New patient
admitting
• Emergency care
• Senior partner of
group practice
• Clinical faculty
support
CCC
Patients
CCF
Suite
logistics
• Business
support staff
(PARS)
• DA (2)
• Support role
Statistics
1st Class graduates in May 2012
Competency based clinical curriculum
35,000 patient visits since June, 2010
Statistics for First Class
Experiences = 44,135 ($4,731,900 )
MWU income expectation 2010-2011 = $1.5 M
CDM income production 2010-2011 = $3.4 M
Statistics for Second Class
D-3 experiences = 8,635 ($668,500)
Since June 6, 2011
Keeping Students Engaged
A Positive Plan
Negative
 Requirements
 Competencies
 >0.5 FTE faculty
 Departmental treatment planning
 Working solo
 No short term incentives
 Changing protocol
Positive
 Personal Days Policy
 Competencies
 Continuity of instruction/calibration
 General practice model
 Working in pairs/mentoring other
students
 Student production earning addition
time off from the clinic
Where we are and where we want to go………
Baseline Average of $8962
20% Marker
20
10% Marker
25
Projected Average of $9606
Average Quarterly Production Per Student Pair
30
15
Total Baseline
Produciton of
$985,850
*Projected
Production of
$1,056,655
# of Pairs
10% Projection
10
5
0
Projected ten percent increase
in student productivity = $283,220/4 quarters
Student Comments
“I think that the best part of our clinical education model is NOT having departments.”
“Not having departments keeps our school able to adapt to changes in philosophy with the faculty,
administration, and the profession at large.”
“I believe that the D3/D4 pairing is crucial. First, having an assistant is crucial to time efficiency.”
“… having a D-3 partner is great for continuity of care. My patients already have a working and
trusting relationship with my D-3, and both my patients and myself will be comfortable with the
transition to a new D-3 when I graduate.”
Student Comments
“I feel my clinical experience has benefitted from being able to treatment plan and oversee
care of my patients without having them shuffled off to other departments, and being able
to rely on specialties where appropriate.”
“It allows the D-4 to teach the D-3 and allows the D-3 to break into clinic easier without
the fear of jumping into the deep end of the pool.”
Program Challenges and Solutions
Starting the model without departments
unknown territory
administrative budgeting
increased management
Hiring the right people for clinical positions
skill sets determination
faculty development in specialty care
Adapting from private practice to education
Clinical Faculty Director
Small faculty numbers: burn-out
administrative time via external rotations
Troubled student partnerships
Scheduling within the clinical setting
general practice model
Thank You

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