Educating the next generation of health leaders: Medical-legal partnership and interprofessional graduate education

Journal of Legal Medicine

Volumn 35, Issue 1, 2014, Pages 113-148

  Benfer, Emily A ^a  

^a LOYOLA UNIVERSITY CHICAGO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

CLINICAL COMPETENCE; COOPERATION; CURRICULUM; HEALTH CARE DELIVERY; HEALTH CARE POLICY; HUMAN; INTERDISCIPLINARY COMMUNICATION; LEADERSHIP; LEGISLATION AND JURISPRUDENCE; MEDICAL EDUCATION; NEEDS ASSESSMENT; SOCIAL DETERMINANTS OF HEALTH; SOCIAL JUSTICE; SOCIAL WORK; UNITED STATES;

CLINICAL COMPETENCE; COOPERATIVE BEHAVIOR; CURRICULUM; EDUCATION, MEDICAL, GRADUATE; HEALTH POLICY; HEALTH SERVICES ACCESSIBILITY; HUMANS; INTERDISCIPLINARY COMMUNICATION; LEADERSHIP; NEEDS ASSESSMENT; PATIENT PROTECTION AND AFFORDABLE CARE ACT; SOCIAL DETERMINANTS OF HEALTH; SOCIAL JUSTICE; SOCIAL WORK; UNITED STATES;

EID: 84897468386     PISSN: 01947648     EISSN: 1521057X     Source Type: Journal    
DOI: 10.1080/01947648.2014.884910     Document Type: Article

References (262)

1. Framework For Action On Interprofessional Education & Collaborative Practice, World Health Org., 7 (2010) http://Whqlibdoc.Who.Int/Hq/2010/Who Hrh Hpn 10.3 Eng.Pdf.
2. See Starting Your Own Medical-Legal Partnership: A Step-By-Step Toolkit To Implementing The Mlp Model, Nat'L Ctr. For Medical-Legal Partnership 1, 3 (2011), http://www.Medical-Legalpartnership. Org/Sites/Default/Files/Page/ 2011%20Start-Up%20Toolkit 3.Pdf.
3. Healthcare Providers (Doctors, Residents, Nurses, Social Workers, And Public Health Experts) And Lawyers (Legal Aid Offices, Law Schools, And Pro Bono Attorneys) Are Partnered At More Than 235 Sites Nationwide, In A Variety Of Specialties That Include Pediatrics, Family Medicine, Internal Medicine, Geriatrics, Oncology, Adolescent Medicine, And Others. Id. At 7;
4. See Also Beyond Healthcare: New Directions For A Healthier America, Robert Wood Johnson Found. 108 (2009), http://www.Commissiononhealth.Org/Pdf/ 11F12754-E8Ff-408B-9451-6456D939B15F/Executivesummary Final.Pdf.
5. See Megan Sandel et al., Medical-Legal Partnerships: Transforming Primary Care By Addressing The Legal Needs Of Vulnerable Populations, 29 Health Aff. 1697, 1698 (2010).
6. See, E.G., Ellen Cohen et al., Medical Legal Partnership: Collaborating With Lawyers To Identify And Address Health Disparities, 25 J. Gen. Internal Med. S136, S137 (2010).
7. Framework For Action, Supra Note 1, At 7.
8. Diane R. Bridges et al., Interprofessional Collaboration: The Best Practice Models Of Interprofessional Education, 16 Med. Educ. Online 6035 (2011), http://Med-Ed-Online.Net/Index.Php/Meo/Article/View/6035/Pdf 119.
9. Interprofessional Education Was Designed To Train Health Professionals.
10. In The Health Law Field, The Mlp Model Integrates Law Students And Lawyers Into The Healthcare Team.
11. This Is An Interdisciplinary And Interprofessional Model Of Education. Interprofessional, However, Is The Preferred Term Because It Encompasses Practice And Not Merely Fields Of Study.
12. See Health Justice Project Newsletters (Unpublished Manuscript On File With Author) (Available At http://Luc.Edu/Healthjustice, Additional Resources For Advocates, Clients And Graduate Schools Tab).
13. Law Schools: The Role Of Law Schools In Service Delivery, Nat'L Ctr. Formedical-Legal Partnership, http://www.Medical-Legalpartnership.Org/Movement/ Law-Schools (Last Visited Oct. 12, 2013).
14. The Health Justice Project Was Developed After Detailed Conversations With Mlp Leaders
15. Including Sylvia Caley And Lisa Bliss Atgeorgia State Lawschool, Paula Galowitz At Newyorkuniversity School Of Law
16. Suzette Melendez At Syracuse University College Of Law, Kate Mewhinney At Wake Forest University School Of Law ,Liz Tobin Tyler At Roger Williams University School Of Law
17. Katie Cronin At University Of Kansas School Of Law, Diane Goffinet At Land Of Lincoln Legal Aid-Carbondale, Amy Zimmerman At Chicago Medical-Legal Partnership For Children
18. Mary Christy Fisher At New Haven Legal Assistance (From 1985 To 2009 And As Deputy Director From 2005 To 2009)
19. Maureen Van Stone At Project Health At Kennedy Kreiger Institute, Alex Boni Saenz At The Chicago Medical-Legal Partnership For Seniors With Erie Family Health Center At The Legal Assistance Foundation Of Metropolitan Chicago (From 2009 To 2011)
20. Kelly Scott Flood At The American Bar Association Medical-Legal Partnership Pro Bono Project.
21. For More Information On The Health Justice Project, See Health Justice Project, http://Luc.Edu/Healthjustice (Last Visited Oct. 12, 2013).
