• demonstrate group facilitative skills through
  • addressing confidentiality
  • allowing one person to speak at a time
  • initiating meaningful dialogue
  • incorporating opening & closing rituals
  • using group process to help group members adhere to lifestyle changes
  • recognizing, without stigmatizing, outliers
• conduct brief, focused medical exams
• appropriately triage less critical issues to later exams/interviews
• work with patient’s family members  

          MEDICAL KNOWLEDGE

• explain in lay language the etiology, assessment, treatment, and life-style modifications for targeted issues
• recognize own and others limitations in scope and working with groups and seek assistance
• identify other professionals to teach about nutrition, exercise, mind-body techniques either to provide more in-depth teaching or to assist in referrals after the group   

   PRACTICE BASED LEARNING AND IMPROVEMENT

• assess needs of patient population to choose group visit most appropriate for practice
• choose and invite participatns appropriate to the group with respect to health idicators, life stage, and cognitive abilities
• select meaningful outcomes (e.g., medical, functioning, satisfaction, cost) and a plan to monitor outcomes over the course of the group
• appropriately bill for group medical visits with supporting documentation

•  demonstrate interactive teaching and discussion skills
•  appropriately identify patients for group visits using diagnosis-specific registries, pharmacy usage profiles, ICD insurance-based diagnoses 
•  use mailings, posters, handouts, receptionist calls and one-on-one recruitment to successfully recruit patients for group visits
• demonstrate accurate empathy to the behavior and affect presented by group members
• use motivational interviewing skills that includes:
  •  eliciting patient’s vision of health
  •  facilitating self-management plans and self-care decisions
  •  conducting group problem-solving conversations
  •  using health information to guide participant's self-care decisions

 PROFESSIONALISM                                                                                                                                                                                                                                                 The faculty member will be able to teach, model, and coach learners to:

• perform focused and timely chart reviews prior to the group visit
• document the group medical visit in a timely manner
• record the agreed upon biological markers and self-management goals
•  model respectful facilitation skills, identify roles and provide feedback to learners

• partner with a multidisciplinary team in planning, debriefing, sharing process, and defining role
• apply standardized chart identifier to all group medical visits
• document a progress note that includes pertinent patient presentation, past history and at least  2 review of system questions, 1 past medical/family history/allergy question, a brief exam that is pertinent to the diagnoses, assessment, progress, plan, and educational content
• make appropriate use of written material for invitational letters, HIPAA forms, confidentiality forms, agreement to participate forms and pay forms 

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