Behavioral Health Specialist-FT- GME

DHR Health - US:TX:Edinburg - Days

Summary:

F LSA STATUS: Exempt Non-Exempt

MISSION STATEMENT:

Our Mission is to improve the well-being of those we serve with a commitment to excellence: every patient, every encounter, every time.

VISION:

Our Vision is to create a world-class health system to advance medicine and increase access for the communities we serve by empowering caregivers to heal through compassion, knowledge, innovation, integrated care and excellence.

POSITION SUMMARY:

Psychological, emotional, and physical well-being are critical in the development of the competent, caring, and resilient physician and require proactive attention to life inside and outside of medicine. Well-being requires that physicians retain the joy in medicine while managing their own real-life stresses. Self-care and responsibility to support other members of the health care team are important components of professionalism; they are also skills that must be modeled, learned, and nurtured in the context of other aspects of residency training.

The GME Behavioral Health Specialist, under the direction and supervision of the Designated Institutional Official (DIO)/Sr. Vice President of Medical Education, will act as a GME faculty member and play a crucial role in overseeing and managing the educational programs related to fostering and promoting faculty and resident well-being. This individual is responsible for developing, implementing, and evaluating curriculum, as well as providing support and guidance to residents and faculty personal and professional well-being. The GME Behavioral Health Specialist helps maintain the educational quality of the GME programs and ensures compliance with the Accreditation Council of Graduate Medical Education (ACGME) Institutional, Common, and Specialty Program Requirements and their interpretation. The GME Behavioral Health Specialist serves as an institutional resource for accreditation, compliance, and other regulatory requirements.

POSITION EDUCATION/ QUALIFICATIONS:

• Doctorate in education, counseling, behavioral health, or related field

• 2 years of faculty and leadership experience

• Human relations and effective communications skills.

• Experience in Graduate Medical Education

• Valid and unrestricted license of professional counseling in the State of Texas

• Maintain a faculty appointment with GME Program.

JOB KNOWLEDGE/EXPERIENCE:

• Advanced clerical experience is required.

• Exceptional organization skills.

• Ability to independently prioritize work.

• Ability to utilize resources effectively.

• Critical thinking and problem-solving skills.

• Effective written and verbal communication skills.

• Ability to adapt and adjust to new or changing situations.

• Exceptional interpersonal and communication skills.

• Ability to maintain confidentiality.

• Understands the dynamics and objectives of the residency/fellowship programs and their relationship with the sponsoring institution and participating sites.

• Understands the management structure of the GME Office and maintains effective relationships with GME leaders, faculty, residents and staff.

• Able to organize, schedule, and prioritize work for self and others to meet deadlines.

• Able to utilize interpersonal skills to work effectively with others.

• Experience in curriculum development and program management within a healthcare or educational setting.

• Excellent communication and interpersonal skills.

• Ability to work collaboratively with a diverse group of participating institutions.

• Strong organizational and project management skills.

• Familiarity with ACGME accreditation standards and requirements for graduate medical education programs.

• The candidate must possess operational leadership qualities as well as scientific and educational achievements and foster a spirit of collaboration, clear communication, and strong interpersonal skills.

Computers and Technology

• Demonstrates proficiency with computer applications, online resources and equipment utilized by the department and institution.

Responsibilities:

POSITION RESPONSIBILITES:

• Provide medical education services in the specialties or subspecialties of Psychiatry, Family Medicine, and Internal Medicine ("Specialty"), which will include the education and training of DHR Health and RGV GME Consortium Residents and/or Fellows. {Note: in the event the psychiatry residency program does not become accredited, faculty member will distribute educational time spent among the remaining GME programs including General Surgery, Urology, Surgical Critical Care, Diagnostic Radiology, Emergency Medicine, and Bariatrics.}

• Prepare and maintain education records that are in accordance with rules, regulations, and policies of DHR Health, RGV GME Consortium, and the ACGME.

Specific to the behavioral health specialist faculty role:

• Behavioral health interprofessional integration into the educational programs including all aspects of patient care, including experience in integrated interprofessional behavioral health care in all practice sites.

• Contribute to curriculum organization and structured experiences by facilitating learning in a manner that allows residents to function as part of an effective interprofessional team that works together longitudinally with shared goals of patient safety and quality improvement.