22. The Health Justice Project Is An Mlp Between Erie Family Health Center And Loyola University Chicago School Of Law.
23. Students Of Law, Medicine, Public Health, And Social Work Participate And Enroll In The Health Justice Project Course.
24. Formal Partners Include Aids Legal Council Of Chicago, Lawyers Committee For Better Housing, And Equip For Equality.
25. The Health Justice Projectwas Founded By The Author In 2010.
26. Emily A. Benfer, Health Justice Project: A Collaborative Commitment To Solving Real World Problems, 9 Ind. Health L. Rev. 523 (2012);
27. Emily A. Benfer et al. The Health Justice Project: Interdisciplinary Advocacy To Overcome Social Determinants Of Health, 1. 1 Canadian J. Poverty L. 164 (2012);
28. See Generally Health Justice Project, http://Luc.Edu/Healthjustice (Last Visited Oct. 12, 2013).
29. Nat'L Ctr. Formedical-Legal Partnership, http://www.Medical- Legalpartnership.Org (Last Visited Oct. 12, 2013).
30. Starting Your Own Medical-Legal Partnership, Supra Note 2.
31. Legal Care" Is Defined As "[T]He Full Spectrum Of Interventions That Address Legal Needs For Individuals And Populations.
32. This Includes Legal Screening, Triage, Consultations, Legal Representation, Changes To Clinical Or Institutional Policy And Changes To Systems Policy.
33. Achieving Quality And Sustainability For Medical-Legal Partnerships, Nat'L Ctr. For Medical-Legal Partnership (June 2013), http://www.Medical- Legalpartnership.Org/Sites/Default/Files/Page/Achieving% 20Quality%20And%20Sustainability%20For%20Mlps.Pdf.
34. Emily A. Benfer, Interdisciplinary Health Partnership Between Graduate Schools And Host Communities, In Town And Gown: Legal Strategies For Effective Collaboration 239 (Cynthia A. Baker & Patricia A. Salkin Eds., 2013).
35. For Example, An Individual Or Organization May Identify A Community Need, Determine That Mlp Is The Ideal Solution, And Engage Partners To Address It.
36. Alternatively, An Mlp May Begin With Identification And Engagement Of Partners Who Then, Together, Determine The Need To Which Their Mlp Will Respond.
37. Some Researchers Suggest That Improved Access And Quality Of Medical Care At The Individual Level Alone May Do Little To Reduce Socioeconomic-Based Inequity In Health.
38. See Generally Handbook Of Medical Sociology (Chloe E. Bird et al. Eds., 6Th Ed. 2010).
39. See Community Health Needs Assessment (Chna), Community Commons, http://Assessment. Communitycommons.Org/Chna/About.Aspx (Last Visited Oct. 12, 2013).
40. For Example, Immigrant Populations Are More Likely To Have Legal Problems Than The Average Lowincome Household But Are Unlikely To Take Public Benefits Or Seek Out Legal Services For Fear Of Immigration Difficulties.
41. See Ellen Lawton, Community Health Needs Assessment: Best Tool Ever For Mlp? Part I, Bridging The Divide (July 3, 2013), http://Medical- Legalpartnership.Blogspot. Com/2013/07/Community-Health-Needs-Assessments-Best. Html;
42. See Also Kenzy Vandebroek, Opening Doors To Health Care For Immigrants And Refugees, Chicago Dep'T Of Pub. Health (Sept., 2006) http://www. Cityofchicago.Org/Dam/City/Depts/Cdph/Policy Planning/Pp Open%20Doors% 20To%20Healthcare%20For%20Immigrants%20And%20Refugees.Pdf.
43. For Example, In A Study Of Camden, New Jersey, The Highest Hospital Costs Originated In Two Buildings, A Nursing Home And A Low-Income Housing Tower.
44. These Residents Are The "Hotspotters," Who Accrued $200 Million In Healthcare Bills Between 2001 And 2008.
45. Atul Gwande, The Hotspotters, The New Yorker (Jan. 24, 2011), http://www.Newyorker.Com/Reporting/2011/01/24/110124Fa Fact Gawande.
46. Patient Protection And Affordable Care Act, Pub. L. No. 111-148, 124 Stat. 119 §§ 9007(A), 6033(B)(2013).
47. In Addition, Hospitals Must Develop An "Implementation Strategy" That Addresses The Needs Of The Community. Id. Hospitals That Fail To Conduct A Chna Are Subject To An Excise Tax And Other Penalties. Id. § 4959.
48. Social Determinants Of Health Are "The Conditions In Which Individuals Grow, Work, And Age" And Are Influenced By "Distribution Of Money, Power, And Resources At Global, National And Local Levels.
49. Social Determinants Of Health: Report By The Secretariat, World Health Org. (Nov. 23, 2012), http://www.Who.Int/Social Determinants/En/.
50. Social Determinants Of Health Have Been Defined And Examined By Several Scholars, Especially In The Context Of The Health Of Minority Populations.
51. See Generally Brian K. Gibbs et al., Reducing Racial And Ethnic Health Disparities: Exploring An Outcome Oriented Agenda For Research And Policy, 31 J. Health Politics Pol'Y & L. 185 (2006).
