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The current issue and full text archive of this journal is available on Emerald Insight at:
https://www.emerald.com/insight/2059-4631.htm
Reimagining proactive strategic
planning toward patient-centered
care: processes and outcomes in a
medical school’s department of
family and community medicine
Julie Aultman
Strategic
planning for
patientcentered care
Received 13 March 2020
Revised 21 April 2020
Accepted 21 April 2020
Department of Family and Community Medicine, Northeast Ohio Medical University,
Rootstown, Ohio, USA
Diana Kingsbury
College of Public Health, Kent State University, Kent, Ohio, USA, and
Kristin Baughman, Rebecca Fischbein and John M. Boltri
Department of Family and Community Medicine, Northeast Ohio Medical University,
Rootstown, Ohio, USA
Abstract
Purpose – A detailed strategic planning process is presented that entails several beneficial and effective
strategies and goals for interdisciplinary academic, clinical and/or service departments. This strategic
planning process emerged due to the need to adapt to organizational and structural changes within an
institution of higher medical education.
Design/methodology/approach – A strategic planning framework was developed, along with an inclusive
process that used an appreciative inquiry methodology, to examine past and present strengths and potentials
in a diverse, interdisciplinary family and community medicine department.
Findings – The success of this strategic plan and relevant approaches is evidenced by the development of a
community medicine course, student-run free clinic to meet the needs of underserved patients, an increase in
primary care research and increase in student choice of family medicine as specialty choice.
Research limitations/implications – The described strategic planning process serves as an illustration of
the benefits and limitations of identified approaches and outcomes useful for other departments and
organizations undertaking similar efforts.
Originality/value – The integration of multiple goals and a shared vision in a strategic planning process
leads to successful program development and meeting the needs of future healthcare professionals and the
patients and communities they serve. The authors have provided a model for such success.
Keywords Medical education, Primary care, Organizational development for effective clinical governance,
Organizational learning, Family medicine, Health professions, Clinical leadership
Paper type General review
“He who fails to plan is planning to fail” . . .this old adage is often attributed to Winston
Churchill, Benjamin Franklin, Henry Ford, Helen Keller and many others. However, in
spite of who it was that said it first, it is a maxim that remains as true at present as it was
the first time it was uttered and especially so now that health care and higher education
are being buffeted by waves of consumerism (Cordina et al., 2017; Grube and Crnkovich,
2017). Academic medicine is in a state of constant transformation fueled by dramatic
We thank the Department of Family and Community Medicine for participating in the Strategic
Planning Process and for continuing to build relationships and programs for our patients, students and
community.
International Journal of Health
Governance
© Emerald Publishing Limited
2059-4631
DOI 10.1108/IJHG-03-2020-0017
�IJHG
advances in modern medicine coupled with uncertain economic and market forces
(Schafer et al., 2005). Advocates for proactive strategic planning, especially in academic
and clinical settings, maintain that strategic planning promotes solidarity, and it serves
as the best means to develop well-crafted vision and mission statements, uniform and
focused commitments to core values and identifiable and measurable outcomes (Levinson
and Axler, 2007; Schafer et al., 2005). Also, strategic planning, in any one of its distinctive
forms, or any amalgam of them, helps build camaraderie, trust and a better
understanding of the work to be done by staff, faculty and management. This is
especially so if four impediments can be overcome: (1) an unpredictable external
environment, (2) a rapidly changing internal environment, (3) skepticism among faculty
and (4) the culture of medicine itself (Bryson et al., 2018). Within medical schools,
strategic planning has helped align school and department priorities with those of the
broader university, health professions institutions and residency programs (Levinson
and Axler, 2007). By charting a course through the strategic planning process, academic
departments can more successfully achieve goals related to three equally important and
relevant clinical, teaching and research agendas (Fabrizio, 2008).
Currently, it is imperative that healthcare settings use proactive strategic planning,
which includes attention to the needs of its consumer-patients (Grube and Crnkovich,
2017). This is because patients have rapidly transitioned from passively accepting health
provider decisions to demanding that they be included as active decision-making
partners in any and all matters that affect them, including, but not limited to, access to
data, services and conveniences not readily available to them in the past (Schafer
et al., 2005).
