Page 31 - WesternU View - Fall/Winter 2014
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Barnes arrived at WesternU more than four years ago. He has now seen patients at necessary to become an effective clinician who manages chronic disease.
WDI for that length of time.
The Course Construction Committee continues to make adjustments as the program
“I understand them better than anyone else. I know their history. I know what develops, Barnes said. One lesson from the first year was that some students were too
medicines they don’t or do take. It makes it that much better and valuable to be able focused on attending appointments. He had to remind them that they serve as the
take care of patients,” he said. “That’s why I think it’s important to do things over a communication in between appointments. This is due to the prevailing mindset in the
longer term rather than in this piecemeal way. I do understand the importance of U.S. that your health care is based on your appointments, not what you’re doing at
gaining that foundational knowledge, but why can’t we do both?” home, Barnes said.
“We’re trying to switch that paradigm to reach into folks’
homes to give the best care,” he said. “At WDI, we have several
blood pressure cuffs that patients can take home and use
themselves. We have the insulin titration team that calls them
to make sure they’re getting their blood sugar list, giving them
changes over the phone so they know what they have to do
about their diabetes every day. We also have a core
collaborative therapeutic alliance (CoreCTA) that coordinates
the patient’s care and serves as health care coaches for the
patients. Our LC3 students serve as members of the CoreCTA,
viewing things from the patient’s perspective.”
In the fourth year, each student will complete a capstone
project as an expression of their experience. It could be an
essay, a video, music, a song -- whatever their form of
expression is about their experience with their patient.
“They’re all going to have different experiences,” Barnes said.
“Albert Einstein said, ‘It’s not that I’m so smart. It’s just that I stay with problems “Some are going to be very close to their patient, some not as close. Some of their
longer.’
patients are going to pass away. Some are going to get a lot healthier. This is a way for
“The longer they stay with these questions, the better they’ll be them to share the spectrum with each other.”
able to find innovative, unique solutions to taking care Chang has built a strong relationship with his
of patients,” Barnes continued. “We need to train patient. He was invited to a birthday party for
them to think, to understand processes, and Gomez’s grandchildren, where he met
be able to manipulate the knowledge most of his patient’s family.
they’ve received in their education to
then make these big decisions that Medical students sometimes get a
we’re going to have to make in health little too focused on studying, taking
care. They’re going to live in a totally exams, and the hurdles that they
different world of medicine than I’ve have to go through, Chang said. But
even had to deal with.” working with his patient has opened his
eyes to new perspectives.
LC3 is a humanities course for medical school, Barnes
said. Students learn about professionalism, accountability and “I like Mr. Gomez because he has such a positive attitude
empathy. They serve as a care coordinator and engage the patient during about life, ”Chang said. “Sometimes we get so caught up in ourselves that we don’t
their health care appointments and in between appointments. Students will make home think about what the patient is going through. He has to see multiple providers, check
visits, go to lunch with their patients, and engage with them in their everyday lives. his blood sugars and blood pressure daily, and take care of his own numerous medical
They are not expected to provide medical care in their first year. Their primary conditions and family members. Yet, whenever we talk on the phone, he always
objective is to gain the communication skills, social skills and time management skills encourages me and makes my day better.” – Rodney Tanaka
WesternU View Fall/Winter 2014 29
WDI for that length of time.
The Course Construction Committee continues to make adjustments as the program
“I understand them better than anyone else. I know their history. I know what develops, Barnes said. One lesson from the first year was that some students were too
medicines they don’t or do take. It makes it that much better and valuable to be able focused on attending appointments. He had to remind them that they serve as the
take care of patients,” he said. “That’s why I think it’s important to do things over a communication in between appointments. This is due to the prevailing mindset in the
longer term rather than in this piecemeal way. I do understand the importance of U.S. that your health care is based on your appointments, not what you’re doing at
gaining that foundational knowledge, but why can’t we do both?” home, Barnes said.
“We’re trying to switch that paradigm to reach into folks’
homes to give the best care,” he said. “At WDI, we have several
blood pressure cuffs that patients can take home and use
themselves. We have the insulin titration team that calls them
to make sure they’re getting their blood sugar list, giving them
changes over the phone so they know what they have to do
about their diabetes every day. We also have a core
collaborative therapeutic alliance (CoreCTA) that coordinates
the patient’s care and serves as health care coaches for the
patients. Our LC3 students serve as members of the CoreCTA,
viewing things from the patient’s perspective.”
In the fourth year, each student will complete a capstone
project as an expression of their experience. It could be an
essay, a video, music, a song -- whatever their form of
expression is about their experience with their patient.
“They’re all going to have different experiences,” Barnes said.
“Albert Einstein said, ‘It’s not that I’m so smart. It’s just that I stay with problems “Some are going to be very close to their patient, some not as close. Some of their
longer.’
patients are going to pass away. Some are going to get a lot healthier. This is a way for
“The longer they stay with these questions, the better they’ll be them to share the spectrum with each other.”
able to find innovative, unique solutions to taking care Chang has built a strong relationship with his
of patients,” Barnes continued. “We need to train patient. He was invited to a birthday party for
them to think, to understand processes, and Gomez’s grandchildren, where he met
be able to manipulate the knowledge most of his patient’s family.
they’ve received in their education to
then make these big decisions that Medical students sometimes get a
we’re going to have to make in health little too focused on studying, taking
care. They’re going to live in a totally exams, and the hurdles that they
different world of medicine than I’ve have to go through, Chang said. But
even had to deal with.” working with his patient has opened his
eyes to new perspectives.
LC3 is a humanities course for medical school, Barnes
said. Students learn about professionalism, accountability and “I like Mr. Gomez because he has such a positive attitude
empathy. They serve as a care coordinator and engage the patient during about life, ”Chang said. “Sometimes we get so caught up in ourselves that we don’t
their health care appointments and in between appointments. Students will make home think about what the patient is going through. He has to see multiple providers, check
visits, go to lunch with their patients, and engage with them in their everyday lives. his blood sugars and blood pressure daily, and take care of his own numerous medical
They are not expected to provide medical care in their first year. Their primary conditions and family members. Yet, whenever we talk on the phone, he always
objective is to gain the communication skills, social skills and time management skills encourages me and makes my day better.” – Rodney Tanaka
WesternU View Fall/Winter 2014 29
