uniting the field: the ahrq academy for integrating behavioral health and primary care
DESCRIPTION
Session #A1 October 5, 2012. Uniting the Field: The AHRQ Academy for Integrating Behavioral Health and Primary Care. Alexander Blount, EdD ; Director, Center for Integrated Primary Care, Univ. of Massachusetts Medical School - PowerPoint PPT PresentationTRANSCRIPT
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Uniting the Field:The AHRQ Academy for Integrating Behavioral Health and Primary Care
Alexander Blount, EdD; Director, Center for Integrated Primary Care, Univ. of Massachusetts Medical School
Deborah Cohen, PhD; Associate Professor, Oregon Health and Science UniversityNeil Korsen, MD; Medical Director, Program to Integrate Medical and Behavioral
Healthcare, MaineHealthBenjamin Miller, PsyD; Assistant Professor, Dept. of Family Medicine, University of
Colorado School of MedicineC.J. Peek, PhD; Associate Professor, University of Minnesota
Collaborative Family Healthcare Association 14th Annual ConferenceOctober 4-6, 2012 Austin, Texas U.S.A.
Session #A1October 5, 2012
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Faculty DisclosureI/We have not had any relevant financial relationships
during the past 12 months.
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Objectives
• At the conclusion of this presentation, participants will be able to:– List three ways the Academy website can be a
resource for the integration community– Describe three projects funded by the federal
government addressing integration, and– Explain two ways the larger integration
community can become involved in these national efforts
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Learning AssessmentA learning assessment is required for CE credit.
Attention Presenters:Please incorporate audience interaction through a
brief Question & Answer period during or at the conclusion of your presentation.
This component MUST be done in lieu of a written pre- or post-test based on your learning objectives to satisfy
accreditation requirements.
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Funded under contract #HHSA290-2010-00002i by the Agency for Healthcare Research and Quality
Uniting the Field: The AHRQ Academy
CFHA Annual Conference
October 5, 2012
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Brilliance
Brilliance
Brilliance
Brilliance
Brilliance
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• Lexicon (language critical)
• First and second steps for the field in research
• Metrics for evaluating integration
• Unite the field and move it forward
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A RESOURCEBut wait….
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Homepage
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Literature repository
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NIAC
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http://integrationacademy.ahrq.gov/
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• Academy– Workforce– Survey
• IQM• Lexicon• Research agenda
The organized thinking
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• Survey small and solo primary care providers to learn what they are doing for mental health– National survey– Currently through OMB process– Important group not often included within
integration efforts
Survey
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Uniting the Field—The AHRQ Academy for Integrating Behavioral Health and Primary Care:
Developing and Applying a Consensus LexiconAHRQ Annual Meeting
September 10, 2012Bethesda, MD
C.J. Peek, PhDAssociate ProfessorDept of Family Medicine and Community HealthUniversity of Minnesota Medical School
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“Is there a Lexicon in the House?”2012 CFHA Annual Meeting
C.J. Peek, PhD; University of Minnesota
Normal confusion in a new field• “Are you saying integrated behavioral health and collaborative care are the same?”
• “Is that the same as co-located mental health or primary care behavioral health?”
• “What functions define the genuine article? What can be different from practice to practice?”
• “How can we implement, ask research questions (or write a book) if we can’t even get through a phone call without stumbling over the basic concepts in our field?
The archetypal experience: “We already do that. . .”
“. . . No you don’t”
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Communities this lexicon intends to unite:
Patients & families: • What do I want and expect as a standard of practice? • How would I recognize it if I saw it? • How would I know if what I see is up to standard?
Purchasers/plans: • What exactly am I buying? • What do I tell employees or members
what to expect for the cost?
Clinician & system implementers: • What exactly do I implement? • What are the core functions and what
do I locally adapt?
Policymakers & business modelers: • If asked to change rules of the game or business models, what
functions need to be supported?• Says who?
Researchers: • What comparisons of effectiveness? • What terms for asking consistently understood
questions across PBRN’s?