This work describes the strategic planning process undertaken by a department of family
and community medicine and can serve as example for other academic, clinical and/or service
departments that aim to build or re-examine their vision, mission, values, goals and overall
infrastructure. A very detailed process with many strategies is described, which have led to
positive outcomes and benefits to the institution, as well as some proposed goals that were
unattainable due to factors external to the collective contributions and deliberations of the
members of the department. Nevertheless, this paper may serve as an example for the need to
integrate multiple goals, the benefits of valuing the history and needs of the faculty and staff
and the fortitude to move important goals forward that can greatly impact students, patients
and the overall community.
Special circumstances launched strategic planning
Northeast Ohio Medical University (NEOMED) has three colleges (Medicine, Pharmacy and
Graduate Studies), and one of its signature missions is the education of students using an
interprofessional approach. In keeping with that mission, NEOMED’s College of Medicine
(COM) merged three departments, Family Medicine, Behavioral Sciences and Community
Health Sciences, to form a new Department of Family and Community Medicine (DFCM). This
merger brought twenty-six (26) faculty and six (6) staff members together under one
department. As important, it brought together 26 professionals representing ten disciplines:
behavioral sciences, social sciences, community health sciences, bioethics, family medicine,
geriatrics, palliative care, preventive medicine, public health and the health humanities.
DFCM faculty and staff quickly embraced strategic planning as a collaborative, evolutionary
process that would help them adopt to new internal and external challenges in the current
fast-paced, rapidly changing, transparent marketplace.
However, this new multidisciplined, interprofessional department had to quickly face,
cope and deal with the following six realities: (1) faculty and staff were functioning in siloes
resulting in departure of seven department members within 18 months; (2) family medicine
�had to be strengthened within the new department (and with the remaining four realities);
(3) medical students had to be recognized as consumers themselves, prepared to practice
alongside patients as partners; (4) a new retail-based marketplace based on consumerism
and consumer values would be taking precedence over provider convenience; (5) faculty
must evolve and apply proactive planning so DFCM could function successfully to be
community-informed and purpose-driven; and (6) the best elements of several strategic
planning models were needed to address these realities and achieve the DFCM goals
(Table 1).
DFCM faculty and staff started their pathway to forge a continuous strategic planning
process by engaging an outside consultant to take them through a two-day, off-site retreat.
Prior to the retreat, a SWOT analysis and stakeholder interviews were conducted, and
vision–mission–values statements were developed. Next, all faculty were introduced to a twophase process (Figure 1) at a department meeting preceding the retreat and were asked for
their open, honest engagement and support through an “appreciative inquiry” methodology
by which faculty and other engaged stakeholders move toward a shared vision (Bushe, 2013;
Cooperrider and Srivastva, 2005).
In support of holding a retreat, three distinct charges were established: (1) to build a
distinct strategic planning framework (Figure 1) with development and implementation
phases with identifiable deliverables, documentation of milestones, feedback and progress
markers; (2) to create an inclusive process that builds relationships and guides educational
Name
Phases
Pros
Cons
Conventional
strategic
planning
Update or develop a mission,
vision and value statements,
especially a purpose
Looks inside the organization.
Can set multi-year strategies,
develop matching action
steps and one-year
operational plans
Organic
strategic
planning
Works well with an
organization with a major
issue to deal with
Works well for an
organization that is evolving
and is robust
Establishes fact that strategic
planning is never finished
Works well for organizations
with limited resources
Helps develop a budget
Works well for internal
development when inward
looking
Helps an organization learn
why goals are not being
achieved
Resources the possibilities to
worse, best and reasonable
cases
Strategic
planning for
patientcentered care
Too confining and linear.