52. Benfer, Supra Note 15
53. See Reducing Emergency Room Use By Low-Income Patients May Improve Their Health, Robertwood Johnson Found. (Mar. 14, 2003), http://www.Rwjf.Org/En/ Research-Publications/Find-Rwjf-Research/2003/03/Reducing-Emergency-Room-Use-By- Low-Income-Patients-May-Improve-T. Html;
54. See Also Gwande, Supra Note 20.
55. Robert Pettignano et al.
56. Can Access To A Medical-Legal Partnership Benefit Patients With Asthma Who Live In An Urban Community?, 24 J. Healthcare Poor & Underserved 706 (2013);
57. See Mary M. O'Sullivan et al., Environmental Improvements Brought By The Legal Interventions In The Homes Of Poorly Controlled Inner-City Adult Asthma Patients: A Proof-Of-Concept Study, 49 J. Asthma 911 (2012);
58. Asthma 911 (2012); Johnna Murphy & Megan Sandel, Asthma And Social Justice: How To Get Remediation Done, 41 Am. J. Preventive Med. S57 (2011).
59. Ripple Effects Of Childhood Lead Poisoning, Leadsafe Illinois, http://www.Leadsafeillinois.Org/Facts/Ripple-Effects.Asp (Last Visited Oct. 12, 2013);
60. See Anita Weingberg, A Case Study Of A Partnership In Chicago To Prevent Childhood Lead Poisoning, In A Child'S Right To A Healthy Environment 43 (James Garbarina & Garry Sigman Eds., 2010); Healthy Homes And Lead Poisoning Prevention Program, Ctrs.
61. For Disease Control & Prevention (2011), http://www.Cdc.Gov/ Healthyhomes/Ej/Ej 1Page English.Pdf.
62. Utility Access And Health: A Medical-Legal Partnership Patients-To-Policy Case Study,Medical-Legal Partnership Boston (June 2010), http://www. Kidscounsel.Org/Utility%20Access%20And%20Health% 20An%20Mlppatients-To- Policy%20Case%20Study.Pdf.
63. Davidkeller et al., Development Of A Brief Questionnaire To Identify Families In Need Of Legal Advocacy To Improve Child Health, 8 Ambulatory Peds. 266 (2008), http://www.Medical-Legalpartnership.Org/Sites/Default/Files/Page/ Development%20Of%20A%20Masq(2).Pdf.
64. Benfer, Supra Note 15.
65. For More Information About Team Building And Sustainability, See Ongoing Engagement And Teamwork For Mlp Sustainability, Infra § I(D).
66. Linda Morton et al., Teaching Interdisciplinary Collaboration: Theory, Practice, And Assessment, 13 Quinnipiac Health L.J. 175, 176 (2010)
67. Quoting Gary L. Harbaugh, Assumptions Of Interprofessional Collaboration: Interrelatedness And Wholeness, In Interprofessional Care And Collaborative Practice 11, 19-20 (R. Michael Casto et al. Eds., 1994)).
68. The National Center For Medical-Legal Partnerships Can Serve As A Resource To Match Local Institutions Together To Form An Interprofessional Partnership.
69. Resources For Emerging And Active Partnerships, Nat'L Ctr. For Medical-Legal Partnership, http://www.Medical-Legalpartnership.Org/Resources (Last Visited Nov. 7, 2013).
70. Starting Your Own Medical-Legal Partnership, Supra Note 2, At 9 (Noting That, "[F]Or The Collaboration Of Mlp Partners To Be Effective, It Is Imperative That Each Partner Understand The Community'S Health And Legal Landscapes").
71. Didactics In The Medical Setting Refer To Resident Learning Involving Lecture And Textbook Instruction Rather Than Demonstration And Laboratory Study.
72. Didactics, Merriam-Webster Medical Dictionary, http://www.Merriam- Webster.Com/Dictionary/Didactics (Last Visited Nov. 10, 2013).
73. See Presentations To Health Providers, Infra § Ii(C)(3)(C).
74. Healthy Housing Presentation Powerpoint (Unpublished Manuscript On File With Author) (Available At http://Luc.Edu/Healthjustice)
75. Additional Resources For Advocates, Clients And Graduate Schools Tab (Describing Common Barriers To Health In The Housing Setting, Including Common Substandard Housing Conditions, Such As Mold, Lead, And Utility Disconnection, And Explaining How Medical Providers Were Trained In Identifying Patients Experiencing One Of These Health-Harming Legal Needs, The Rights Of Patients In Such Situations, And How To Support Legal Intervention).
76. Preventing Negative Health Outcomes From Illegal Eviction Presentation Powerpoint (Unpublished Manuscript On File With Author) (Available At http://Luc.Edu/Health Justice, Additional Resources For Advocates, Clients And Graduate Schools Tab) (Discussing The Negative Health Outcomes That Result From Eviction, Such As Delays In Recuperation And Rehabilitation And Increased Stress And Anxiety, And Provides An Overview Of The Eviction Process, Tenants' Rights During Eviction, And Identifying Patients At Risk).
77. Advocating For Patients In Social Security Disability Cases Presentation Powerpoint (Unpublished Manuscript On File With Author) (Available At http://Luc.Edu/Health Justice, Additional Resources For Advocates, Clients And Graduate Schools Tab) (Training Providers To Advocate For Patients Appealing A Disability Benefits Denial, Including How To Write Effective Medical Source Statements And Complete Social Security Administration Forms).
78. Food Insecurity Presentation Powerpoint (Unpublished Manuscript On File With Author) (Available At http://Luc.Edu/Healthjustice, Additional Resources For Advocates, Clients And Graduate Schools Tab) (Discussing The Relationship Between Food Access And Health Outcomes, As Well As The Various Food Assistance Programs Available To Patients, And Including Template Documents And Instructions For Enrolling Eligible Patients In Food Assistance Programs).
