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Your name:Your Email:Your "Good Stuff":Comments, details, detritus.CategoryCostFeasibilityUtilityQualityReviewer CommentsPress CTRL-F (Command F for OS X) to Search
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Mike Aylward
aylwa002@umn.edu
We've developed a Hand-Off EPA and direct observation tool. The tool is designed to be used by faculty and chief residents to directly observe intern hand-offs and provide immediate formative feedback. In addition the tool is mapped to the medicine and pediatric milestones which allows for inclusion into the CCC deliberation process. Evaluation ToolsSelect "Data>Filter Views" To Filter by Category (Or Create Your Own Temporary Filter)
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Jimmy Stewartjstewart@umc.eduInterdisciplinary opportunity in continuity clinics with 5 month longitudinal experience with PharmD residentsCurriculaSee "Rubric Anchors" tab for explanation of scoring.
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Toni Eyssallenne
Aeyssallenne@med.miami.edu
Global Health Education -- Interdisciplinary grounds rounds with CME with global health focus, taught by speakers who are leaders in global health across disciplines.Curricula
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Heather Toth and Stephen Malcolm
htoth@mcw.edu Stephen.Malcom@froedtert.com
Continuity Clinic Curriculum (Med Peds Weekly Noon Conference). started with shared curriculum at Vanderbilt, and then expanded.Curricula
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Sara Lamb
sara.lamb@hsc.utah.edu
Disclosure of medical error curriculum/simulationCurricula
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Sara Lamb
Sara.lamb@hsc.utah.edu
Academy of Medical Science Educators

Info on group goals, purpose, mentorship, selection
Faculty Development
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Sara Lamb
sara.lamb@hsc.utah.edu
Refugee Education Outreach
Curriculum content, resources, logistics
Curricula
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Stephanie Ziazia@usc.eduMed-Peds Outpatient Rotation for senior residents with incorporation of transitional clinics in subspecialties and juxtaposition of peds/adult speciality clinics (i.e. Peds Endo follow by Adult Endo)

Community outreach/advocacy elements as well.
Curricula
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Stephanie Ziazia@usc.edu"Pyramid" Continuity Clinic Structure
Years 1 and 2 - alternate categorical continuity clinics
Years 3 and 4 - combined med-peds clinics (with patients from years 1 and 2)
Process
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Brett Robbins
Brett_Robbins@urmc.rochester.edu
CCC Set-up: systematic and pulls in continuity preceptors explictly, minimizes work burden for individualsProcess
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Brett Robbins
Brett_Robbins@urmc.rochester.edu
Transition Curriculum/Rotation
2 week required rotation for each resident
Curricula
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Brett Robbins
Brett_Robbins@urmc.rochester.edu
Board Preparation
Process to identify "at risk" individuals
Process to remediate those who are "at risk"
Process
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Reed Van Deusen
vandeusenr@upmc.edu
Transition Care program and transitional care rotationCurricula
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Reed Van Deusen
vandeusenr@upmc.edu
Semi-Annual meeting templateProcess
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Rita Rossi Foulles
rita1@uchicago.eduQI Curriculum: utilize open school, IHI modules for QI/sfaety. Residents get certificate when they graduate. Residents do QI projects, group longitudinal, peer audits, chart audits.Curricula
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rita Rossi Foulles
rita1@uchicago.eduTransition Care Curriculum
1)In 4 required ambulatory blocks
2)Resident Elective
3)Ongoing research projects
4)Adult Developmental disabilities
Curricula
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Henry Ng
HNG@metrohealth.org
LGBT Health Education Curriculum
Experiential Learning module on advanced sexual health interviewing
Curricula
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henry Ng
hNG@metrohealth.org
Public Speaking/Leadership module for med-peds residentsCurricula
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Sam Borden
Samuel.Borden@bhs.org
Chief Resident Leadership CurriculumCurricula
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Sam Borden
Samuel.Borden@bhs.org
Board Preparation ElectiveCurricula
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Sarah MennitoMennito@musc.eduAcademy of Mentors: through pediatrics program resident are assigned a faculty mentor day 1 of residency. Med-Peds residents are assigned MP mentors. Faculty development occurs through program and several ACGME requirements are met.Faculty Development
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Sarah MennitoMennito@musc.eduTransition Rotation: no transition clinic at the institution but created rotating elective with specific goals and objectives for residents including self-relfection, case discussions.Curricula
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Sarah MennitoMennito@musc.eduInsitutional QI/Safety Rotation: run by MP trained CQO Curricula
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Curtis Caryiccary@uky.eduBoard Review Independent learning activities matrix: Provides a board review and study template for those at greatest risk.Curricula
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Shabbir Hossain
shabbir.hossain@stonybrookmedicine.edu
Faculty development grand rounds on proper EMR documentation in learning environmentFaculty Development
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shabbir Hossain
shabbir.hossain@stonybrookmedicine.edu
Healthcare Disparities QI project and curriculumCurricula