Hard to be robust and
dynamic in fastchanging world
Can easily become
obsolete if not revisited
and updated
Hard to address
ambitious goals
Issues-based
strategic
planning
Alignment
strategic
planning
Scenario
strategic
planning
Inspirational
strategic
planning
Can identify current
impediments to success
using SWOT analysis
Can help position all
stakeholders for later
success
Assures alignment between
organization mission and
resources
Stakeholders project
different scenarios that
could influence the
organization
Starts by allowing more
powerful wording in vision
and goals. Then focus on a
plan that otherwise may not
ever have been written
Use when time is of the
essence. Excellent tool for
brainstorming. And
energizing participants
Harder to get faculty
buy-in
Has little success helping
organizations with
ambitious goals
Should do this first, then
do strategic planning
process
Some participants lag in
imagination
Can be unrealistic at
times
Table 1.
Six common models of
strategic planning
�IJHG
Figure 1.
DFCM strategic
planning framework
commitments to serve underserved and underrepresented populations around local and
state communities; and (3) to implement a logic model to evaluate the outcomes of strategic
planning.
The strategic planning retreat
The retreat, facilitated by an invited expert and organized by a Steering Committee, was a
highly interactive and dynamic process consisting of small- and large-group activities
fostering open discussion and exchange of ideas (Table 2). The retreat format and agenda
were presented in draft form at a department meeting preceding the retreat for input and
comment. This provided the opportunity for including everyone’s ideas and garnered
support for the process and later outcomes. The retreat started with a brief history of the
department and appreciative inquiry into the contributions of current faculty members to the
department and university. According to Rouleau et al. (2018, p. 427), appreciative inquiry is a
“framework for analysis, decision-making, and the creation of strategic change within
organizations (Rouleau et al., 2018). Specifically, it is a framework for examining
organizational and system practices from the standpoint of what works, by examining
past and present strengths and potentials (Rouleau et al., 2018).” Using appreciative inquiry in
the strategic planning process allows departmental stakeholders to focus on what works well
and to highlight past successes in order to chart the course for the future. It is a method of
fostering organizational change that supports a dialogue among stakeholders that results in a
common vision that reflects what is done well and how (Cooperrider and Srivastva, 2005;
Johnson and Leavitt, 2001). Appreciative inquiry was an important element of the retreat
because it fostered an understanding of each person’s valued contributions to the DFCM and
University and helped to break down barriers that lead to siloing, thus cultivating a more
collaborative approach to shared goal setting. Through appreciative inquiry a positive
atmosphere was created to foster sustainable teamwork and comradery.
�Committees
Department goals
1. Increase student choice of family medicine
2. Develop a primary care research focus area
3. Open a student-run free clinic
4. Design a family and community medicine course
5. Develop new and existing graduate studies programs
Strategies
Recruitment Committee (targeting goals:
1, 2, 3)
Advancement Committee (fostering
collegiality and a shared identity)
Department Course Development and
Implementation Committee (targeting
goals: 1, 2, 3, 4)
Primary Care Research Committee
(targeting goal 2)
Rural Program Development and
Implementation Committee (targeting
goal 1)
Primary Care Student-Run Free Clinic
Committee (targeting goals: 1, 3, 4)
(1) Complete pipeline program needs assessment
and determine available stakeholder
resources
(2) Increase the number of students with
characteristics associated with choosing
primary care
(1) Develop and award departmental awards,
expand university recognition, identify and
acknowledge expertise of department
members
(2) Promote camaraderie and support among
department members
(1) Construct DFCM-based overall concept and
curriculum map and conduct SWOT analysis
(2) Integrate multidisciplinary content within/
across courses with high-quality primary care
experiences; primary care providers, related
specialists, residents and senior medical
students as instructors; linkages to NEOMED
free clinic; primary-care-related curriculum
tracks; engagement of primary care student
interest groups in curriculum development;
direct involvement with scholarship in
primary care
(1) Hire research director
(2) Development targeted teams focused on 1)
grants, 2) training and education
(3) Apply for relevant funding opportunities
(4) Publicize departmental research and
establish research center
(1) Research existing rural programs, establish
evaluation and assessment processes, create
longitudinal and integrated curriculum,
develop sites
(2) Identify, recruit and enroll students likely to
enter primary care
(3) Establish faculty development program and
student support system
(1) Establish site, LLC, policy and procedure
manual
(2) Establish criteria for accepting patients,
establish a payment method to assist
transporting patients, develop procedures for
patient flow, develop procedures for care and
follow-up
(3) Create budget, raise funding
(4) Create a new fourth-year elective, create a
system for credentialing faculty providers
Strategic
planning for
patientcentered care
Outcome
Achieved
Achieved
Achieved
Achieved
Achieved
Partially
achieved
*Not
achieved
Achieved
Achieved
Partially
achieved
Achieved
Achieved
Achieved
Achieved
Achieved
Achieved
(continued )
Table 2.