79. Medical Provider Training Materials (Unpublished Manuscript On File With Author) (Available At http://Luc.Edu/Healthjustice, Additional Resources For Advocates, Clients And Graduate Schools Tab);
80. See Generally Nat'L Medical-Legal Partnership, http://www.Medical- Legalpartnership.Org/(Last Visited Oct. 12, 2013).
81. See Celebrating Our Collaboration: Building For The Future Presentation Powerpoint (Unpublished Manuscript On File With Author) (Available At http://Luc.Edu/Health Justice, Additional Resources For Advocates, Clients And Graduate Schools Tab) (Highlighting The Successful Outcomes Of Health Justice Project, Including Select Case Outcomes That Showcase Interprofessional Collaboration, Statistics On The Rate Of Referrals, Number Of Providers Making Referrals, And Issues Experienced By Patients, Among Other Data Points).
82. I-Heal: An Overview Of Laws Affect On The Health Of Low-Income People (Unpublished Manuscript On File With Author) (Available At http://Luc.Edu/ Healthjustice, Additional Resources For Advocates, Clients And Graduate Schools Tab).
83. The Health Justice Project Is Hosted By The Beazley Institute For Health Law And Policy.
84. The Mission Of The Beazley Institute Is To Train The Health Law Leaders Of Tomorrow. See Health Justice Project, Loyola U. Chicago Sch. Of L., http://Luc.Edu/Healthjustice (Last Visited Oct. 12, 2013).
85. See 2012-2013 Salt Salary Survey, Society Of Am. Law Teachers (May 2013), http://www.Saltlaw. Org/Wp-Content/Uploads/2013/06/Salt-Salary-Survey-2013.Pdf.
86. Achieving Quality And Sustainability, Supra Note 13.
87. For A Discussion Of Partnership Management, Organization, And Coordination, See Benfer, Supra Note 15.
88. Loyola University Chicago-School Of Law Affiliation Agreement (Unpublished Manuscript On File With Author) (Available At http://Luc.Edu/ Healthjustice, Additional Resources For Advocates, Clients And Graduate Schools Tab).
89. The Referral Order May Include The Following Information: Patient Name (And Name Of Guardian If Patient Is A Minor Or Otherwise Legally Incompetent);
90. Patient'S Contact Information; Patient'S Preferred Language; Identification Of The Health-Harming Legal Need, Including Any Additional Explanation Or Notes That The Healthcare Provider Is Authorized By The Patient To Provide; And The Referring Provider.
91. See Sample Referral Order (Unpublished Manuscript On File With Author) (Available At http://Luc.Edu/Healthjustice, Additional Resources For Advocates, Clients And Graduate Schools Tab).
92. It Is Important To Ensure That The Referral Does Not Contain Any Information Protected By Confidentiality And Ethical Rules.
93. See Preserving Patient Rights And Confidentiality, Infra § I(C)(2).
94. Benfer, Supra Note 15.
95. Marcia M. Boumil et al.
96. Multidisciplinary Representation Of Patients: The Potential For Ethical Issues And Professional Duty Conflicts In The Medical-Legal Partnership Model, 13 J. Health Care L. & Pol'Y 107, 117 (2010).
97. For Example, Unlike Lawyers, Doctors And Social Workers Are Mandatory Reporters In Many Jurisdictions. Id. At 126.
98. The Health Insurance Portability And Accountability Act Of 1996 (Hipaa), 42 U.S.C. §§ 300Gg (1996).
99. Mcdermott,Will, & Emery, Introductory Frequently Asked Questions Regarding Hipaa, Privilege And Confidentiality In The Medical-Legal Partnership Model, Medical Legal Partnership Boston (2008), http://www.Mlpboston.Org/Sites/ Boston/Files/Page/Introductory%20Faqs%20Regarding%20Hipaa% 2C%20Privilege%20And%20Confidentiality%20In%20The%20Mlp%20Model.Pdf.
100. Sample Forms Developed By The Health Justice Project To Ensure Compliance With Ethical Obligations And Statutory Requirements Under Hipaa Are Available In English And Spanish On The Health Justice Project Website.
101. Releases And Retainers (Unpublished Manuscript On File With Author) (Available At http://Luc.Edu/Healthjustice, Additional Resources For Advocates, Clients And Graduate Schools Tab). The General Release Authorizes A Third Party To Release Information To The Health Justice Project For The Purpose Of Legal Representation. Id.
102. The Authorization To Disclose Protected Health Information Authorizes A Health Services Provider To Release Protected Health Information To The Health Justice Project. Id.
103. The Attorney-Client Retainer Agreement Designates The Scope Of The Legal Representation, As Well As Responsibilities Of Both The Attorney And The Client, And Describes Themlp And The Role Of Law Students In The Health Justice Project.
104. The Mlp Confidentiality Agreement Prevents Students And Volunteers From Sharing Any Confidential Information Obtained In The Course Of Their Work In The Health Justice Project. Id.
105. The Authorization For Release Of Personal Health Information For The Purpose Of Referralonly Authorizes A Provider At Erie Family Health Center To Release Protected Health Information To The Health Justice Project For The Purpose Of Legal And Social Work Services. Id.
