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ABSTRACT
The special needs population is an often-overlooked population and has several disparities when it comes to health care. One of the most neglected pieces of the disparity is oral health. Poor oral health has been seen to lead to several consequences both in overall health and quality of life. The Patient Protection and Affordable Care Act states clearly interprofessional relations as part of the future of the health care industry. In Healthy People 2020, Objective 30 for Maternal, Infant, and Child Health emphasizes the importance of giving children with special needs a comprehensive health care home. The proposition of this paper is to create a case reports that are then discussed by health professionals in an interprofessional setting, with emphasis placed on the oral health component of the case. The impact would create practitioners that not only know more knowledge about caring for special needs patients, but appreciating the role that other health professionals play in their care, especially oral health. The long term goal is to create a network of doctors in the area of the project that have taken the course that then referrals can be made between the professions. The public health significance of this essay comes in twofold: both with encouraging interprofessional relations and reducing the health disparity in health care seen in the special needs population.
TABLE OF CONTENTS
preface viii
1.0 Introduction 1
1.1 Dispartity in the Special Needs Population 1
1.1.1 Proof of the Disparity 1
1.1.2 Oral Health Component of the Disparity 2
1.1.3 Reasons for the Disparity 3
1.1.4 Solutions to the Disparity 4
1.2 Interprofessional Relations 6
1.2.1 Definition 6
1.2.2 Examples of Special Needs Care with Interprofessional Relations 7
2.0 Intervention for Special Needs Health Care Involving Interproffessional Communication 9
2.1 Belief Model 10
2.1.1 Summary of Belief Model 10
2.1.2 Implementation for Intervention 11
2.2 Proposal 12
2.2.1 Case Presentation Committee 12
2.2.2 Focus Groups 12
2.2.3 Case Reports 13
2.2.4 Future Use 14
3.0 Conclusion 15
Appendix A : FOCUS GROUP QUESTONS 16
Appendix B : PRE AND POST SURVEY 17
bibliography 19
List of figures
Figure 1. Conceptual Model of the Benefits of Partnership 10
preface
I would like to thank Dr. Rubin and Dr. Finegold in supporting me throughout the process of receiving my dual degree. I would like to thank Dr. Lynn Tacilet for inspiring me to fight for a population in grave need. I would also like to thank the Pitt Dental Chapter of AADMD (American Academy of Developmental Medicine and Dentistry) for introducing me to the special needs population through volunteering with Special Olympics.
Working in the realm of the special needs population, nomenclature has changed and different terms can have several different meanings. My definition of the special needs population will include the intellectually disabled, developmentally disabled, and the physically disabled. Occasionally groups in the special needs population will be specified due to the research found but this proposal has a broader use that can be used within the entire special needs population.
Introduction
According to the 2010 U.S. Census, 18.7 percent of the non-institutionalized population had a disability (Brault, 2012). A little over 65 percent of those identified had a severe disability (Brault, 2012). There are six million people in the United States with an intellectual disability (Ackerman 2013). People with special needs is a population that requires specialized health care and the evidence is clear that a majority of the population is not getting the care they need, including routine dental visits (Havercamp & Scott, 2015; Krahn et al., 2015; Peterson-Besse et al., 2014). There are many different reasons and solutions to the disparity seen in this population but much of the work has inconsistent research or models for health care delivery that were never implemented. An interprofessional relation is one of those solutions; however, often oral health is not often forgotten (Seirawan et al., 2008; Murphy et al., 2011).
1 Dispartity in the Special Needs Population
1 Proof of the Disparity
Even with all the research, programing (such as Health People 2010) and funding, the special needs population still has unmet health care needs (Ghandour et al., 2013; Horner-Johnson et al., 2014; Krahn et al., 2015). Those usually with more complicated conditions that cause more than one limitation often have more unmet health care needs and more access to care problems than those with less severe disabilities (Horner-Johnson et al., 2014).
Eliminating health disparities was one of the main goals for Healthy People 2010. In a study looking at data from 2003 and 2007 following the Healthy People 2010 goals, it was found that those with special needs were more likely to be obese, more likely to visit the emergency department, and were more likely to report being sad or depressed (Ghandour et al., 2013). Those with disabilities also have seen to underutilize clinical preventive services such as cervical cancer screenings and mammography (Peterson-Besse et al., 2014). Even with all the solutions and goals that have been provided to the special needs population, the disparity still exists (Ghandour et al., 2013).
