The training program for PACER is designed to build high functioning interprofessional faculty teams equipped to transform their clinical practices and educational programs to prepare their trainees to work together in high performing patient centered medical homes. The relationship building and mutual respect that develops as these teams break through the typical entrenched siloes in training programs and the separate cultures in the health professions in their work together in PACER forms the foundation for them to test and adopt new models of interprofessional training in primary care practices.

The curriculum incorporates requisite practice and educational transformation skill areas that have been identified during the PCFDI pilot as priorities. Interprofessional teamwork will be the implicit focus of the curriculum in each of the component areas in PACER.


Interprofessional Care and Education

  • Establish team processes that support diverse professionals working together in support of common change goals.
  • Forge interdependent relationships with other professions to improve care and advance learning.

Patient-Centered Care

  • Utilize the principles of patient-centered care to guide organizational changes and measure system performance.
  • Empower patients to expand their role in decision-making, health-related behaviors and self-management.

Leadership for Change

  • Apply leadership practices that support collaboration and team effectiveness in the clinical and educational change and improvement process.
  • Develop a shared leadership model by involving faculty, trainees, and staff from every level to be engaged in the change process.

Quality Improvement

  • Utilize registries and/or other IT tools to identify and manage populations of patients within the practice.
  • Participate as a team member and leader in practice improvement, including evaluation of the practice and performance of PDSA cycles.

Competency Assessment Skills

  • Design assessment systems that utilize multifaceted methods of assessment and interdisciplinary assessors and connect educational outcomes with clinical outcomes.
  • Use appropriate assessment tools based on their “utility” for purpose, based on validity, reliability, educational effect, feasibility and acceptability.


Training #1 – April, 2016

Emphasis during the training was on building relationships, trust and accountability in the interprofessional (IP) faculty teams; confronting team challenges; improving the patient experience; improving the learner experience; leadership; and change management.

Training #2 – September, 2017

This training focused on cross-team sharing, discussion of best practices for IP education (IPE) and practice (IPP), sustainability and dissemination. Faculty received ongoing coaching to assist them with their innovations throughout the program.


The receipt of longitudinal coaching by talented experts who understand the participating institution’s context can assist with problem solving, strategy development, new approaches and ideas, culture change and building momentum. In addition, coaching/guidance on practical steps needed to operationalize PCMH concepts and create interprofessional clinical learning experiences when participants return home is an additional catalyst. A group of faculty from medicine, nursing and pharmacy, with real life experiences with primary care practice transformation and interprofessional education will serve as expert coaches.


Following the initial meeting, a team comprised of faculty coaches and the OHSU Evaluation Team will visit each institution to assess progress and level of collaboration, provide the teams with additional needs-based content and coaching, re-energize and focus the participants in their work, and help inform a larger audience of stakeholders about the work they are doing.