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Lauren Beal
emitch1@lsuhsc.edu
Tuesday Texts: Group text between residents and PD: every Tuesday residents text about study plan progress and goals for the week.Process11.624
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Lauren Beal
emitch1@lsuhsc.edu
Med-Peds Grand Rounds: monthly conference attended by med/ped/medpeds residents and faculty with topics relevant to everyoneCurricula
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Alice Kuo
akuo@mednet.ucla.edu
Implemented Challenger for residencies program board reviewProcess
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Alice Kuo
akuo@mednet.ucla.edu
Transition Curriculum/ClinicsCurricula
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Alice Alexander
apalexander@uams.edu
Journal Club Blog - EBM onlineCurricula
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Alice Alexander
apalexander@uams.edu
Team Based Learning for residents: ambulatory topics transformed into active learning for small groups (MKSAP, application question from real-life "touch cases")Curricula
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Kristin Wong
kgw22@njms.rutgers.edu
Directed Reading Program
Online program created by Henry Ford IM to target resident reading towards missed topics on ITE. www.directedreading.org
Curricula
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Michael Aronica
aronica@buffalo.edu
Transitions ElectiveCurricula
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Michael Aronica
aronica@buffalo.edu
Research CurriculumCurricula
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Michael Aronica
aronica@buffalo.edu
Ambulatory Training - PCMH inclusion of residentsCurricula
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Jenny Abelesabeles@buffalo.eduTransitions ElectiveCurricula
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Richard Wardrop
richard_wardrop@med.unc.edu
Faculty Development regional collaborative. Led/moderated a collaborative using the AHEC stem in NC to promote teaching high value care to residents.Faculty Development
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Richard Wardrop
richard_wardrop@med.unc.edu
Development of a portable, patient centered feedback tool for use in med-peds residents inpatient and outpatient rotations. Both paper and electronic platforms are being developed.Evaluation Tools
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Grace Hundley
ohundley@health.southalabama.edu
EPA-Based evaluation filled out by inpatient nursesEvaluation Tools
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grace Hundley
ohundley@health.southalabama.edu
Monthly Resident led ITE based board reviewCurricula
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grace Hundley
ohundley@health.southalabama.edu
"Mini-Osce" at orientation to gauge level of starting interns.Evaluation Tools
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Eric Ayers
eayers@med.wayne.edu
Community engagement educationCurricula
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eric Ayers
eayers@med.wayne.edu
Resident SatisfactionEvaluation Tools
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Amy Burke
burkeal@gunet.georgetown.edu
Med-Peds pre-clinic conference curriculum (pre readings/review articles and case based questions).Curricula
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Amy Burke
burkeal@gunet.georgetown.edu
Med-Peds Sup + Share
Quarterly after-hours gathering, with humanities themed article and opportunity for self-reflection/support
Curricula
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Caroline Mueller
Caroline.mueller@uc.edu
Med-Peds Combined ElectivesCurricula
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Caroline Mueller
Caroline.mueller@uc.edu
6 Month Evaluation ChecklistEvaluation Tools
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Ronald Williamsrwilliams@psu.eduReading Program for internsCurricula
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Ronald WilliamsRwilliams@psu.eduTeaching stress management/relaxation techniques to internsCurricula1.02.023.2
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Siobhan O Keefe
okeefes@ecu.eduBoard Prep ProgramCurricula
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siobhan O Keefe
okeefes@ecu.eduPractice based learning curriculumCurricula
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Jaideep Talwalkar
jaideep.talwalkar@yale.edu
Quality curriculum -- 10 ½ day long activities to engage residents in quality curriculumCurricula
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Jaideep Talwalkar
jaideep.talwalkar@yale.edu
Yale Primary Care pediatrics curriculum, and Yale Office Based Medicine Curriculum
pcpc.yale.edu
yobm.yale.edu
Curricula
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Jaideep Talwalkar
jaideep.talwalkar@yale.edu
Yale Resident Spanish Initiative: program to teach medical spanish to physicians, developed and run by M/P residents ysri.yale.eduCurricula
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Niraj Sharma
nsharma5@partners.org
Med-Peds Academic Half-DayDeveloped a monthly med-peds academic half-day that has replaced the weekly conference. Themes are in three areas: QI, mentorship, board review.Curricula
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Niraj Sharma
nsharma5@partners.org
Cross Over CurriculumEducators from the adult hospital teach at the pediatrics hospital and vice-versa. Themes are transition topics.Curricula
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Niraj Sharma
nsharma5@partners.org
Transitions ConferenceJoint monthly conference between adult and pediatric hospitals that is multidisciplinary. Focus on research, works in progress, clinical programs.Evaluation Tools
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Ronald Malgiola
rmagliola@metrohealth.org
Ambulatory Longitudinal Curriculum
Residents and medical students learn about CQI and business of medicine.