2 Oral Health Component of the Disparity
Oral health care has been often mentioned as one of a central piece in the health care disparity (Anders & Davis 2010; Horner-Johnson et al., 2014; Havercamp & Scott, 2015). Those with a disability are 1.4 times less likely to have seen a dentist in the past year (Havercamp & Scott, 2015). Those is the special needs population have poorer oral hygiene, with a higher rate of periodontal disease (Anders & Davis, 2010). Those with intellectual disabilities have more missing and decayed teeth and fewer filled compared to the general population, showing that there is more untreated disease in this population (Anders & Davis, 2010).
It is fairly easy to push oral health to the side due to stigma and perceived low risk; however, poor oral health can have an affect on the overall well-being of the individual. First, special needs patients are more likely to be treated for several chronic medical conditions (Havercamp & Scott, 2015; Krahn et al., 2015). In a landmark study from the Surgeon General, periodontal disease had been linked to other medical condition outcomes such as diabetes, heart disease, and stroke (US Department of Health and Human Services (USDHHS), 2000). The research is so significant for the association with diabetes that periodontal disease is now listed as a complication of diabetes (USDHHS, 2000). With already compromised health, oral disease can be prevented with oral health care on a regular basis and allow for better prognosis for more serious conditions.
Another reason the emphasis on oral health in the special needs population is the effects that poor oral health can have on quality of life. Untreated disease on the oral cavity can lead to pain, struggles eating, sleep problems, and loss of confidence (Anders & Davis, 2010). Also often special needs patients are unable to verbalize or draw attention to an oral health concern that they have. If a dentist does not see them regularly, a tooth with an infection could go left untreated for years. Even if treatment is received, not all replacements for missing teeth are available to this population. For example, putting a patient in denture would be enormously in a patient with Autism Spectrum Disorder due to the stimulation of it in their mouth. Prevention the loss of teeth in this population requires tailored oral hygiene instructions and oral care. Patients with special needs are not achieving even close to this level of treatment (Anders & Davis, 2010).
3 Reasons for the Disparity
There are many different reasons for the access to care for the special needs population to be different from the general population. Some of the factors that could play a role include physical barriers, transportation issues, communication barriers, and attitude of the clinician (Peacock et al., 2015). Another factor to the disparity is that makes this a very complicated population to study is that a special needs individual may also qualify in another group that has a access to health care problem, such as an underserved racial or ethnic group; or low socioeconomic status (Peterson-Besse et al., 2014). The 2010 Census found that the disability population in America has a higher percentage of unemployment, an increased percentage of those who are impoverished, and a lower average income than those without a disability (Brault, 2012). Other obstruction for the special needs population to receive care is clinical competency of health professions to treat this population (Ackerman, 2013). The health care system, especially on the pediatric patient population, is use to treating well patients or acute care needs and not long term chronic conditions that often special needs patients have (Murphy et al., 2011). The system for caring for patients with special needs, needs an update. Though many changes in medicine have occurred to create a longer life for this population, quality of life and secondary conditions have not been addressed.
4 Solutions to the Disparity
Over the past approximately twenty years, many different governmental and other organizations have provided solutions to this disparity (Krahn et al., 2015). One of the more recent reports, even though it is seven years old, comes from the National Council on Disabilities. There are four directions that they find are important to removing this health care disparity: research, professional education, monitoring, and improving access to services and programs (National Council on Disabilities (NCD), 2009). Other articles have called for the reductions in the gaps on research for the special needs population (Peterson-Besse et al., 2014, Krahn et al., 2015).
Following the National Council on Disabilities, other articles call for the training of health professionals to expand their ability to treat this population (Anders & Davis, 2010, Krahn et al., 2015). The National Council on Disabilities details eight recommendations on health professional education including the call for universal standards for treatment, creating a best practice guide for providers, providing loan forgiveness to those that work with the disabled population, and adding specific disability competencies to medical training programs (NCD, 2009).
Action has already been accomplished on these objectives. As an example, the dental profession has already taken one step towards rectifying this situation by adding to the dental school accreditation criteria. Section 2-24 of the Commission on Dental Accreditation now states that “graduates must be competent in assessing the treatment needs of patients with special needs” (CODA, 2010). Preparing a new generation of dentist with this competency is a step in the right direction; however, with the direction of dentistry and the large amount of indebtedness that all dentists come out of school with, those with special needs knowledge will take several decades to become the majority and those without this knowledge will still continue to practice.