• Contribute to resident integration of multiple non-physician professionals to augment education, as well as interprofessional team clinical services.

• Teach residents to recognize the interrelationship of mental and physical health while addressing the barriers and challenges of accessing behavioral health care in our complex society.

• Address behavioral health and inequities in health and health care.

• In the team setting, educate residents on how to diagnose, manage, and integrate the care for common mental illness and behavioral issues, including substance use disorders in patients of all ages.

• Educate residents to demonstrate competence to independently apply the biopsychosocial model of health to patients, specifically to assess behavioral, community, environmental, socioeconomic, and family influences on the health of patients, and integrate those with biomedical influences, appropriately acknowledging racial categories as social constructs as opposed to biologically distinct determinants of health.

• Contribute to the resident experience in the diagnosis and management of common mental illness, including interprofessional training in cognitive behavioral therapy, motivational interviewing, and psychopharmacology.

• Educate residents to demonstrate knowledge of established and evolving biomedical, clinical, epidemiological, and social-behavioral sciences, including scientific inquiry, as well as the application of this knowledge to patient care.

Specific to the Core Faculty Educator Role: The Core Faculty (CF) are appointed by the Program Director (PD) and assist the PD with resident education, program administration, and resident clinical supervision.

• CF are required to participate in a specified amount (100%, or 40 hours/week) of time in non-clinical GME program activities. These include:

1. teaching/didactic activities (with a minimum requirement of 70% attendance);

2. oversight of and participation in curriculum content and development;

3. mentoring of resident or fellow mentoring activities;

4. participation in GME program resident or fellow wellness activities;

5. biannual formal evaluation of all residents or fellows (Clinical Competency Committee, or CCC);

6. program evaluation (Program Evaluation Committee, or PEC)
7. leadership of and participation in any and all ACGME Site Visit preparations and the ACGME Site Visit itself;

8. resident or fellow recruitment and selection.

• The CF must participate in at least one faculty development activity annually, provided by the DHR GME Office, in each of the following areas:

1. education and evaluation;

2. quality improvement, eliminating health inequities, and patient safety;

3. fostering their own and their residents’ well-being; and

4. patient care based on their practice-based learning and improvement efforts.

• The CF must contribute to the residency program’s overall scholarly activity, demonstrating accomplishments in at least three of the following domains annually:

1. Research in basic science, education, translational science, patient care, or population health;

2. Peer-reviewed grants;

3. Quality improvement and/or patient safety initiatives;

4. Systematic reviews, meta-analyses, review articles, chapters in medical textbooks, or case reports;

5. Creation of curricula, evaluation tools, didactic educational activities, or electronic educational materials;

6. Contribution to professional committees, educational organizations, or editorial boards; or

7. Innovations in education.

• The CF commits to supervising and providing clinical teaching to residents or fellows assigned to them during their clinical assignments.

• The CF is required to provide informal feedback and formal end-of-rotation (e.g. monthly) evaluations of residents or fellows they supervise, completed in New Innovations and done within fourteen (14) days of completion of the rotation.

• The CF must be a role model of professionalism. Any and all professionalism complaints pertaining to the CF will be evaluated by the PD and/or the GME Committee Executive Committee.

• The CF must assure the learning objectives of the program are accomplished without excessive reliance on residents to fulfill non-FACULTY obligations. Examples of such obligations include transport of patients from the wards or units for procedures elsewhere in the hospital; routine blood drawing for laboratory tests; routine monitoring of patients when off the ward; and clerical duties, such as scheduling. While it is understood that residents may be expected to do any of these things on occasion when the need arises, these activities should be performed by residents routinely and must be kept to a minimum to optimize resident education.

• The CF must submit an updated CV annually to the PD for evaluation.

GME Administrative Responsibilities:

• Report to the DHR Health DIO, the GME Behavioral Health Specialist will be responsible for working directly with GME office, faculty and staff to enhance behavioral health education for the DHR Health GME programs, faculty, residents and fellows.

• This individual will work with GME programs to help them develop their own unique GME Behavioral Health and Well-being curricula to satisfy Accreditation Council for Graduate Medical Education (ACGME) institutional and program requirements.

