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 to improve care and advance learning.
  • Actively engage self and others to identify and constructively manage disagreements about values, roles, goals, and actions that arise among health care professionals and with patients and families.
  • Listen actively and encourage the ideas and opinions of other team members.
  • Recognize how one’s own uniqueness, including experience level, expertise, culture, power, and hierarchy within the health care team, contributes to effective communication, conflict resolution, and positive interprofessional working relationships.
  • Recognize and respect the unique cultures, values, roles/responsibilities, and expertise of other health professions.
  • Utilize effective communication tools and techniques, including information systems and communication technologies, for facilitating discussions and interactions that enhance team function.
  • Use process improvement strategies to increase the effectiveness of interprofessional teamwork and team-based care.
  • Develop strategies to teach diverse learners simultaneously (residents, medical/nursing/PA/pharmacy students) in a collaborative, sustainable way.

Patient-Centered Care

  • Utilize the principles of patient-centered care to guide organizational changes and measure system performance.
  • Develop strategies to actively engage patients and families in patient care and QI activities.
  • Assess current patient engagement policies and practices and develop improvement plans.
  • 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.
  • Identify methods for engaging faculty and department/institutional leadership to sustain transformational change.


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.