Another push that has gone throughout health professionals is for the special needs population to qualify as a medically underserved population (MUP) (Ackerman, 2013, NCD, 2009). To become a MUP, criteria include statistics on economic barriers, poverty, amount of the population over 65, and how many physicians are serving the community (Ackerman, 2013). A federal designation such as this opens the door to student loan forgiveness to practioners who work with the population, access to more research grants, and may even change some of the Medicaid reimbursement for the population (Ackerman, 2013).
2 Interprofessional Relations
In 1940, 76% of physicians were general practioners (Mosser & Begun 2014). In 2007, that percentage is down to 13.5% (Mosser & Begun 2014). Medicine has become incredibly specialized making the health of the patient a group effort. Many articles call for an interprofessional relations as a part of the solution to the complicated case seen in the special needs population (Murphy et al., 2011; Seirawan et al., 2008). Before combining these two concepts, it is important to know the key concepts behind interprofessionalism, the risks and benefits, and the holes that have been seen so far.
1 Definition
The definition of interprofessional relations can be simply stated as two different health professionals interacting to benefit the treatment and health of the patient (MeSH). Though in other professions, such as construction of a home, interprofessional work is very common, the health care field has been slow to adapt. Some reasons include educated by specific health profession, values and concepts are different, and rivalries between professions (Mosser & Begun, 2014). Benefits to a team approach would be faster completion of tasks, enable learning between professions, and enable innovation (Mosser & Begun, 2014). The risk of a team-based approach would be compromises individual creativity, freeloading, and degrading of decision-making (Mosser & Begun, 2014). Coming from different backgrounds in health education, a health professionals may see the opinion of another health professional should not be held with as much weight in providing a treatment plan. All of these risks and benefits depend on how well the team is organized and balanced.
Lately in legislations there has been further move toward a more interprofessional health team. The Patient Protection and Affordable Care Act of 2010 (Title III, Subtitle A, Part III) encourages the development of a patient-centered medical home which involves a “close relationship between care coordinators, primary care practitioners, specialist physicians, community-based organizations, and other providers of services and suppliers” (Patient Protection and Affordable Care Act (PPACA), 2010). The Health Information Technology for Economic and Clinical Health (HITECH) Act of 2009 gives the authority to Health and Human Services to move forward in developing a new electronic health record that still is secure but is better at exchanging information between multiple site (Health IT Legislation and Regulation, 2015). Creating a more secure form of communication for interprofessionals to share information may create a more integrated treatment plan.
2 Examples of Special Needs Care with Interprofessional Relations
Work through interprofessional care for special needs patients has been a mixture of different research, some preliminary and some more clinical.
A 2014 study looked at care coordination in the context of unmet specialty care needs for CSHCN patients which found that adding in care coordination decreased the amount of perceived unmet health care needs (Boudreau et al., 2014). Since this was done in a survey form, no details were given on what was meant by specialty care and the wording used in the questions was “other health care providers” (Boudreau et al., 2014). Even with oral health as such a large missing disparity in health care of the special need population, no specific question was asked.
Another pilot study used nurse practioners as care coordinators for special needs children. It did not matter if the patient was admitted or release, the focus was on long-term management and coordinating between the primary provider and specialists. The program was hospital based and found that there was a decrease length of stay, decreased cost, and higher family satisfaction (Petitgout et al., 2013). The program even integrated social and schooling services as well but there was no mention of any integration with oral health professionals.
Another study focused on the referral process for oral health from a regional center for patients with developmental disabilities in California (Seirawan et al., 2008). Oral health screenings were done at the center and then a list of referring dentist in their areas were given to the patient or their caregiver (Seirawan et al., 2008). Only 12% of those that actually followed through with the referral to the dentist (Seirawan et al., 2008). It is hard to qualify this as an interprofessional study since only social work and dental was involved and it was only a screening and not actually treatment of their oral health. It does highlight the need for better compliance with dental referrals.
Intervention for Special Needs Health Care Involving Interproffessional Communication
Many different interprofessional projects have been done but most of them were either focused on the education aspect of training professionals or focused on the clinical aspects but only in its most preliminary form. No real mention is given to adding oral health into interprofessional relations even though it is mentioned as one of the top disparities in the special needs population (NCD, 2009). The main purpose of the project would be to create awareness of oral health disparities in the special needs population to other health professionals to starting growing a better interprofessional relations and reduce the disparity of oral health is the special needs population. Secondary goals include changing current health professional feelings towards working with special needs patient, make them more comfortable, give providers a better idea of who to refer out to for certain special needs patients, encourage interprofessional partnership, and in the end affect the disparity in health care for the special needs population in the area.
