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Professional Development Abstract ID: 202
RELATIONSHIP CENTERED-CARE AND
THE HIDDEN CURRICULUM AT ROSS
UNIVERSITY SCHOOL OF MEDICINE.
Diana Callender 1 , Manjinder Pannu 1 , Stacy D
Emile 1 , Donald Leveille 1 and Richard Frankel 2
1 Department of Integrated Medicine, Ross
University School of Medicine, Dominica 2 Indiana
University School of Medicine, USA
PURPOSE
Ross University School of Medicine (RUSM) is
comprised of a diverse mix of North American
students, an international faculty and a primarily
native Dominican staff. There are tensions between
the slower-paced Dominican life-style and culture
and a results-oriented American institution, and
defensiveness among the different groups.
METHODS
In 2008, five RUSM representatives, including
faculty, staff and students, attended a Conference at
Indiana University School of Medicine to learn
techniques for promoting a relationship-centered
environment at RUSM. A “Discovery Team” was
formed and conducted more than 40 interviews
using appreciative inquiry (AI), a strengths-based
organizational change approach.
RESULTS
AI stories from upperclassmen are now presented to
incoming students at the white coat ceremony.
Barazas (Town Hall Meetings) are held
approximately each semester and new stories are
told and circulated. Members of the Student
Government Association have been introduced to AI
and, at their recommendation, a student club to
promote AI is being formed. Thematic analysis of
the stories shows that there is a well-spring of
faculty and staff commitment to student success,
and that students support one another.
CONCLUSIONS
Positive strides to close the gap between the
different cultures at RUSM have been taken with the
introduction of AI, the use of Barazas, and the
presentation of AI booklets to incoming students.
Continued success could impact the hidden
curriculum and increase its congruence with
teaching about professionalism and relationshipcentered
care in the formal curriculum and student,
faculty and staff interactions. Administrative
support has been invaluable, but increased success
will depend require more student, faculty, and staff
champions.
Professional Development Abstract ID: 203
A HEALTHCARE INTERACTIVE MATRIX TO
IMPROVE PATIENT OUTCOMES AND
INTERPROFESSIONAL TEAMWORK
Herbert Janssen 1 , Jason Wasserman 2 , Cindy
Acton 3 , and Josefina Lujan 4 Paul L Foster School of
Medicine 1 , Gayle Greve Hunt School of Nursing 4 ,
Anita Thigpin Perry School of Nursing 3 , Texas Tech
University Health Sciences Center Department of
Biomedical Ethics 2 , Kansas City University of
Medicine and Bioscience, USA
PURPOSE
Interprofessional teamwork is defined as a
collaborative interaction among intraprofessional
team members to provide quality, individualized
care for patients. However, previous approaches to
teamwork have been criticized as overly simplifying
a complex interactional process. This work
investigates these interactions using a formalized
matrix that can nonetheless account for the
complexity in the relationships between the patient,
their family, and the healthcare team.
METHOD
The matrix was developed de novo using a multicriteria
decision-making (MCDM) approach,
incorporating the knowledge and attitudes of the
patient and the various healthcare providers. It
combines traditional team member roles and
explores ways these could be altered to improve
patient outcome and interprofessional interactions.
RESULTS
The proposed matrix considers the patient's illness
and emotional needs on a continuum. Professional
abilities are matched with the emotional need of the
patient and their support group. The dynamic
nature of the matrix allows it to consider the
knowledge, skills, and expectations of the
stakeholders as they change with each patient.
CONCLUSIONS
Use of the healthcare interactive matrix provides a
new approach to maximize the quality of healthcare
delivery by delineating roles and their interactions
in a way that promotes comprehensive care. For
example, it promotes physician concern for the
patient's emotional needs while maintaining the
required objectivity. It also recognizes the nurse's
ability to support the patient and other caregivers,
including family, while also providing medical care.
Similarly, it accounts for the family member's social
supportive role, while at the same time recognizing
their need for health and medical information about
their loved one. The interaction of other healthcare
providers can be inserted into the matrix as team
Medical Science Educator © IAMSE 2012 Volume 22(4S) 317