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Training Aims

Development of the Consumer Professional Partnership Program (CPPP) Thilo Kroll NRH CHDR Steve Towle SCI Network RRTC on SCI: Promoting Health and Preventing Complications Through Exercise VTHM, September 8, 2004. Training Aims.

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Training Aims

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  1. Development of the Consumer Professional Partnership Program (CPPP)Thilo KrollNRH CHDRSteve TowleSCI NetworkRRTC on SCI: Promoting Health and Preventing Complications Through ExerciseVTHM, September 8, 2004

  2. Training Aims • Training aim 1: To develop the Consumer Professional Partner Program (CPPP), in which SCI Life Consultants serve as trainers and educators of students in various health professional to provide information about prevention of avoidable secondary conditions of spinal cord injury, exercise, community integration, and disability-related knowledge and skills. • Training aim 2: To implement the CPPP on a pilot-test basis within the Physical Medicine and Rehabilitation (PM&R) Residency Training Program at the National Rehabilitation Hospital (NRH). • Training aim 3: To implement the CPPP with 1000 health professionals (e.g., physical therapy and medical students) in the Washington Metropolitan area with the support of local professional associations and educational institutions with which Training Personnel have working relationships

  3. Training Methods • Collaboration of SCI Life Consultants/Peer Mentors and clinical staff at NRH to identify the primary content areas and appropriate delivery formats for the CPPP • SCI Life Consultants will serve as the principal educators in the CPPP alongside professionals, and will receive training, guidance, and practical support from the RRTC staff • Training and program content will be posted on a fully accessible Web site, and comments will be invited from the wider community of people with SCI • Educational topics will include barriers for people with SCI to obtaining health care services; common medical complications and secondaryconditions; consequencesof delayed or inappropriate prevention; exercise/physical activities that meet the needs of people with SCI, patient-provider communication skills.

  4. Training Design • Phase 1: Development and pilot-testing revise the training and implement it during a pilot-phase as part of NRH’s residency program in Physical Medicine and Rehabilitation: one consumer-driven education session will be included into the PMR Residency training program at NRH. Feedback from residents • Phase 2: Implementation at local area medical and physical therapy study programs (n=1000 over 4 years) implementation and adaptation of the curriculum at local area universities and colleges will begin during year 2. 2 to 3 hour time slot. Howard University, Georgetown University, Marymount University, and George Washington University

  5. Training Design (continued) • Phase 3: Curriculum expansion threefold extension: (a) to other colleges, (b) to other medical and allied health science disciplines, and (c) to include additional topics that could be covered over more than 2 or 3 hours • Phase 4: Development of the Virtual CPPP web videos of teaching sessions, videotaped training materials, PowerPoint self-education programs, and a whiteboard, Q&A and chat infrastructure to communicate with educators and trainers of the local CPPP. Education materials will also be available from this web site. The virtual CPPP will bring the curriculum to educators, health care providers, consumers, and other interested parties

  6. Training Manual Content • The Training manual will be a binder that will also contain a CD (video material, web links, text material covered in the binder), CD standalone, web-based. • Training manual for home study and review with clinical and project staff

  7. Module outline • Title • Teaching/learning goals • Background/content • Key points to remember • SCI Educator Teaching Keys • Questions for self-study • Teaching exercise • Resources (further reading, online resources)

  8. Module outline (continued) Each module identifies: • Key problems • Key goals • Problem-solving strategies (solutions) • Evaluation strategies (assess educational outcome) • Maintenance strategies (how to ensure that knowledge, awareness, behavior change is not lost)

  9. Module 1: Disability knowledge and skills • Living with a disability: Introduction of the social model of disability or looking beyond the body • General barriers for people with disability in society • Particular challenges in the provider office (separate information for different settings – i.e. hospital, specialty physician, physical therapist, other) • Communication issues

  10. Module 2: Spinal Cord Injury and Prevention of Secondary Complications • SCI quick facts: What is SCI? Rehabilitation issues • Common medical complications and secondary conditions after SCI • Prevention strategies; peer-modeled demonstrations of prevention techniques • Use of checklists

  11. Module 3: Active, healthy living and exercise • The benefits of an active life style and exercise • What to do and what not to do? • Development of exercise plans (Planning tools) • Demonstration of exercises • Resources

  12. Module 4: Presentation skills • Successful presenting • Follow-up • Examples • Q&A elements • Practical demonstrations • Use of audiovisual material and equipment

  13. Checklists • A Checklist “Social Model” • A Checklist “Barriers and Strategies to Improve Access and Communication” • A Check list“Prevention” • A Checklist “Exercise” (probably covering paraplegia, quadriplegia separately)

  14. Videotape(s) • Peer mentoring • Silent storm (awareness of drug and alcohol abuse) • Narrated prevention video vignettes • Narrated exercise vignettes

  15. Potential video content • Life with a disability: Introducing the social model of disability • General challenges and specific barriers in medical settings • Strategies to overcome barriers in medical care settings • SCI Quick Facts • Common medical complications • Prevention strategies: peer-modelled demonstrations of prevention techniques • Benefits of active living and exercise – modelled by peers

  16. Evaluation • Evaluation form will be administered to all students, teachers, and university program directors regarding the usefulness, relevance, and quality of the information presented in the lecture and their levels of satisfaction with the program. Questions will also be asked regarding the appropriateness and convenience of the delivery format and style. • Virtual CPPP: Questions will primarily focus on (a) accessibility, (b) usefulness, (c) appropriateness of format, (d) content relevance, (e) suggested improvements

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