Curricula
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Ronald Magliola
rmagliola@metrohealth.org
Homeless medicine outreachCurricula
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ronald Magliola
rmagliola@metrohealth.org
Behavioral Interview for RecruitmentEvaluation Tools
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Susan Hata
shata@mgh.harvard.edu
2 week Medical Education Elective modeled after Harvard Macy programCurricula
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Susan Hata
Shata@mgh.harvard.edu
Coaching Program at MGHThe program focuses on personal and professional development for interns, and incorporates specific leadership training for second year residents. (I adapted some of this material into the coaching workshop mentioned in #1). Med-peds attendings have also been trained as coaches and participate in coaching medicine interns.

Curricula
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Susan Hata
shata@mgh.harvard.edu
Faculty Development WorkshopsParticipating programs include Rochester, Hopkins, Georgetown, Medical College of Wisconsin, Hurley/Michigan State, Marshfield Clinic, Cincinatti, East Carolina, and Rush. The programs are in the midst of conducting their second of three planned workshops for med-peds clinic preceptors. The first is titled “Teaching Clinical Reasoning in the Outpatient Setting” and the second is titled “Coaching Techniques for the Med-Peds Continuity Clinic Setting”. The third workshop will be related to direct observations in clinic using milestones.Faculty Development
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Susan Hata
shata@mgh.harvard.edu
Clinic Immersion MonthCurricula
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Lisann Verrico
verrici@mail.amc.edu
ILP: Monthly supervised learning plans which are individualized. Created by the resident and reviews by the program director and academic advisor.Process
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Lisann Verrico
verrici@mail.amc.edu
PCMH Resident clinic: structure changed to residents have RN and secretary to help improve patient care/communicationProcess
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Lisann Verrico
verrici@mail.amc.edu
Resident Education Day (RED): monthly half day of teaching, ambulatory curriculum, team based learning, workshops, billing and coding, etc.Curricula
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Sue Mclaughlin
smclaughlin1@lifespan.org
360 Degree Evaluations for nursing and clinic staff that is milestone based.Evaluation Tools
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Sue Mclaughlin
smclaughlin1@lifespan.org
Milestone Based Continuity Clinic assessment toolEvaluation Tools
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Sue Mclaughlin
smclaughlin1@lifespan.org
Post-Partum/Newborn Care elective and curriculumCurricula
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Sue Mclaughlin
smclaughlin1@lifespan.org
Advocacy Project (teachfitclub.org) curriculum for residents to work with middle school students on healthy eating and activity.Curricula
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Alex Djuricichadjurici@iupui.eduA tool to evaluate educators like us (from MedEdPortal). Click on this link to retrieve the tool. https://iu.box.com/s/5n5cb3jfc42i122emkc9Evaluation Tools
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Alex Djuricichadjurici@iupui.eduA tool (really, a paper) to evaluate residency programs/clerkships, from Durning et al. Link here: https://iu.box.com/s/lo8a4hlggzo93b1hftg9Evaluation Tools
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Colleen Monaghan
cmonaghan@partners.org
QI chart review tool for residents on ambulatory block to do for pedi and adult patients (excel spreadsheets). We assign them a ½ day session to work on it and ask them to email their personal reflections/goals and any system improvements. I sent this to Sandi to post to the share site last year.Process
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Colleen Monaghan
cmonaghan@partners.org
We have a resident guideline for clinic huddle preparation (developed by one of our residents) and residents created a time flow study tool to use in clinic for a PDSA cycle
Process
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colleen Monaghan
cmonaghan@partners.org
We have a resident guideline for clinic huddle preparation (developed by one of our residents) and residents created a time flow study tool to use in clinic for a PDSA cycle
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Colleen Monaghan
cmonaghan@partners.org
We have a small group interactive session (run by the chief resident with 2nd year resident helpers) to prepare med-peds interns for their 2nd year roles and have developed a facilitator’s guide with cases and issues to touch on outlined. I sent this to Sandi last year to post to the share site.Curricula
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Mike Aylward
aylwa002@umn.edu
