Slide 1:


Slide 2:Collaborative Partnerships Academic Centres Community Healthcare Providers Multi-Disciplinary Focus Inter-professional clinical placements Across the spectrum of disciplines Best practices in patient-centred care Multi-Sector Placements Integrated clinical placements Parallels the trajectory of patient care Across the continuum of health service delivery Multi-Dimensional Exposure Rural-centric Curriculum Rural Placements Continuing Education / Professional Development Rural Health Research


Purpose of Presentation :3 Purpose of Presentation Goal and Objectives of a Rural Health Training Institute (RHTI) Key components of an RHTI Sustainability of an RHTI Development of an RHTI in rural and northern communities


Rural Health Training Institute :4 Rural Health Training Institute Goal: to enhance rural health service delivery to patients/families in rural communities of Region Objectives: To brand a RHTI to enhance the profile of rural health To develop an innovative training model that would attract students and healthcare providers to rural communities To adequately prepare students for the uniqueness of rural and primary care practice To increase training opportunities for students in the health professions To strengthen collaborative partnerships between academic centres and healthcare providers


Development of the Rural Health Training Institute :5 Development of the Rural Health Training Institute Literature Review Interviews with Partners RHTI Advisory Council Pilot Projects RHTI Sustainability


Step 1: Literature Review :6 Step 1: Literature Review To compare rural and urban contexts of healthcare delivery with the objective of identifying gaps in meeting rural health training needs 4 Key Components: (a) Collaborative and integrated partnerships (b) Multi-disciplinary (c) Multi-sector (d) Multi-dimensional


(a) Partnerships :7 (a) Partnerships Collaborative and integrated partnerships between academic centres and healthcare providers Sharing of resources: Human resources IT Space Funds Thus, a RHTI requires shared resources between academia and healthcare


(b) Multi-Disciplinary :8 (b) Multi-Disciplinary Emphasis on collaborative training for health care professionals across the spectrum of disciplines Augment one another’s role for the pt’s overall health and well-being Interdisciplinary collaboration a valuable skill to hone Shapes best practices in adhering to pt-centred care Efficient use of scarce health professional resources Thus, a RHTI requires a variety of healthcare students to be immersed in multi-disciplinary teamwork


(c) Multi-Sector :9 (c) Multi-Sector Emphasis on integrated training for health care professionals across a range of services Sequential range of healthcare agencies paralleling the trajectory of patient care in the continuum of health service delivery Variety of diagnosis in a single placement Thus, a RHTI requires students to be placed in a variety of healthcare sectors


(d) Multi-Dimensional :10 (d) Multi-Dimensional Emphasis on the comprehensive nature of training Student exposure to the full spectrum of the career pathway for rural practice Rural-centric Curriculum Multi-disciplinary and multi-sector Field Placements Continuing Education & Professional Development activities Research related to rural health and rural practice


Step 2: Interviews :11 Step 2: Interviews To determine the viability and sustainability of local rural training opportunities Interviewees: community agencies, hospitals, physicians, academic centres Semi-structured interviews: current and proposed training model in relation to curriculum, field training, CE/PD and research required resources Analysis: Constant comparative method of content analysis


Step 3:RHTI Advisory Council :12 Step 3:RHTI Advisory Council To develop an RHTI training model with the primary objective to achieve the student’s Learning Plan 5 Key Themes: Trajectory of Service Training Level Administrative Lead Lead Preceptor Academic & Healthcare Partners


Step 4: Pilot Projects :13 Step 4: Pilot Projects Pilot the RHTI Model incorporating: 4 Key Components 5 Key Themes To review: Logistics of implementation Successes & challenges Sustainability


Pilot Projects: :14 Pilot Projects: Pilots PT, OT, RN students 2 universities & 1 college 4 healthcare sectors (ER/crisis, acute hospital, post-acute community care, long-term care) Interviews with students, faculty and agencies Process, content, outcome evaluations Strengths, gaps, areas for improvement: Pre-placement During placement Post-placement


Successes and Challenges :15 Successes and Challenges Pre-placement Recruitment of preceptors Accommodation, travel Synchronize placement schedule During placement Transportation Ongoing communication Last minute adaptations Post-placement Evaluation Wrap-up logistics


Feedback from Students :16 Feedback from Students Enthusiasm in rural experiences Met expectations of a multi-disciplinary and multi-sector practice Well-prepared for rural/primary care practice Breadth of experience Highly recommended unique placement Advanced training levels Committed funds for student accommodation and transportation


Feedback from Faculty and Health Care Providers :17 Feedback from Faculty and Health Care Providers RHTI model met the reciprocal training needs between academic centres and healthcare providers Benefits: Recruitment Retention Enhanced rural and primary care profile Enhanced collaborative partnerships in education, training, research and practice opportunities Enhanced health service delivery to rural com’ys Commitment to increase the number of placements Continue shared resources to advance the RHTI


Step 5: RHTI Sustainability :18 Step 5: RHTI Sustainability Collaborative and integrated partnerships Multi-disciplinary Multi-sector Multi-dimensional


Sustainability :19 Sustainability Commitment to increase the number of placements Commitment to shared resources amongst partners Ongoing appreciation to partners Preceptor incentives: tangible and intangible


(a) Partnerships: Key Roles :20 (a) Partnerships: Key Roles Administrative Lead: to centralize documents (tripartite Affiliation Agreement; orientation packages for Student, Lead Preceptor, Site Preceptors; surveys) Lead Preceptor: to coordinate relevant agencies; finalize day-to-day placement schedules; arrange accommodation and transportation; overall learning plan; compile final evaluation with input from site preceptors Site Healthcare Providers: to identify Site Preceptors who can deliver site-specific learning objectives Faculty: to interpret curriculum requirements; develop learning goals and objectives; participate in student evaluations Students: multidisciplinary students at advanced training levels


(b) Multi-Disciplinary :21 (b) Multi-Disciplinary Range of Health Disciplines: MScPT: Y2 BScN: Y3 – Mental Health BScN: Y4 – Medicine MScOT: Y2 PN: Y2 MD: UGY4 MD: PGY2


(c) Multi-Sector :22 (c) Multi-Sector Healthcare Sectors: ER/Crisis Acute Hospital Post-acute community Long Term Care Nursing Home Day Treatment Physician Associates Faculties: Queen’s University (QU): Physiotherapy University of Ontario Institute of Technology: Nursing QU: Occupational Therapy Durham College: Nursing QU: Family Medicine University of Toronto: Family Medicine


(d) Multi-Dimensional :23 (d) Multi-Dimensional RHTI Blueprint Manual How to replicate a similar RHTI model in other rural communities Step –by-step process Includes all template samples RHTI Website www.rhti.ca


Rural Health Training Institute :24 Rural Health Training Institute Objectives met: RHTI brand raised profile of rural health Innovative rural health training model Adequate preparation of students to rural practice Increased training opportunities for students in the health professions Strengthened collaborative partnerships between academic centres and health care providers Goal met: Enhanced rural health service delivery to patients and families in rural communities of Region


Contact :25 Contact Pansy Goodman, Ph.D., M.Ed., M.S.W., MPA(c) Administrative Lead, Rural Health Training Institute Director Academic Affairs Lakeridge Health Corporation 1 Hospital Court Oshawa, Ontario Canada L1G 2B9 905.576.8711 x 4574 905.721.4728 pgoodman@lakeridgehealth.on.ca


Affiliated Partners :26 Affiliated Partners