DCFM-prioritized
department goals,
committees,
implementation
strategies and
outcomes
�IJHG
Committees
Department goals
1. Increase student choice of family medicine
2. Develop a primary care research focus area
3. Open a student-run free clinic
4. Design a family and community medicine course
5. Develop new and existing graduate studies programs
Strategies
Graduate Studies Committee (targeting
goal 5)
Physician Assistant (PA) Program
Development Committee (targeting
goals: 1, 5)
Table 2.
(1) Develop new relevant certificate, master’s
programs and continuing education
programs
(2) Grow enrollment in existing and developing
programs by engaging internal and external
stakeholders
(1) Conduct and present feasibility study
(2) Recruit and select program staff
(3) Apply for accreditation
Outcome
Achieved
Achieved
Achieved
**Not
achieved
**Not
achieved
Note(s): *Due to the high costs of an external search and additional senior faculty line, a research director was
not hired; the department has been able to achieve or partially achieve research goals due to efforts from the
Chair and senior faculty in lieu of a director hire. **PA program was not achieved, since our feasibility study
indicated that it would neither be financially prudent nor valued given the oversaturation of similar programs
in our area
Guiding further discussion and goal setting, the COM Dean made a brief appearance to share
his vision for the COM and endorse the department strategic planning process. The retreat
built upon the framework established during the preretreat activities, and through multiple
group activities, a greater understanding of the diversity of the expertise and shared values
emerged.
Goal setting from a strategic planning retreat
The two-day DFCM Strategic Planning Retreat produced five new department goals to be
operationalized within five years (Table 2). These five goals are: (1) increase student choice of
family medicine, (2) develop a primary care research focus, (3) open a student-run free clinic
(SRFC), (4) design a community and family medicine course, (5) develop new innovative
programs. To assure operationalization of these goals, every faculty and staff member agreed
to serve on one or more of seven subgroups with quarterly meetings with the expectation to
present an annual progress report to the entire faculty. Additionally, at the request of the
Dean and the University President, an eighth subgroup/committee was added to conduct a
feasibility study for developing a physician assistant (PA) program to be added to the
university’s offerings.
To encourage participation at department meetings, the World Caf� Method was
e
implemented to identify those actions that would best fulfill shared goals (The World Caf�
e
Method, no date). For example, using the World Caf� Method during one departmental
e
meeting, 85 activities were identified that could foster the goal of growing more student
interest in family medicine. These 85 were pared down into 63 relevant and achievable
activities and placed into one of three “pillars.” Each activity was then ranked, using a
Delphi technique, and the top ten then given to a faculty member to champion; this resulted
in 19 activities winning a priority vote among all faculty. Since then all but six have been
achieved.
�Outcomes of strategic planning
Since the retreat in the Fall of 2014, along with follow-up departmental and programmatic
meetings, including a half-day retreat in 2016, the original five goals have significantly
evolved. There have been some major successes as outcomes of the strategic planning as
detailed further, including an underserved patient experience for medical students, an
accelerated family medicine tract and a social justice pathway.
Increase in family medicine students
There has been a significant increase in students choosing medical careers in family
medicine – an increase from 8 to 12.5% during the past four years. And while the initial goal
was to recruit and retain students in family medicine, through ongoing collaborations across
clinical departments within and external to the university, promoting primary care more
broadly emerged as a central goal for COM admissions and for many educational programs
and pathways housed in the DFCM.
Primary care collaborative research
Primary care research continues to grow within the department despite the need for resources
to build a solid infrastructure (e.g. research staff, research project support, faculty experts).
