Midwestern UniversityCollege of Dental Medicine

“The Dean as the Chief Clinical Officer: Maximizing the Use of the Clinic”

James Pashayan, DDS MA Ed.Assistant Dean for Clinical Educationjpasha@midwestern.edu

The General Practice ModelClinic Administration

Vertical Integration of Student/Patient Care

110 D4 Students

110 D4/D3 Teams

111 D3 Students

Continuation of care

Peer mentoring

External rotations

Vertical Integration of Student/Patient Care

10 FTE CCC10 FTE CCF4 0.5 FTE

110 D4/D3 Teams

1 Faculty per 4.5 operatories

Infrastructure Support Services-Business

“Work Station on Wheels”Charge reader

Keyboard

Receipt drawer

Printer

Maximizes the use of patient clinic treatment time : no student/patient lines at front office desk

Procedure paid prior to treatment

Appointment made before

patient leaves operatory

Text page to student or faculty

Escort to Suite

Start check

ProceduresFaculty check

Patient leaves with

appointment WOW

Dispensary set-up

Dental Assistant delivery

Student pick-up of materials

and equipment

Student return of

equipment to dirty

cart

Running Man Slip

• Staff-supported assistance to student

• Chain of custody

• Appointment scheduling assistance for student

• 53 Full time dental staff

• No student lines for material/equipment

• Faster start for patient interaction

• Keeps students engaged in patient care longer

• Accountable chain of custody within the clinic

Material/Equipment and Patient Flow

Infrastructure Support Services-Dental Suites

Delivery of supplies/small equipment to Suites = no student lines at the dispensary = increased

educational experience and clinical productivity

Role of the Clinical Care Coordinator and Support Faculty

in the General Practice Model

• Senior partner of group practice

• New patient admitting

• Emergency care

• DA (2)• Support

role

• Clinical faculty support

CCC Patients

Suite logisticsCCF

• Business support staff (PARS)

Statistics

1st Class graduates in May 2012

Competency based clinical curriculum

35,000 patient visits since June, 2010

Statistics for First Class

Experiences = 44,135 ($4,731,900 )

MWU income expectation 2010-2011 = $1.5 M

CDM income production 2010-2011 = $3.4 M

Statistics for Second Class

D-3 experiences = 8,635 ($668,500)

Since June 6, 2011

Keeping Students EngagedA Positive Plan

Negative

Requirements Competencies >0.5 FTE faculty Departmental

treatment planning Working solo No short term

incentives Changing protocol

Positive

Personal Days Policy Competencies Continuity of

instruction/calibration General practice model Working in

pairs/mentoring other students

Student production earning addition time off from the clinic

Where we are and where we want to go………

Above $15,000

$14,000-$14,999

$13,000-$13,999

$12,000-$12,999

$11,000-$11,999

$10,000-$10,999

$9,000-$9,999

$8,000-$8,999

$7,000-$7,999

$6,000-$6,999

$5,000-$5,999

Below $5000

0

5

10

15

20

25

30 Average Quarterly Production Per Student Pair

# of Pairs10% Projection

10%

Mar

ker

20%

Mar

ker

Base

line

Ave

rage

of $

8962

Proj

ecte

d A

vera

ge o

f $96

06

Total Base-line Produci-ton of $985,850

*Projected Production of $1,056,655

Projected ten percent increase in student productivity = $283,220/4 quarters

Student Comments

“I think that the best part of our clinical education model is NOT having departments.”

“Not having departments keeps our school able to adapt to changes in philosophy with the faculty, administration, and the profession at large.”

“I believe that the D3/D4 pairing is crucial. First, having an assistant is crucial to time efficiency.”

“… having a D-3 partner is great for continuity of care. My patients already have a working and trusting relationship with my D-3, and both my patients and myself will be comfortable with the transition to a new D-3 when I graduate.”

Student Comments

“I feel my clinical experience has benefitted from being able to treatment plan and oversee care of my patients without having them shuffled off to other departments, and being able to rely on specialties where appropriate.”

“It allows the D-4 to teach the D-3 and allows the D-3 to break into clinic easier without the fear of jumping into the deep end of the pool.”

Program Challenges and SolutionsStarting the model without departments

unknown territoryadministrative budgeting

increased management Hiring the right people for clinical positions

skill sets determinationfaculty

development in specialty care

Small faculty numbers: burn-out administrative time via external

rotationsTroubled student partnerships

Adapting from private practice to education Clinical Faculty Director

Scheduling within the clinical settinggeneral practice model

Thank You