106. The Authorization For Release Of Information To Erie Family Health Center Providers Authors Lawyers And Social Workers In The Health Justice Project To Provide Follow-Up Information To The Referring Health Services Provider About The Outcome Of Legal Or Social Intervention On The Patient'S Behalf. Id.
107. Benfer, Supra Note 15. Id. At 245.
108. Morton et al., Supra Note 31, At 178.
109. Identifying & Engaging Committed Partners, Supra § I(B).
110. Benfer, Supra Note 15.
111. See Starting Your Own Medical-Legal Partnership, Supra Note 2.
112. Precepting Describes The Exchange Between A "Preceptor," "A Practicing Physician Who Gives Personal Instruction, Training And Supervision To A Medical Student Or Young Physician," And A Medical Resident.
113. Preceptor, Merriam-Webster Medical Dictionary, http://Www2.Merriam- Webster.Com/Cgi-Bin/Mwmedsamp (Last Visited Nov. 11, 2013).
114. For Example, In One Instance, A Law Student Presented A Prospective Case That Involved A Landlord'S Liability For A Child'S Injury On The Property.
115. The Medical Student Present Recently Had Authored A Research Paper On The Very Bone The Child Broke.
116. The Medical Student'S Expertise Was Instrumental In Determining The Next Course Of Action On The Client'S Case.
117. Interview With Allyson E. Gold, Supervising Attorney And Teaching Fellow, Health Justice Project (June 28, 2013) (Discussing Her Work In The Spring Of 2010 With The Health Law Partnership (Help) In Atlanta, Georgia).
118. See Starting Your Own Medical-Legal Partnership, Supra Note 2.
119. For Example, The Feedback Loop Prevents A Healthcare Provider From Assessing A Symptomatic Asthmatic Patient As Failing To Comply With Treatment.
120. With An Effective Feedback System, The Physician Knows That The Patient Is Working With A Lawyer And Social Worker To Restore Utility Services To The Home, Which Will Enable The Patient To Successfully Use His Nebulizer. See Generally Id.
121. Legal Consultation Report And Social Work Consultation Report (Unpublished Manuscript On File With Author) (Available At http://Luc.Edu/ Healthjustice, Additional Resources For Advocates, Clients And Graduate Schools Tab).
122. The Scope Of Information Provided In A Consultation Report Is Governed By Confidentiality And Privacy Rules.
123. For More Information, See Logistics And Coordination, Supra § I(C)(2).
124. An Additional Benefit Of Creating A Record Of Actions Taken And Health Outcomes Is That The Information May Be Useful In Future Litigation.
125. Health Justice Project Newsletters, Supra Note 7.
126. See Generally Starting Your Own Medical-Legal Partnership, Supra Note 2.
127. Laura Gottlieb et al., Collecting And Applying Data On Social Determinants Of Health In Health Care Settings, 173 Jama Internal Med. 1017, 1017 (2013).
128. R. Michael Casto, Education For Interprofessional Practice, In Interprofessional, Supra Note 31, At 95, 100 ("Education For Interprofessional Practice Requires The Institutional Commitment Of Funds, Personnel, And Physical Facilities.");
129. See Also Daniel Stokols, Toward A Science Of Transdisciplinary Action Research, 38 Am. J. Community Psychol. 63, 69 (2006).
130. Much Of The Success Of The Health Justice Project Is Due To The Funding And Support Provided By Dean David Yellen Of Loyola University Chicago School Of Law And Larry Singer Of Loyola'S Beazley Institute For Health Law And Policy.
131. Kim Diana Connolly, Elucidating The Elephant: Interdisciplinary Law School Classes, 11Wash. U. J.L. & Pol'Y 11, 48 (2003) (" Interdisciplinary Classes Require Institutional Law School Support.");
132. Kendall Ho et al., Making Interprofessional Educationwork: The Strategic Roles Of The Academy, 83(10) Acad. Med. 938, 939 (2008) (Arguing That Institutions Should Provide Incentives To Promote Interdisciplinary Education).
133. Morton et al., Supra Note 31, At 63-66.
134. Casto, Supra Note 75, At 100.
135. Connolly, Supra Note 76, At 27;
136. Wynne R. Waugaman, Professionalization And Socialization In Interprofessional Collaboration, In Interprofessional Care, Supra Note 31, At 23, 28 ("[P]Rofessionals Are Truly Not Taught Within Their Own Professions To Work In Teams With Members Of Other Disciplines.");
137. Benfer, Supra Note 15.
138. Morton et al., Supra Note 31, At 177.
139. (Citing Hans S. Falck, Interdisciplinary Education And Implications For Social Work Practice, 13 J. Educ. Soc. Work 30, 30-37 (1977)).
140. An Interdisciplinary Approach "Does Not Blur The Distinctiveness Of Each Profession, But It Does Break Through The Extreme Role Specialization That Fails To Appreciate The Kind Of Balance And Integration That A Holistic Orientation Requires.
141. Morton et al., Supra Note 31, At 177.
142. Faculty Should Demonstrate Interdisciplinary Competence By Modeling How To Work Together As A Team To Understand Each Other'S Roles And Capabilities. Id. At 186.
143. Citing Gary L. Harbaugh, Assumptions Of Interprofessional Collaboration: Interrelatedness And Wholeness, In Interprofessional Care, Supra Note 31, At 11, 20).
144. Challengesmay Include: "Ethical Differences Between Professions; [L]Ogistics Related To Class Schedules, Availability, Distance Between Schools And Community Partners; [A]Ssumptions About Institutions And Practices Among Other Professionals; [D]Ifferent Teaching Objectives; [D]Esign Flaws; [And] [C]Ommunity Partners Reluctant To Work With Students," Among Others.