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Requirements for lexicon development method:
A.Consensual but analytic(a disciplined process--not a political campaign)
B.Involving “native speakers” (in this case, 24 diverse)
(implementers and users)
C.Focused on what functionalities look like in practice
(not just principles, values, abstractions)
D.Amenable to gathering an expanding circle of “owners” and contributors
(not just an elite group coming with a declaration)
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Method: Paradigm Case Formulation and Parametric AnalysisOssorio (2006); The Behavior of Persons. Descriptive Psychology Press, Ann Arbor
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Defining clauses for genuine integrated BH:
B. The “How”:1. A practice team tailored to the needs of each patient and situation
(spelled out in 3 sub-clauses)2. With a shared population and mission—with responsibility for total
health outcomes3. Using a systematic clinical approach (spelled out in 5 sub-clauses)
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Based on Peek, C.J. and the National Integration Academy Council (AHRQ—in press). A consensus lexicon or operational definition: Integrated behavioral health and primary care. 2011 version available at:http://www.ahrq.gov/research/collaborativecare/
C. “Supported by”:4. A community or population expecting that BH and PC will be appropriately
integrated as a standard of care5. Supported by office practice, leadership alignment, and business model
(spelled out in 3 sub-clauses)6. And ongoing QI and measurement of effectiveness (spelled out in 2 sub-clauses)
A. The “What”—a two-sentence definition; a glossary at the end
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Parameters—how practices might differ (examples)1. Range of team functions available
Foundational:(9 functions)
Foundational plus Extended functions
2. Type of spatial arrangement
Mostly separate space
Co-located space Fully shared space
5. Level shared workflows & protocols are followed
Less than 50%(Not acceptable)
More than 50%, less than 100%
Nearly 100%(standard work)
7. Level of systematic followup & tx adjust.
Less than 40%(not acceptable)
More than 50% Nearly 100%(standard work)
3. Type of collaboration
Referral-triggered exchange
Regular commun. & coordination
Full collaboration / integration
8. Community expectation for integrated BH / PC
Little or none
Expected in pockets
Widely understood and expected
9. Level of office practice design & reliability
Non-systematic(not acceptable)
Partially routinized
Standard work
11. Level of leadership alignment
Misaligned(not acceptable)
Partially aligned Fully aligned
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Implementation: Lexicon Applications(Behavioral health integrated in primary care)
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Implementation Application User or product
“What functions do I need to build?”(“What is required, what can vary?”)
Full operational description plus derivative summaries
Practice “checklists”(to describe and compare practices over time)
AHRQ practice surveys and multiple others
Workflows and team functions(Like “specifications” for shared workflows)
Implementers such as U of MN family medicine clinics
Project milestones(“X functions at Y levels by Z date”)
implementers
Patient engagement & demand(what functions should I expect and demand as a standard of practice?)
AHRQ Academy; Institute for Clinical Systems Improvement
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Lexicon Applications(Behavioral health integrated in primary care)
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Application Sponsor or product
Measures: Quality of integration (Integration of behavioral health & prim care)
AHRQ Atlas of Measures(Academy for Integration of BH & PC)
Workforce competencies(For practices and individuals)
AHRQ(Academy for Integration of BH & PC)
Research: Asking consistently understood research questions, esp in PBRN’s
Collaborative Care Research Network (AAFP NRN)
Patients and citizen representatives(what should I expect? How do I recognize it?)
AHRQ, Institute for Clinical Systems Improvement (MN)
Publications and training(A unified field with consistent language)
Edited book (Talen & Valeras)AHRQ Academy web portal, other
Policy and business model development(What functions do new rules and business models need to support?)
AHRQ Academy, Milliman, others interested in policy and business models
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• What areas of the field (or your own work) could most benefit from more common language and definition?
Question
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Funded under contract #HHSA290-2010-00002i by the Agency for Healthcare Research and Quality
WorkforceAlexander Blount, EdD
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• Develop competencies for both behavioral health and primary care providers– Different method, different approach– Studying the exemplars– National team of experts– Develop plan for technical assistance
Workforce
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• What counts as an exemplar?– Do we go with the ones we know and love?– Do we use the definitions of the Lexicon?– Is the Lexicon definition somewhat aspirational?
• Aren’t competencies a moving target based on the maturity of the setting?– Mature settings have more of the competencies
represented as regular practices and protocols.– Competencies move from the skills of the provider to
the standard practice of the team.
Workforce
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• How would you define an exemplar?
