Name
Poster 55 - Structured Microteaching by Integrated Behavioral Health Clinicians: Enhancing Late Advance Care Planning
Date & Time
Friday, October 17, 2025, 5:00 PM - 6:30 PM
Description

Are you wondering about family-framed approaches to advance care planning? Are you curious about the role of integrated behavioral health clinicians as educators on the team? This poster presents pilot study results, including interdisciplinary team members’ self-rated acceptability of Goodman and Funderburk’s (2024) structured microteaching approach in the context of family-framed advance care planning findings from a pilot. The poster also highlights the role of behavioral health clinicians as educators to address late advanced care planning in acute inpatient medical settings, integrating relational-systemic, patient-centered, and family-framed models. Future clinical and research directions are also discussed.

Speakers
Rachel Smith MS, Medical Family Therapy PhD Student, East Carolina University, Greenville, NC
Jessica Goodman PhD, Asst. Professor, Institute for the Family, Department of Psychiatry, University of Rochester Medical Center (URMC), Rochester, New York
Co-Authors
Jenny Speice, PhD, LMFT, Associate Professor, Department of Psychiatry, School of Medicine and Dentistry, University of Rochester Medical Center
E-mail: jenny_speice@urmc.rochester.edu

Joseph A. Nicholas, MD, MPH, Department of Internal Medicine, Division of Geriatrics, University of Rochester Medical Center
E-mail: joseph_nicholas@urmc.rochester.edu
Content Level
All Audience
Tags
Geriatrics, Team-based care
Session Type
Poster
Slideshow link
View Slideshow
Objective 1
Describe relational-systemic considerations for patient-centered, family-framed late-stage advance care planning.
Objective 2
Understand the three levels of the structured microteaching approach and how behavioral health clinicians can utilize this framework in integrated care settings.
Objective 3
Recognize key findings that behavioral health clinician-delivered Level 1 microteaching on interdisciplinary teams was ‘acceptable’ for content aimed to enhance patient-centered, family-framed late-stage advance care planning.
Content Reference 1

Tolliver, M., Dueweke, A. R., & Polaha, J. (2022). Interprofessional microteaching: An innovation to strengthen the behavioral health competencies of the primary care workforce. Families, Systems, & Health, 40(4), 484-490. https://doi.org/10.1037/fsh0000735

Content Reference 2

Podgorski, C. A., Anderson, S. D., & Parmar, J. (2021). A biopsychosocial-ecological framework for family-framed dementia care. Frontiers in Psychiatry, 12, 744806. https://doi.org/10.3389/fpsyt.2021.744806

Content Reference 3

Horowitz, R. K., Hogan, L. A., & Carroll, T. (2020). MVP-Medical Situation, Values, and Plan: A memorable and useful model for all serious illness conversations. Journal of Pain and Symptom Management, 60(5), 1059–1065. https://doi.org/10.1016/j.jpainsymman.2020.07.022

Content Reference 4

Thillainadesan, J., Le Couteur, D. G., Haq, I., & Wilkinson, T. J. (2022). When I say … Microlearning. Medical Education, 56(8), 791–792. https://doi.org/10.1111/medu.14848

Content Reference 5

Ivey, L. C., Gilchrist, E. C., & Dickinson, W. P. (2023). Behavioral health integration and specialty medical care: Opportunities for applying knowledge from primary care integration. Families, Systems, & Health, 41(2), 278–281. https://doi.org/10.1037/fsh0000812