1 Belief Model
1 Summary of Belief Model
Though there are many different models for interprofessional interaction; however, the Conceptual Model of the Benefits of Partnership fits most with the impact that this intervention is trying to create. From a 2007 Institute of Public Health of Ireland study is where the model was introduced. The models focus is to use partnerships and the qualities and characteristics that it creates to impact the inequalities in health that are targeted (Boydell et al., 2007). As seen in figure 1, the model begins with the different sectors creating the partnership (Boydell et al., 2007).
[pic]
Figure 1. Conceptual Model of the Benefits of Partnership
As those involved with the partnership get to know each other, connections are made, creating an environment of trust, which then leads to some type of learning (Boydell et al., 2007). As the partnership learns from each other and their resources are combined, actions are created that therefore lead to some type of impact that then affects the inequity targeted (Boydell et al., 2007). The arrows, seen in Figure 1, circling back on previous circles represent the different steps in the partnership feeding off of each other to make those steps even stronger (Boydell et al., 2007). For example, actions may lead to better learning about the inequity. Internal and external constraints are on the outside creating a certain space or barriers in which the model can work in. Of those constrains include conflict, polices, resources, and political climate (Boydell et al., 2007). Like the hope of this project, the model has shown in its implementation in pervious work that the partnership allows for a type of networks that they know who to call when a specific problem arises (Boydell et al., 2007). Some negative aspects that they ran into with this model is that it is time consuming and that conflict can completely ruin a partnership (Boydell et al., 2007).
2 Implementation for Intervention
Implementing this belief model into the practice of this intervention only gets through half of the model. Sectors of the health care profession are brought together to start forming that partnership, specifically oral health providers. The hope is having the different health professionals interact with the case studies will allow for the communication and learning to begin. The action and impact are hopefully results from participating. Internal constraints that could be seen in this intervention are conflict between different health professionals and not enough time to be able to form a team that will allow for collaboration. External constraints that could be seen are resources that the professionals have after they leave to start putting this in action (is their office up to ADA standards), reimbursement for seeing patients will special needs, and support of associations in the area to pass on the information to others in their respected professions.
2 Proposal
1 Case Presentation Committee
The first step in my proposal will be to create a team of interprofessionals in the community that have worked or are specialized in working with patients with special needs. The hope is that between the different professionals these health professionals can bring in their own cases. Oral health records would need to be a part of the case information data. Since implementation of the patient and the caregivers have been seen as important in previous studies, the committee will also try to have the patient and caregiver present at the case reports (Murphy et al., 2011).
2 Focus Groups
The focus groups would be preformed in groups of 8-10 of the same health profession through study clubs or local chapters of professional organizations. Sample questions can be seen in Appendix A. The idea of doing these focus groups before the case reports would be what to spend more time on, whether it be interacting with the patient, explaining the more clinical treatment or explaining the other conditions that are not a part of their specific profession, with a emphasis on the patients oral health. The health professional focus groups would involve the following professions: primary care physicians, physical therapist, occupation therapists, and pharmacists. It is of note that not all specialists are involved in the focus groups but could be involved in the case reports. The focus group would be run by those in public health so as to create comfort for the group to speak freely about topics pertaining to their specialty. The focus group would allow for free advertisement of the case reports and the participation of those in the focus groups.
3 Case Reports
From the information from the focus group, the committee would design the format of the case reports. Two case reports would be completed for this proposal, one involving a physical disability such as cerebral palsy and other involving an intellectual disability. The hope is to have two classic cases to have participants discuss with the oral health history well documented. Participants would be coming from primary care, physical therapy, occupational therapy, and pharmacology. These participants are included specifically for this proposal because of the effect they can have on the oral health of their patients. Primary care refer special needs patients out for dental treatment and are usually the home base for the patient. Physical therapists and occupational therapist play a key role in the home oral health care of the patient. Pharmacists play a role in prescription management and some of the oral health complications of medicines such as dry mouth or gingival hyperplasia (inflammation of the gums). Groups would ideally have one participant from each profession (approximately 4-6 participants per group). Each group would be in a room with one member of the committee as moderator, reading the case report, asking discussion questions, and making sure each participant has time to comment on each section of the report. Each group would also have one oral health provider who works with the special needs population to explain the oral health component of the case, filling in any of the gaps in knowledge about how the participants’ treatment may affect the patients oral health. Each report will take approximately one hour to review. After spending two hours in discussion, all participants would come together for discussion and interaction with the patient and their caregiver. Pre- and Post Surveys will be distributed and handed out to the participants to fill out before the case reports and after.