Question
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Integration Quality Measurement Atlas
Neil Korsen, MDAHRQ Annual MeetingSeptember 10, 2012
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Purpose of Atlas Project• To create a resource for those doing
research, evaluation, or quality improvement related to behavioral health integration in primary care
• To collect quality measures related to integration in one convenient website
• To identify domains related to integration for which new measure development would be desired
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Atlas Development Process
LEXICON PERFORMANCE DOMAINS
MEASUREMENT CONSTRUCTS
MEASURES
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Environmental Scan
• Search strategy was guided by the following:– Lexicon definition– Measures in the public domain; and– Measures published since 2001
• 28 measures identified
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Challenges
• Why behavioral health and not mental health?
• Isn’t this just measuring ‘good health care’?
• Why aren’t we listing all the behavioral health outcome measures?
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• What help do you need with measurement of the impact of integration?
Question
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Funded under contract #HHSA290-2010-00002i by the Agency for Healthcare Research and Quality
Evaluation and MeasurementDeborah Cohen, PhD
Oregon Health & Science University
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• Observations from the field– Integrating care takes time, energy and passion– Most practices do not track or measure important
data– Learning how to do integration is a process
• Implications for Assessment– The process is more important than what you
measure– Measurement requires engagement
• How can the Academy help
Overview
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Observations from the fieldWhat are the challenges in changing to an
integrated practice?– Core team resilience and adaptability– Creating space for teamwork– Culture and identity change– Creating a sustainable business model– Information technology– Tracking and measuring care
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How do practices learn how to do this work?
– Try something– Have an experience– Observe what happens (data)– Reflect on experience– Try out something new
How can tracking and measurement support this learning process?
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Where to start?• What does your organization and its members want to
accomplish? Passion for change?• What patients do you want to impact?• How are we going to have an impact on those patients?
– How will we identify these patients?– What treatment will patients receive (type, length)?– What will have to change in the practice to make this
happen?• How will I know if the practice is changing?
– How will I know if I am reaching all of the patients with this need?
– How will I know if they’re improving?
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• Reach• Effectiveness• Adoption• Implementation• Maintenance
A Framework for Assessment - REAIM
RE-AIM. (Reach, Effectiveness, Adoption, Implementation, Maintenance). See http://www.re-aim.org/
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• Most practices struggle with answering the following questions:– How many people are served by my practice?– What proportion of my patients have behavioral
health (or physical health needs)?– What percentage of these patients do we screen
for physical or behavioral health needs?– What % of patients receive the need behavioral
health (or physical health) services?
Reach – some questions to answer
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Effectiveness - Possible Measures
Physical health domain Process measuresGeneral Annual cholesterol screening Annual influenza vaccination Height and Weight for BMIDiabetes Follow-up Care Hemoglobin A1c testing every 6 months Retinal examination Foot examination LDL-C everry 12 months Outcome measuresGeneralBMI – outside normal rangeDiabetes•Hemoglobin A1c > 9%•LCL-C < 100 mg/dl•BP > 130/85 mmHg
Mental health domain Process measures Depression PHQ 9 screening / monitoring On medication – for moderate / severe depression Referral for counseling – 6-8 sessionsFollow-up visits for monitoring
Anxiety GAD7 screening / monitoring On medication – for moderate / severe depression Referral for counseling – 6-8 sessionsFollow-up visits for monitoring
Alcohol Use AUDIT screening / monitoring Referral for counseling – 6-8 sessions Follow-up visits for monitoring Outcome measuresMeasure improvement in above scores
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Observe– Physically watch how things are done– Look at patterns unobtrusively
Talk– Talk to people about what’s working and what’s
not
Implementation
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The value of answering these questions
• Answering these questions is important.– Diagnose strengths / weakness of care processes– Foster learning and innovation– Engage patients and the practice– Collect data that helps you evaluate what works
and what doesn’t
Nelson, EC. et al. Using Data to Improve Medical Practice by Measuring Processes and Outcomes of Care. Journal on Quality Improvement. 26(12) 667.
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• Literature• Measures• Examples
How the Academy website can help
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• What else could be included on the the Academy website to help me do quality improvement and measurement?
Resources available via The Academy
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• What else could be included on the Academy website to help me do quality improvement and measurement?
• What help do you need with measurement of the impact of integration?
• How would you define an exemplar? • What areas of the field (or your own work)
could most benefit from more common language and definition?
Questions
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Session Evaluation
Please complete and return theevaluation form to the classroom monitor
before leaving this session.
Thank you!