145. Benfer, Supra Note 15, At 237 (Discussing The Differences In Reporting Obligations Between Attorneys And Social Workers);
146. Heather A. Wydra, Keeping Secrets Within The Team: Maintaining Client Confidentiality While Offering Interdisciplinary Services To The Elderly Client, 62 Fordham L. Rev., 1541-43 (1994)
147. (Discussing The Effects Of An Interdisciplinary Team On Attorney-Client Privilege); Randye Retkin et al. Lawyers And Doctors Working Together-A Formidable Team, 20 Health Law 33, 33 (2007).
148. Morton et al., Supra Note 31, At 177.
149. Anitaweinberg&Carol Harding, Interdisciplinary Teaching And Collaboration Inhigher Education: A Conceptwhose Time Has Come, 14Wash.
150. U. J. L & Pol'Y 15, 26 (2004) (Without This Interdisciplinary Foundation, Students Will Be Unprepared To Interact With Other Professionals, And Confusion, Delays, And Poor Outcomes Will Result.).
151. Elizabeth Tobin Tyler, Allies Not Adversaries: Teaching Collaboration To The Next Generation Of Doctors And Lawyers To Address Social Inequality, 11 J. Health Care L. & Pol'Y 249 (2008);
152. See Laura R. Bronstein, Index Of Interdisciplinary Collaboration, 26 Soc. Work Res. 113, 114 (2002) (Describing "[I]Nterdependence," "[N]Ewly Created Professional Activities," And "[C]Ollective Ownership Of Goals' As Necessary Components To Interprofessional Collaboration").
153. Retkin, Supra Note 84.
154. Stephen Wizner & Jane Aiken, Teaching And Doing: The Role Of Law School Clinics In Enhancing Access To Justice, 73 Fordham L. Rev. 997-1003 (2004).
155. See Daniel A. Dworkis et al., A Framework For Designing Training In Medical Advocacy, 85 Academic Med. 1549-1550 (2010).
156. Morton et al., Supra Note 31, At 178.
157. Emily A. Benfer et al., Advancing Health Law & Social Justice In The Clinic, The Classroom And The Community, 21 Loy. U. Annals Health L. 241-249 (2011).
158. Charity Scott, Collaborating With The Real World: Opportunities For Developing Skills And Values In Law Teaching, 9 Ind. Health L. Rev. 409, 417-18 (2012).
159. Steven J. Hoffman et al., What Attracts Students To Interprofessional Education And Other Health Care Reform Initiatives?, 38 J. Allied Health E75-E76 (2009).
160. For A Description Of Learning Goals, See Phillip G. Schrag, Constructing A Clinic, 3 Clinical L. Rev., 180-86 (1996).
161. In The Health Justice Project At Loyola University Chicago School Of Law, Student Learning Goals Include: 96 The Health Justice Project Partners With Northwestern Family Medicine Residency Program And Loyola University Chicago Stritch School Of Medicine.
162. Medical Students Participate On Teams With Law And Social Work Students To Meet The Needs Of Patients And Develop Policy Work.
163. The Residency Program Faculty Designed An Mlp Curriculum Aimed At Overcoming Social Determinants Of Health Through An Interprofessional Partnership.
164. The Learning Objectives Include: (1) Work Within An Interprofessional Team And Demonstration Of Professional Behavior Throughout The Mlp Curriculum;
165. Ability To Successfully Assess Patients' Needs By Screening For Unmet Social Needs, And Referring Patients To An Appropriate Resource;
166. Ability To Describe The Ways In Which Social Determinants Of Health Present In Patients.
167. For A Detailed Description Of The Residency Component Of The Mlp, See Elizabeth Tobin Tyler et al.Medical-Legal Partnership In Medical Education: Pathways And Opportunities, 35 J. Legal Med. 149-77 (2014).
168. For A Discussion Of Interdisciplinary Collaboration In The Medical Profession, See Morton et al., Supra Note 31, At 180.
169. See Acgme, Common Program Requirements, Accreditation Council For Graduate Medical Education, http://www.Acgme.Org/Acgmeweb/Portals/0/Pfassets/ Programrequirements/Cprs2013.Pdf.
170. What We Do, Health Justice Project, http://www.Luc.Edu/Law/Centers/ Healthlaw/Hjp/What.Html (Last Visited Sept. 14, 2013).
171. In The Health Justice Project, Master'S And Doctoral Students Of Social Work Are On Site At The Law School Clinic And The Health Center.
172. They Collaborate With The Law Students To Provide Services To Clients That Do Not Rise To The Level Of Needing Legal Intervention.
173. See Law School Clinic, Health Justice Project, http://www.Luc.Edu/Law/ Centers/Healthlaw/Hjp/Clinic.Html (Last Visited, Nov. 9, 2013).
174. Masters Of Public Health Students Involved In The Health Justice Project Complete Their Practicum On Site And Participate On Interprofessional Teams In The Health Justice Policy Experiential Course.
175. Health Justice Policy Course Description (Unpublished Manuscript On File With Author) (Available At http://Luc.Edu/Healthjustice, Additional Resources For Advocates, Clients And Graduate Schools Tab).
176. Introduction To Health Justice Course Description (Unpublished Manuscript On File With Author) (Available At http://Luc.Edu/Healthjustice, Additional Resources For Advocates, Clients And Graduate Schools Tab).