However, what has effectively transformed since the retreat is a deeper appreciation of the
collective expertise in educational research – the type of research projects that have yielded
increased grant funding, stronger collaborations and more interest in primary care among
students, faculty, administrators and stakeholders. Primary care research efforts have included
areas such as infant mortality, advance care planning, opioid addiction and treatment,
respecting the role of caregivers as healthcare team members, primary care practices, the social
determinants of health and how best to meet the needs of underserved communities. The DFCM
has successfully connected medical students to these research efforts as summer research
fellows, research interns and graduate research assistants. Students have advanced their
research skills and have collaboratively and independently presented and published nationally
and internationally with the guidance and mentorship of research faculty and staff.
Student-run free clinic (SRFC)
The SRFC at NEOMED was opened in October 2016, one Saturday a month, staffed by
medical students and pharmacy students, with on-site supervision by primary care
physicians and licensed pharmacists. The Department of Family and Community Medicine
has been the primary partner since its inception and provides physician oversight. Initial
funding was provided by donations from the University, private donors and local and
national foundations. The SRFC provides high-quality no-cost health care to the medically
underserved residents of Northeast Ohio. Greater than 70% of the SRFC patients are
uninsured and the remainder are underinsured (unable to pay their healthcare bills). The
SRFC has grown from one Saturday per month in 2016 to four Saturdays per month in 2020.
The number of patient visits has grown steadily from 21 per quarter in 2016 to 87 per quarter
in 2019. Employing an interprofessional team-based care model, the SRFC provides medical
students, pharmacy students and public health students a wide range of education fostered
by NEOMED faculty, community physicians and pharmacists. This education includes not
only interprofessional clinical care but also grant procurement and management, strategic
planning and outpatient clinical office management.
Funding from the Health Resources and Services Administration (HRSA) (2019–2024) will
foster expansion of the SRFC from the current three Saturdays per month to three days per
week (every Saturday and two weekdays). This grant will also fund the integration of mental
health services including opioid use disorder treatment and referral into the SRFC,
Strategic
planning for
patientcentered care
�IJHG
establishment of a telemedicine curriculum at NEOMED, incorporation of PA students from a
partner college, working together with NEOMED medical and pharmacy students and
integration of the eight dimensions of work–life balance.
Undeserved patient experience for medical students
Working with the COM administration, DFCM implemented two key pathways: the Urban
Pathway and the Rural Medical Education (RMED) Pathway. Both pathways focus on care
for underserved and underrepresented patients. The Urban Pathway established in
collaboration with Cleveland State University graduated its first students in 2016. The
Urban Pathway exposes premedical students to underserved populations in Cleveland Ohio,
where they complete a majority of their clinical experiences in medical school. Students in the
urban pathway are 2–3 times more likely to choose family medicine residency as the standard
population of students. The RMED Pathway utilized foundational elements from the Urban
Pathway and graduated its first students in 2018.
The RMED Pathway also provides medical students with longitudinal exposure to
underserved populations through a Health Coach Program. In the Health Coach Program,
RMED students serve as patient advocates for individuals with disadvantaged backgrounds.
The patients who are chosen for this program have had a significantly higher utilization of a
local community hospital’s resources during the past year. RMED students are trained
during the first semester M1 year, then visit patients in their homes throughout the second
semester, endeavoring to address their social determinants of health. While participating in
the program, RMED students work interprofessionally with pharmacy students and receive
supervision from an interdisciplinary team at the community hospital. Early data shows that
the Health Coach Program improves quality of care and patient satisfaction, while reducing
costs incurred by the patients involved. Additionally, RMED students are strategically
placed in rural underserved areas throughout their M3 and M4 years. Thus far, RMED
students are 4–5 times as likely to choose a family medicine residency, and there are 33
students currently enrolled in RMED.
Accelerated family medicine tract (AFMT)
In 2019, the Accelerated Family Medicine Tract (AFMT) was launched. Students who are
certain of family medicine as a career choice apply during their first year of medical school to
the AFMT. Students who have been accepted into this tract are selected by a residency
program during their first year of medical school and graduate in three years instead of four,
eliminating one year of debt as well as the expenses and stress of the fourth-year application
process. This track will grow to 10–12 students per class.
