Chief Health Officer How Does This Fit With Student Affairs?

1. Chief Health OfficerHow Does This Fit With Student Affairs? Sarah Van Orman, MD, UHS Executive Director and Chief Health Officer, University of Wisconsin-Madison Robert A. Winfield, MD, UHS Director and Chief Health Officer, University of Michigan Julia Bonner, MD, Executive Director of Norris Health Center and Campus Health Officer University of Wisconsin-Milwaukee

2. Goals • Define a Chief Health Officer • Clarify distinction between Health Service Director role and that of Chief Health Officer • Describe the range of responsibilities and reporting relationships of Chief Health Officers • Describe the advantages of a Chief Health Officer for the UHS, Student Affairs, and the University • Discuss strategies to develop a Chief Health Officer Role

3. Chief Health Officer Defined • Various titles • Chief Health Officer • Chief Medical Officer • Campus Health Officer • University Physician

4. SHS List-Serve Survey • Asked participants on SHS List-serve with Chief Health Officer Designation for roles and responsibilities • 14 Reponses, ranged large to small • MD’s, NP’s, and Health Administrators • Varying responsibilities • Many had designation, but were developing the role

5. Chief Health Officer Duties • Responsibilities • Serves as Emergency Management-Incident Commander for Health-related Emergencies • Advises the President, EO’s, and oversight board regarding health risks, health situations, and campus health policy • Exercises oversight of all campus health issues and services • Leads or collaborates in preparedness efforts

6. Chief Health Officer Duties-Continued • Leads or collaborates with occupational safety • Collaborates with human resources regarding health insurance design and employee assistance • Leads or collaborates with wellness programs for faculty and staff • Liaison to community providers and agencies

7. UHS Director / Chief Health Officer UHS DIRECTOR CHIEF HEALTH OFFICER MAY REPORT TO PRESIDENT OR PROVOST STUDENT, FACULTY, STAFF AND CAMPUS FOCUSED MAY ALSO LEAD OCCUPATIONAL SAFETY AND OCC. MED FACULTY/STAFF INSURANCE DESIGN HEALTH AND WELL BEING FOR FACULTY AND STAFF INCIDENT COMMANDER in HEALTH CRISIS • REPORTS TO STUDENT AFFAIRS • PRIMARILY STUDENT FOCUSED • HEALTH SERVICE + - COUNSELING LEADERSHIP • HEALTH INSURANCE FOR STUDENTS • HEALTH AND WELL BEING FOR STUDENTS • PARTICIPATES IN CRISIS MGT.

8. Pros • Allows “Big Picture” leadership on health topics • Coordinates policies and approaches to health issues for students, faculty and staff • Encourages public health planning and response from one source • Improves communication within and external to the campus or campuses • Encourages smaller affiliated campuses to rely on input from the Chief Health Officer

9. Cons • CHO may not have a student affairs background or perspective • Therefore may not have sufficient understanding of the developmental model • May not understand inter-relationships between Health Service, Counseling services, LBGBT Affairs, Sexual Assault Prevention units, etc. • May create territoriality between the CHO and the Health Service Director, Directory of Safety, and Academic Medical Center, etc.

10. Developing a CHO Position • Evolution of the position • Reporting relationships • Responsibilities • Funding

11. Example UW-Madison • Problem: Occupational Medicine Services • Responsibilities divided between safety, health services, human resources, and private providers • Action: • Identified campus (student and staff) need • Developed proposal • Enlisted Provost Support • Met with campus and community stakeholders • Implementing new occupational medicine services with oversight functions within UHS.

12. Example UW-Milwaukee • Problem: Mental Health needs of students, faculty and staff are not comprehensively addressed • Responsibilities are currently divided between health services, human resources, EAP, and private providers • Actions: Develop a “Caring Community” project • Develop comprehensive mental health prevention programming for students, faculty and staff • Develop a code of conduct for all campus members regarding appropriate behavior, rights and responsibilities • Develop campus strategies for violence prevention and safety

13. Example: U of Michigan • Problem: No Automatic Electronic Defibrillator policies for campus locations, oversight, etc. No defibrillators in housing, unions performing arts venues, or large buildings. • Responsibility was unclear, between Occupational Safety, Deans and Directors. No one could take the lead • Actions: • Convened a multidisciplinary Adhoc group with OSEH, DPS, Health System, housing, UHS and campus representatives • Defined AED guidelines for need, location, training, maintenance and purchase • Identified critical locations, and worked to have them installed

14. Getting Started • Enlist your leadership’s support • Build on a track record of collaboration and leadership in crisis and prevention • Use University of Michigan, University of Minnesota, University of Wisconsin as role models

15. Discussion