Project DART. DART is an online tool we are developing that allows for frame of reference training using any direct observation instrument and appropriate video/audio/PDF file. For example, it allows faculty to watch a video while filling out the assessment tool, and then they get feedback on their performance compared to peers and expert raters. We've been able to get a grant from MedU for this, and are in the testing and research stages.Faculty Development
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Mike Aylward
aylwa002@umn.edu
Semi-Annual Review Resources: We've created 7 semi-annual review templates to address the specific development stages of training residents go through (from "Starting" to "Becoming an Intern" to "Becoming a Senior" to "Planning for the Future, and so on). Each stage includes a worksheet for the residents and discussion points for the PD's. This was basically made by consensus.
Process
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Mike Aylward
aylwa002@umn.edu
Block Education in Continuity Clinic: BECC is a one month per year block clinic immersion experience where residents go through a teamwork curriculum, set personal clinical, clinic process, and quality improvement goals, and lead educational activities for the other continuity clinic residents. We've iterated through several permutations of this for the last several years, and currently it is working wellCurricula
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Mike Aylward
aylwa002@umn.edu
CCC Structure, workflow and coaching programWe developed a workflow and meeting structure that minimizes workload on individual faculty, provides evaluation of every resident, and allows for feedback to residents regardless of milestone level.Process
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Nate Derhammer
nderhammer@lumc.edu
Med-Peds participation in 4+1 scheme during IM time: MP residents are divided into "firms" with their categorical counterparts to allow common rotational switch timing and promote camaraderie. The availability of ambulatory "+1" weeks also maintains consistency, allows for decompression between 4-week rotational blocks (golden weekend included!), offers creative educational and patient care opportunities, and lessens the perennial challenge of reaching the IM ambulatory quota of 1/3 training time. MP residents continue weekly combined continuity clinic during both IM and Peds time, which distinguishes them from their non-MP colleagues on IM but - among other benefits - favorably impacts their calculated ambulatory time.Process
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Namita Sachdev
nsachdev@umich.edu
We developed QI worksheet for residents to use to review continuity clinic resident data. It has taken a lot of work to do faculty development on this project and work on setting aside time in the clinic sessions to do this. We will be getting feedback on the worksheet this spring and I can share with others if anyone is interested. The worksheet will be implemented in Medhub and uses the FADE model of QI and the Duke website as a resource for faculty and residents.
This year we have been able to obtain clinic data for individual residents on various chronic illness performance measures and are having review this data with their group of residents. The residents will fill this out about twice a year, and our goal is to have the faculty and residents incorporate QI in the continuity clinic setting.
Process
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Henry Ng
hng@metrohealth.org
I have developed an evolving set of educational slides, culturally competent LGBT interview guidelines and best care practices to share. These are in ling with the newest AAMC LGBT and DSD (Disorders of Sexual Development) learning objectives.

I also have a set of slides and a presentation describing how to use a residency retreat to teach advanced sexual health interviewing.
Happy to share files. . .evidence based recommendations for care, interviewing, etc for sexual and gender minority patients. . .free.Curricula
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Anne Frank
anne.frank@dhha.org
Academic Half Day ambulatory curriculum. We developed a half day curriculum based out of board requirements specific to primary care. We incorporated peer teaching, experiential learning, and work with our interdisciplinary clinic staff to utilize their expertise.
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Anne Frank
anne.frank@dhha.org
Motivational Interviewing curriculum. We used 4 1 hour sessions during our academic half days to teach the spirit of MI. Our behavioral health consultants delivered this curriculum and are available for real time support for residents as they try to incorporate elements of this training during clinic.
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Mike Aylward
Aylwa002@umn.edu
SAFE Initiative -- a curriculum around service, advocacy and community engagement
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