• Develop and implement curriculum for behavioral health and well-being education within the graduate medical education programs.

• Collaborate with GME office, program directors, and faculty members to ensure alignment of curriculum with program goals and objectives.

• Provide support and guidance to residents in understanding and applying behavioral health and well-being principles.

• Evaluate the effectiveness of educational programs, residents, and fellows and make recommendations for improvement.

• Coordinate and facilitate workshops, seminars, and other educational activities related to behavioral health and well-being.

• Stay current on trends and developments in behavioral health and physician well-being education and incorporate best practices into program design.

• Serve as a resource for residents and faculty members on behavioral health and well-being topics and issues.

• Maintain documentation and records related to educational programs and outcomes.

Work closely with DIO to prepare supporting documentation as required for ACGME accreditation standards.

Prepare summary and other reports as necessary and present reports to DIO.

Other information:

LINES OF REPSONSIBILITES :

(Chain-of-command)

1. Senior Vice President 2. Chief Academic Officer

CUSTOMER SERVICE:

Provide excellent customer service to all DHR customers. All employees are required to attend the DHR C.A.R.E.S program which outlines the Customer Service Principals including: Commitment, Accountability, Respect, Excellence and Service.

AGE SPECIFIC:

Employees must be able to demonstrate the knowledge and skills necessary to provide care appropriate to the age of the patients served in his/her assigned unit. The individual must demonstrate knowledge of principles of growth and development over the life span and possess the ability to assess data reflective of the patient’s status and interpret the appropriate information needed to identify each patient’s requirement relative to his or her age.

AMERICANS WITH DISABILITIES ACT: (ADA):

A. Essential Duties: Indicated by bold print within performance standards, preceding individual numbered criteria.

The following table provides physical requirements that will be associated with, but not limited to, this position:

B. Working Conditions: The individual spends over 95% of his/her time in an air-conditioned environment with varying exposures to noise. There is protection from weather conditions but not necessarily from temperature changes. The position does have low exposure to malodorous, infectious body fluids from patients and some minimal exposure to noxious smells from cleansing agents.

C. Occupational Exposure: This position has minimal to no exposure to blood, body fluids, or tissues and is an OSHA Category III (although situations can be imagined or hypothesized under which anyone, anywhere, might encounter potential exposure to body fluids). Person who performs these duties are not called upon as part of their employment to perform or assist in emergency medical care or first aid or to be potentially exposed in some other way.

D. Aptitudes: HIGH 1 2 3 4 5 6 LOW

Intelligence: General learning ability: The ability to “catch on” or understand instructions and underlying principles. Ability to reason and make judgments. 3

Verbal: Ability to understand meanings of words and ideas associated with them, and to use them effectively. To comprehend language, to understand relationships between words, and to understand meanings of whole sentences and paragraphs. To present information or ideas clearly. 3

Numerical: Ability to perform arithmetic operations quickly and accurately. 2

Spatial: Ability to comprehend forms in space and understands relationships of plane and solid objects. Frequently described as the ability to “visualize” objects or two or three dimensions, or to think visually of geometric forms. 2

Form Perception: Ability to perceive pertinent details and objects or in pictorial or graphic material to make visual comparisons and discriminations and see slight differences in shapes and shadings of figures and widths and lengths of lines. 3

Clerical Perception: Ability to receive pertinent details and verbal or tabular material. To observe differences in copy, to proofread words and numbers, and to avoid perceptual errors in arithmetic computation. 2

Motor Coordination: Ability to coordinate eyes and hands to fingers rapidly and accurately in making precise movements with speed. Ability to make a movement response accurately and quickly. 3

Finger Dexterity: Ability to move hands easily and skillfully. To work with fingers in placing and turning motions. 3

Manual Dexterity: Ability to move hands easily and skillfully. To work with hands in placing and turning motions. 3

Eye-Hand-Foot Coordination: Ability to move the hand and foot coordinately with each other in accordance with visual stimuli. 3

Color Discrimination: Ability to perceive and respond to similarities or differences in colors, shapes, or other values of the same or different color. To identify a particular color, or to recognize harmonious or contrasting color combinations, or to match color adequately. 3