Mary T. Kelleher, MS Faculty, Chicago Center for Family Health Tai J. Mendenhall, PhD Asst. Professor, Dept. of Family Social Science, University of Minnesota Collaborative Family Healthcare Association 16 th Annual Conference October 16-18, 2014 Washington, DC U.S.A. Session # D3b Friday, October 17, 2014 “I Think Something Might Be Wrong with Max”: How Expert MedFTs Share Biomedical Info with Physician Collaborators

Faculty Disclosure We have not had any relevant financial relationships during the past 12 months.

Learning Objectives At the conclusion of this session, the participant will be able to: Identify – The importance of the unrestricted flow of all relevant patient information between behavioral healthcare practitioners and physician collaborators to improve patient experiences – The processes used by expert MedFTs to share biomedical information with physician collaborators and how they were developed – The gateways and barriers to a successful biomedical information sharing process

Learning Assessment A learning assessment is required for CE credit. A question and answer period will be conducted at the end of this presentation.

FRAGMENTATION OF CARE  Integrated care necessitates seamless interprofessional communication on all important aspects of the case  Poor interprofessional communication leads to fragmented patient care

“THE PHYSICIAN’S EYES & EARS”  Unique opportunities for acquiring biomedical information  Frequency of contact  Length and depth of discussion  Therapeutic relationship  Pathways of biomedical information  Patient and/or family reports  Therapist observation  Therapist educated “hunch”

THE PROBLEM Confusion has existed with many therapists, including MedFTs and MFTs, as to the acceptability of sharing biomedical information with physician collaborators  Scope of practice confusion  Professional boundaries confusion  Professional definition  “Healthcare providers” versus “mental healthcare providers”

THE RESEARCH AIMS 1. Development of sharing biomedical information by MedFTs 2. Factors involved in decision to share biomedical information 3. Types of biomedical information 4. Sharing process 5. Impact of sharing

RESEARCH DESIGN  Qualitative design for exploratory research  Expert MedFT participants  Semi-structured interviews with follow up questions  Thematic analysis

PRELIMINARY FINDINGS  Developmental issues  Gateways to sharing biomedical information  The process of biomedical information sharing

NEXT STEPS TO IMPROVING CARE 1. Clinical applications 2. Training applications 3. Future research

Bibliography / Reference 1.American Psychological Association Interorganizational Work Group on Competencies for Primary Care Psychology. (2013). Competencies for psychology practice in primary care. Retrieved from American Psychological Association website: Baird, M., Blount, A., Brungardt, S., Dickinson, P., Dietrich, A., Epperly, T.,... & Seymour, D. (2014). Joint principles: Integrating behavioral health care into the patient-centered medical home. Annals of Family Medicine, 12(2), doi: /afm Blount, F. A., Miller, B. F. (2009). Addressing the workforce crisis in integrated primary care. Journal of Clinical Psychology in Medical Settings, 16, doi: /s

Bibliography / Reference (cont.) 4.Edwards, T. M., & Patterson, J. E. (2006). Supervising family therapy trainees in primary care medical settings: Context matters. Journal of Marital and Family Therapy, 32, doi: /j tb01586.x 5.Institute of Medicine (2013). Interprofessional education for collaboration: Learning how to improve health from interprofessional models across the continuum of education to practice—Workshop summary. Washington, DC: National Academies Press. 6.Marlowe, D., Hodgson, J., Lamson, A., White, M., & Irons, T. (2012). Medical family therapy in primary care setting: A framework for integration. Contemporary Family Therapy, 34, doi: /s McDaniel, S. H., Doherty, W. J., & Hepworth, J. (2014). Medical family therapy and integrated care (2nd ed.). Washington, D.C.: American Psychological Association.

Session Evaluation Please complete and return the evaluation form to the classroom monitor before leaving this session. Thank you!