4 Future Use
From the pre-and post survey, information, and discussion from the committee afterwards, the hope is to create some type of continuing education curriculum from the interactions of these case reports. This format could also be used for other specialties that are underrepresented in interprofessional relations for the special needs population.
Conclusion
An inequity in health care is not an easy task to change especially when the behavior of the patient, care giver, and provider is involved and the research on the population is constantly changing. It is daunting to take on a population when every individual will act differently towards treatment and modifications will be different for each patient. It is complicated that someone would has Down Syndrome is put under the special needs category as someone how had a traumatic accident and is now in a wheelchair. It is not easy to learn. It is not easy to teach. But hope is that by having interprofessionals come together and work with each other that the reward will fall on the health of the special needs population. The hope of this proposal is to create a dialog not only about dentistry but about other specialties that are missing during treatment.
: FOCUS GROUP QUESTONS
WHAT WERE YOU TAUGHT IN YOUR HEALTH PROFESSIONAL SCHOOL ABOUT SPECIAL NEEDS PATIENTS?
What do you consider some of the conditions that special needs patients face and need to be treated for?
Have you ever referred a special needs patient out to an oral health professional?
Did you feel like you wanted to interact with other health professionals on the case?
What do you think are some of the solutions to working with special needs patients?
If you could learn anything about a special needs patient, what would you like to know?
: PRE AND POST SURVEY
|PRE-SURVEY |
|PLEASE STATE YOUR OCCUPATION |PRIMARY CARE PHYSICIAN |
| |Pharmacist |
| |Physical Therapist |
| |Occupational Therapist |
| |Other (please specify): |
|What percentage of the patients that you see are special needs? |0-25% |
| |26-50% |
| |51-75% |
| |76-100% |
|How comfortable are you working with special needs patients? |Very Comfortable |
| |Comfortable |
| |Hesitant |
| |Uncomfortable |
|How often have you thought about the oral health of a special needs |Never |
|patient? |Rarely |
| |Once or twice |
| |Often |
|Do you think interprofessional interaction is important to the health | Yes |
|of a special needs patient? |No |
|How often do you refer your special needs patients to another health |Never |
|professional? |Rarely (once every 6 months) |
| |Sometimes (once a month) |
| |Often (once a week) |
| |All the Time (once a day) |
|How often do you refer your special needs patients to an oral health |Never |
|professional? |Rarely (once every 6 months) |
| |Sometimes (once a month) |
| |Often (once a week) |
| |All the Time (once a day) |
|How important is oral health for a special needs patient? |Not important (has too many other serious conditions) |
| |As important as any other part of health care |
| |A priority in their health care |
|Post-Survey |
|Did you find the case report format informative? |Incredibly informative |
| |Informative, I learned something |
| |No helpful |
|How much did you learn about another profession? |Very little, I knew it already |
| |Little bit |
| |Some |
| |A large amount |
|Will these case reports change your referral process for special needs|Yes, I will start referring my patients out more to other health |
|patients to other health professions? |professions. |
| |Maybe |
| |No |
|Will these case reports change your referral process for special needs|Yes, I will start asking my special needs patients if they have a |
|patients to oral health professionals? |dentist. |
| |Maybe |
| |No |
|Comments: | |
bibliography
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-----------------------
INCORPORATING ORAL HEALTH INTO INTERPROFESSIONAL RELATIONS
IN SPECIAL NEEDS HEALTH CARE
by
Kayla Klingensmith
B.S. Biology, Roanoke College
Submitted to the Graduate Faculty of
the Multidisciplinary MPH Program
Graduate School of Public Health in partial fulfillment
of the requirements for the degree of
Master of Public Health
University of Pittsburgh
2016
UNIVERSITY OF PITTSBURGH
GRADUATE SCHOOL OF PUBLIC HEALTH
This essay is submitted
by
Kayla Klingensmith
on
April 20, 2016
and approved by
Essay Advisor:
David Finegold, MD ______________________________________
Professor
Human Genetics
Director, Multidisciplinary MPH Program
Graduate School of Public Health
University of Pittsburgh
Essay Reader:
Richard Rubin, DDS, MPH ______________________________________
Assistant Professor
Department of Dental Public Health
School of Dental Medicine
University of Pittsburgh
Copyright © by Kayla Klingensmith
2016
David Finegold, MD
INCORPORATING ORAL HEALTH INTO INTERPROFESSIONAL RELATIONS IN SPECIAL NEEDS HEALTH CARE
Kayla Klingensmith, MPH
University of Pittsburgh, 2016
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