Social justice pathway
Finally, a social justice pathway (SJP) is being launched. The SJP is designed for students
planning to work in and serve patients and families living in socially and economically
disadvantaged communities. Physicians who receive training in community-based and
underserved settings are more likely to practice in similar settings, such as community health
centers (Phillips et al., 2013). The SJP will provide curricular integration in the SRFC. The SJP
is designed to introduce students to contemporary social justice issues that intersect with
medical practice and to foster critical thinking on social issues while promoting
compassionate care for underserved, marginalized or otherwise socially disadvantaged
populations. Incorporating materials and methodologies from philosophy and bioethics,
narrative studies, rhetorical analysis, critical race studies, queer theory and the history of
medicine, this curriculum will accentuate both the social determinants of health and the
�sociopolitical dimensions of healthcare, thereby encouraging physicians in training to
approach the provision of care as a simultaneously social, political and bioscientific endeavor.
Students in the SJP will participate in an Education-Centered Medical Home, where they will
rotate monthly in the SRFC throughout all four years of medical school (M1–M4). This will
create more opportunities for students to gain experience in a longitudinal and
interdisciplinary underserved primary care training experience and increase the number of
primary care clerkships available at NEOMED in addition to integrating behavioral health
services that will improve long-term patient health outcomes.
Lessons and limitations
There were a few challenges during the implementation of the strategic plan as is common at
many universities and organizations. Both the COM and the university changed their mission
statements to no longer include a focus on training primary care students. Although
unsuccessful in attempts to lobby against this change, department members remained
committed to the goal of increasing the number of students choosing a primary care career. In
addition, the university faced several financial challenges due to statewide funding decreases
that translated into diminished resources for the department to expand the research focus.
Research personnel who departed were not replaced, and despite plans, a research director
was not hired. Despite these setbacks, the faculty have been developing new collaborations
with other departments (i.e. internal medicine, pediatrics and psychiatry) to leverage existing
resources to strengthen the primary care research focus area. Lastly, the university and
college of medicine suggested the DFCM focus on the development of a PA program; an
additional goal outside the original plan that was deemed important for the university. DFCM
faculty and staff conducted and presented an extensive feasibility study; and ultimately
senior administration decided not to pursue a PA program based on the abundance of
existing PA programs in the state and the potential for competition for limited clinical sites
for current medical students.
Conclusion
Strategic planning at the department level can be an important tool to help a department
accomplish a number of tasks including: (1) creating a shared mission, vision and a set of
shared values; (2) creating a sense of purpose and comradery among department members; (3)
determining a set of goals that are widely endorsed internally and externally; (4) establish
commitment to and excitement about a department’s vision and goals; and (5) creating a
culture of teamwork committed to supporting each other and ultimately the success of the
department.
The department now has its strategic goals on a pathway that guides the education of
the next generation of healthcare providers. Tangible evidence that strategic planning
works can be seen in (1) new family and community medicine courses, (2) creation of a
successful student-run clinic, (3) an increase in primary care research focus and (4)
student choice of family medicine in areas where minorities are underrepresented and
where rural and urban areas are underserved (Table 2). The consumer-focused shift in
health care is now well defined and very palatable, and it will change the society and how
health care is delivered. But most importantly it has occurred in just the past 5–10 years.
Typically, it is recommended that revisiting strategic goals and plans should be done
every two years. Given the politicization of health care, every two years may be
insufficient to stay ahead of what may come, and perhaps an annual examination of goals
should be the norm as a prudent reality check. The annual review process is used to track
progress on goals and update them as the institutional goals change; applying a process
Strategic
planning for
patientcentered care
�IJHG
of continuous quality improvement to the strategic planning and implementation
process. While there will always be a demand for medical education, it will be those who
are quick to respond, and are bold about it, who will become its leaders and not its
followers. Strategic planning built a strong, organizational, inflection point for
NEOMED’s DFCM to be successful.
As a contemporary example of accepting strategic planning, as the means to be smart and
agile in a rapidly changing age of uncertainty, NEOMED’s DFCM has been able to
successfully meld three departments, not by focusing inwardly, but rather outwardly, and to
include in their planning mission those who consume health care and students being
prepared to deliver it. The several processes in the strategies did lead to several valuable
goals when the value of all faculty involved had the fortitude to integrate and focus on the
needs of the community they serve.