177. Health Justice Project Course Description (Unpublished Manuscript On File With Author) (Available At http://Luc.Edu/Healthjustice, Additional Resources For Advocates, Clients And Graduate Schools Tab).
178. See Generally David Keller et al., Supra Note 27.
179. Health Justice Policy Course Description, Supra Note 99.
180. Health Justice Project Course Description, Supra Note 101.
181. See Jane Aiken & Stephen Wizner, Law As Social Work, 11 Wash. U. J.L. & Pol'Y 63-64 (2003);
182. Wizner & Aiken, Supra Note 89, At 1003.
183. Susan Bryant, The Five Habits: Building Cross-Cultural Competence In Lawyers, 8 Clinical L. Rev. 40 (2001);
184. Emily A. Benfer & Colleen F. Shanahan, Educating The Invincibles: Strategies For Teaching The Millennial Generation In Law School, 20 Clinical L. Rev. 301-322 (2013).
185. Muneer I. Ahmad et al., Teaching Our Students To Challenge Assumptions: Six Practices For Surfacing And Exploring Assumptions, And Designing Action, Ass'N Of Am. L. Schs. (2007), http://www.Aals.Org/Documents/2007Clinical/ Finalaalsahmadetal.Pdf.
186. The Quote Is Attributed To Dr. Bryant Cameron Webb, Who Received His Juris Doctor From Loyola University Chicago School Of Law In 2012 And His Doctor Of Medicine From Wake Forest University In 2013.
187. Student Competences And Skills Charts (Unpublished Manuscript On File With Author) (Available At http://Luc.Edu/Healthjustice, Additional Resources For Advocates, Clients And Graduate Schools Tab).
188. Preserving Client Rights And Confidentiality, Supra § I(C)(3).
189. Soap Notes, Emrsoap, http://www.Emrsoap.Com/Definitions/Soap (Last Visited Nov. 11, 2013).
190. See Ahmad et al., Supra Note 107;
191. See Benfer & Shanahan, Supra Note 106.
192. Bryant, Supra Note 106.
193. See Beazley Institute For Health Law And Policy Skills Checklist, Health Justice Project, http://www. Luc.Edu/Media/Lucedu/Law/Registrar/Pdfs/ Certificate/Hl Skills.Pdf (Last Visited Nov. 9, 2013).
194. Seemapping Community Resources, Ctr. For Court Innovation, http://www.Courtinnovation.Org/Sites/Default/Files/Mapping Community Resources.Pdf (Last Visited Nov. 9, 2011).
195. Bryant, Supra Note 106, At 65.
196. See Wizner & Aiken, Supra Note 89.
197. See Preceptor, Supra Note 64.
198. See Generally Poverty, Health And Law: Readings And Cases For Medical-Legal Partnership (Elizabeth Tobin Tyler et al. Eds., 2011).
199. Access To Health Syllabus (Unpublished Manuscript On File With Author) (Available At http://Luc.Edu/Health Justice, Additional Resources For Advocates, Clients And Graduate Schools Tab).
200. Students Can Be Expected To Gain The Following Competences: Be Knowledgeable About The Root Causes Associated With Inadequate Access To Health; Understand How Various Populations Are Affected By Barriers To Health;
201. Understand And Be Able To Evaluate Laws Intended To Provide Access To Health; Understand Federal Health Care Reform'S Abilities And Limitations With Regard To Increasing Access To Health;
202. Understand The Connection Among Access To Health, Poverty, And The Ability To Thrive; Understand The Importance Of Interprofessional Collaboration In Response To Social Issues, Especially Access To Health; And Be Able To Think Strategically About Solutions To The Access To Health Gap. Id.
203. For Example, In 2013, Students In The Access Tohealth Field Study Visited Tallahassee, Florida.
204. Professor Wendi Adelson, The Director Of The Human Rights And Immigration Law Project, An Mlp At Florida State University School Of Law, Hosted The Law Students.
205. Students Studied Access To Health Issues Unique To Florida'S Immigrant Population, Elderly, And Survivors Of Human Rights Violations.
206. For Example, Students Toured A Federally Qualified Health Center, A Behavioral Health Clinic, A Community Health Clinic, And A Nursing Home To Understand How Factors, Such As Funding And Geographic Location, Affect Access To Health.
207. Students Also Met With Local Advocates To Learn About Barriers To Health Experienced By Survivors Of Intimate Partner Violence And Human Trafficking.
208. See Wendi Adelson, Fl. St. U., http://www.Law.Fsu.Edu/Faculty/Wadelson. Html (Last Visited Nov. 11, 2013).
209. This Quote Is Attributed To Ilissa Lazar, Who Received Her Juris Doctor From Loyola University Chicago School Of Law In 2012.
210. See Logistics & Coordination, Supra § I(C)(3) (Discussing Ethical Obligations And Preserving Confidentiality).
211. Engaging & Training New Partners, Supra § I(B)(2).
212. See Interdisciplinary Health Advocacy Student Competences And Skills Chart (Unpublished Manuscript On File With Author) (Available At http://Luc.Edu/Healthjustice, Additional Resources For Advocates, Clients And Graduate Schools Tab)
213. Competencies Include Drafting, Verbal And Analytical Competencies, The Ability To Clearly Explain Their Purpose, And Communicate Effectively And Concisely, As Well As Engage With Their Audience By Listening To Reactions And Tailoring Responses To Meet Concerns.
214. They Also Practiceworking In A Professional Environment By Improving Their Presentations Based On Feedback From Supervisors And Colleagues On Drafts And Practice Presentations).
