midwestern university college of dental medicine the dean as the chief clinical officer: maximizing...
TRANSCRIPT
Midwestern UniversityCollege 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 [email protected]
The General Practice ModelClinic Administration
Vertical Integration of Student/Patient Care
110 D4 Students
110 D4/D3 Teams
111 D3 Students
Continuation of care
Peer mentoring
External rotations
Vertical Integration of Student/Patient Care
10 FTE CCC10 FTE CCF4 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
Text page to student or faculty
Escort to Suite
Start check
ProceduresFaculty check
Patient leaves with
appointment WOW
Dispensary set-up
Dental Assistant delivery
Student pick-up of materials
and equipment
Student return of
equipment to dirty
cart
Running Man Slip
• Staff-supported assistance to student
• Chain of custody
• Appointment scheduling assistance for student
• 53 Full time dental staff
• No student lines for material/equipment
• Faster start for patient interaction
• Keeps students engaged in patient care longer
• Accountable chain of custody within the clinic
Material/Equipment and Patient Flow
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
• Senior partner of group practice
• New patient admitting
• Emergency care
• DA (2)• Support
role
• Clinical faculty support
CCC Patients
Suite logisticsCCF
• Business support staff (PARS)
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 EngagedA 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………
Above $15,000
$14,000-$14,999
$13,000-$13,999
$12,000-$12,999
$11,000-$11,999
$10,000-$10,999
$9,000-$9,999
$8,000-$8,999
$7,000-$7,999
$6,000-$6,999
$5,000-$5,999
Below $5000
0
5
10
15
20
25
30 Average Quarterly Production Per Student Pair
# of Pairs10% Projection
10%
Mar
ker
20%
Mar
ker
Base
line
Ave
rage
of $
8962
Proj
ecte
d A
vera
ge o
f $96
06
Total Base-line Produci-ton of $985,850
*Projected Production of $1,056,655
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 SolutionsStarting the model without departments
unknown territoryadministrative budgeting
increased management Hiring the right people for clinical positions
skill sets determinationfaculty
development in specialty care
Small faculty numbers: burn-out administrative time via external
rotationsTroubled student partnerships
Adapting from private practice to education Clinical Faculty Director
Scheduling within the clinical settinggeneral practice model
Thank You