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�About the authors
Julie Aultman, PhD, is a professor of Family and Community Medicine and Director of Medical Ethics
and Humanities at Northeast Ohio Medical University. Dr Aultman conducts research on medical
education, philosophy of medicine, refugee health and topics related to social justice. Julie Aultman is the
corresponding author can be contacted at: jmaultma@neomed.edu
Diana Kingsbury, PhD, is a postdoctoral research associate in the College of Public Health at Kent
State University, in collaboration with the College of Education, Health, and Human Services and Akron
Children’s Hospital. Her research interests include maternal and child health, refugee health and the role
of social networks and social support in health.
Kristin Baughman, PhD, is an associate professor of Family and Community Medicine at Northeast
Ohio Medical University. She teaches biostatistics, evidence-based medicine and health disparities to
medical and public health students. Her research focuses on end-of-life care, medical decision-making
and health disparities.
Rebecca Fischbein, PhD, is an assistant professor in the Family and Community Medicine at
Northeast Ohio Medical University. Dr Fischbein conducts research on the topics of maternal health and
behavioral health.
John M. Boltri, MD, is a Chair and Professor of Family and Community Medicine. He leads the
student-run free clinic (SOAR) and conducts research in the areas of medical education and primary care
research and is a practicing physician in family medicine.
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Strategic
planning for
patientcentered care
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2059-4631
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NEOMED College of Graduate Studies
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Department of Family & Community Medicine
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Title
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Reimagining proactive strategic planning toward patient-centered care: processes and outcomes in a medical school's department of family and community medicine
Creator
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Aultman Julie; Kingsbury Diana; Baughman Kristin; Fischbein Rebecca; Boltri John M.
Publisher
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International Journal of Health Governance
Date
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2020
05-2020
Description
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Purpose A detailed strategic planning process is presented that entails several beneficial and effective strategies and goals for interdisciplinary academic, clinical and/or service departments. This strategic planning process emerged due to the need to adapt to organizational and structural changes within an institution of higher medical education. Design/methodology/approach A strategic planning framework was developed, along with an inclusive process that used an appreciative inquiry methodology, to examine past and present strengths and potentials in a diverse, interdisciplinary family and community medicine department. Findings The success of this strategic plan and relevant approaches is evidenced by the development of a community medicine course, student-run free clinic to meet the needs of underserved patients, an increase in primary care research and increase in student choice of family medicine as specialty choice. Research limitations/implications The described strategic planning process serves as an illustration of the benefits and limitations of identified approaches and outcomes useful for other departments and organizations undertaking similar efforts. Originality/value The integration of multiple goals and a shared vision in a strategic planning process leads to successful program development and meeting the needs of future healthcare professionals and the patients and communities they serve. The authors have provided a model for such success.
Subject
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Clinical leadership; Family medicine; Health professions; Medical education; Organizational development for effective clinical governance; Organizational learning; Primary care
Identifier
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<a href="https://doi.org/10.1108/IJHG-03-2020-0017" target="_blank" rel="noreferrer noopener">10.1108/IJHG-03-2020-0017</a>
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This manuscript is licensed under a <a href="https://creativecommons.org/licenses/by-nc/4.0/" target="_blank" rel="noreferrer noopener">Creative Commons Attribution Non-commercial International Licence 4.0 (CC BY-NC 4.0)</a>. Any reuse is allowed in accordance with the terms outlined by the licence. To reuse the AAM for commercial purposes, permission should be sought by contacting <a href="mailto:permissions@emeraldinsight.com">permissions@emeraldinsight.com</a>
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Journal Article
2020
Aultman Julie
Baughman Kristin
Boltri John M
Clinical leadership
Department of Family & Community Medicine
family medicine
Fischbein Rebecca
Health professions
International Journal of Health Governance
Kingsbury Diana
Medical education
NEOMED College of Graduate Studies
NEOMED College of Medicine
Organizational development for effective clinical governance
Organizational learning
primary care