Development of the Evaluation of an Interprofessional Hotspotting Curriculum
A small subset of patients, referred to as super-utilizers, account for a large share of money spent on healthcare, with 1% of patients utilizing 22% of total healthcare spending in the United States. Care coordination and interprofessional approaches to patient care are commonly used with these patients, as they tend to be complex and benefit from frequent contact from care providers. Hotspotting is one form of care coordination, where interprofessional teams work with patients to identify patient goals and focus on the social determinants of health as a means to improve patient health. Thomas Jefferson University (TJU) has participated in the Interprofessional Student Hotspotting Learning Collaborative, a program that trains students in hotspotting, since 2014. Based on program success and student satisfaction, TJU scaled up the student hotspotting program starting in the fall of 2017 from 6 to 43 student participants. This project describes the development of evaluation plans for the scaled up student hotspotting program at TJU. 5 colleges representing 9 health professions were engaged in the scaling up process, and relevant stakeholders from each college were involved in the development of evaluation plans. Through refining logic models and program theories, patients, students, advisors, and health systems were determined to be the core areas to be evaluated. Evaluation will be mixed method. Qualitative components include interviews and focus groups with participants. Quantitative components include both short and long term outcomes, primarily using surveys and insurance claims data as study tools.
Recommended CitationBaron, BS, MPHc, Charles and Collins, MD, Lauren, "Development of the Evaluation of an Interprofessional Hotspotting Curriculum" (2018). Master of Public Health Thesis and Capstone Presentations. Presentation 253.