215. Benfer & Shanahan, Supra Note 106.
216. Interdisciplinary Health Advocacy Course Description (Unpublished Manuscript On File With Author) (Available At http://Luc.Edu/Healthjustice, Additional Resources For Advocates, Clients And Graduate Schools Tab).
217. Health Justice Policy Course Description, Supra Note 99.
218. See Preceptor, Supra Note 64.
219. See Didactics, Supra Note 34.
220. Core Components And Activities, Nat'L Ctr. For Medical-Legal Partnership, http://www. Medical-Legalpartnership.Org/Model/Core-Components (Last Visited Nov. 9, 2013).
221. Health Justice Policy Course Description, Supra Note 99.
222. Student Competences And Skills Charts, Supra Note 109.
223. Students Have Engaged In The Following Policy Work: Development Of Advocacymaterials, Legal Strategyguides, Preparing Testimony Or Comments Togovernment Rulemaking And Strategies, Community And Health Impact Assessments, Policy And Guidance Development, And Creating Political Will.
224. Development Of Advocacy Materials. Examples Of Advocacy Materials Include Issue Briefs, Manuals, "Know Your Rights" Documents, And "Leave Behinds.
225. Effective Policy Advocacy Requires Effective Materials That Can Be Distributed To Stakeholders, Policy Makers, And Collaborators.
226. Students Conduct The Research And Develop "One-Pager" And "Leave-Behind" Documents, Among Other Effective Resources.
227. Students Can Research And Author Issue Briefs To Support Legislative Campaigns. In Addition, Students Can Develop Manuals, Like I-Heal, To Support Providers Engaged In Direct Advocacy.
228. See I-Heal Guide, Health Justice Project (2013), http://www.Luc.Edu/ Media/Lucedu/Law/Centers/Healthlaw/Pdfs/Iheal.Pdf. Legal Strategy Guides.
229. While Representing The National Coalition For The Homeless, Health Justice Policy Students Researched And Created The "Criminalization Of Homelessness: Legal Strategy Guides" To Educate Individuals And Advocates About The Legality Of Laws That Criminalize Homelessness And Perpetuate Poor Health Among The Homeless Population.
230. The Guides Focus On Discrete Laws And Assist Advocates In Identifying Ordinances In Their Locality That May Be Susceptible To Legal Challenges.
231. The National Coalition For The Homeless Distributed These Guides To Advocates Across The Country.
232. See Criminalization Of Homelessness: Legal Strategy Guides (Unpublished Manuscript On File With Author) (Available At http://Luc.Edu/Healthjustice, Additional Resources For Advocates, Clients And Graduate Schools Tab).
233. Preparing Testimony Or Comments To Government Rulemaking And Strategies. Students May Support The Development Of Testimony Or Assist Partners In Preparing To Testify In Support Of Policy Development.
234. In Addition, Students May Submit Comments To Government Policies And Rulemaking That Address Social Determinants Of Health.
235. Health Justice Project Students Submitted Comments To The Health And Human Services' And U.S. Department Of Housing And Urban Development'S Environmental Justice Strategies.
236. Community And Health Impact Assessments. Community And Health Impact Assessments Provide The Evidence Necessary To Support Public Policy Development.
237. Public Health And Law Students Assisted The National Center For Medical Legal Partnership And Citizens' Utility Board In Conducting A Health Impact Assessment Of Comed'S Smart Grid Program.
238. Students Developed Materials To Assess The Unmet Needs Of Individuals And Families Who Are Homeless Within A Community.
239. After Obtaining Institutional Review Board Approval, Students Designed Two Community Surveys For The National Coalition For The Homeless.
240. The Surveys Are Directed At Individuals And Families Experiencing Homelessness And The Organizations That Work With Them.
241. See Megan Sandel et al., The Health Impact Assessment Of The Commonwealth Edison Advanced Metering Infrastructure Deployment, Health Impact Project (2012), http://www.Healthimpactproject.Org/Resources/Body/Hia-Of-Ami.Pdf.
242. Policy And Guidance Development. After Identifying A Pattern In The Chicago Public Schools' Mistreatment Of Pregnant And Parenting Teenage Patients, Law And Social Work Students Developed A Uniform Policy To Provide For The Rights And Responsibilities Of Pregnant And Parenting Students.
243. The Students Presented The Proposal To Chicago Public Schools General Counsel And Chicago Board Of Education.
244. After The Presentation, The Number Of Patients Complaining Of Mistreatment Dramatically Declined. Creating Political Will.
245. The Health Justice Project Has Generated New York Times And Chicago Tribune Coverage On Issues That Affect The Health Of Low-Income Individuals, Including Homelessness And Hunger.
246. For Example, After Uncovering A Gap In Policy That Prevented A Patient From Accessing Shelter Or Housing, Students Determined To Use The Media To Draw Attention To The Issue.
247. After The New York Times Published An Article On The Patient, She And Her Family Were Admitted To A Shelter.
248. In Addition, The Exposure To The Issue Added To The Creation Of Political Will Necessary To Respond On A Larger Scale.
249. All Clinic Students Also May Be Involved In Local Public Policy Campaigns That Affect Our Clients As They Arise.
250. See Meribah Knight, Homeless Families In Illinois Walking A Hard Road, N.Y. Times (Dec. 10, 2011), http://www. Nytimes.Com/2011/12/11/Us/Homeless- Families-Walking-A-Hard-Road.Html?Pagewanted=All& R=0.
251. