- Matthew Tolliver, PhD, Assistant Professor, East Tennessee State University, Johnson City, TN
- Aubrey Dueweke, PhD, Assistant Professor, East Tennessee State University, Department of Psychology, Johnson City, TN
- Jodi Gage, MD, Pediatrician, East Tennessee State University Department of Pediatrics, Johnson City, TN
- Jodi Polaha, PhD, Director, East Tennessee State University Institute for Integrated Behavioral Health, Johnson City, TN
Background: Essential components of the Primary Care Behavioral Health Model (PCBH; Reiter, Dobmeyer & Hunter, 2018) have been summarized using the GATHER acronym: Generalist, Accessible, Team Based, High productivity, Educator, and Routine pathways (Robinson & Reiter, 2016). Despite a growing evidence base for PCBH, the “E” in GATHER remains an understudied, yet potentially impactful component of the model. The first aim of this presentation is to present results from a pilot project highlighting how Behavioral Health Consultants (BHCs) can use microteaching (brief, targeted teachings) during warm handoffs and other clinic-based interactions to teach clinical and team-based care skills to members of the primary care team in a way that is feasible and acceptable. Our second aim is to introduce participants to 5 microteaching skills that are components of the One Minute Preceptor (Neher, et al, 1992), so they can begin to conduct microteachings themselves. If given the opportunity for a 60-minute presentation, we will expand on this second aim and provide introductory training in how to conduct microteachings via experiential teaching methods, consistent with adult learning theory. Study design and population: Twelve BHCs participated in a 1-hour training on microteaching and then tracked their teachings in a shared Excel file. After three months, BHCs and physicians rated how feasible and acceptable the microteachings were via the Acceptability of Intervention Measure and Feasibility of Intervention Measure (Weiner et al., 2017). Results: Data over the first year of implementation will be presented. As an example, in the first three months BHCs provided 269 instances of microteaching with 66 residents (66.7%) across five clinics. These microteachings occurred across warm handoffs (n = 138, 51.3%), curbside consultations (n = 78, 29.0%), debriefs (n = 46, 17.1%), and team huddles (n = 7, 2.6%). BHCs and residents rated the microteaching interactions as acceptable and feasible. Since this is an ongoing study, our team should have updated data to present by October.
- Describe an innovative way to deliver brief targeted teachings to the primary care team while in clinic.
- List 5 microteaching skills.
- Demonstrate the ability to deliver a microteaching on a clinical topic of the participants' choice.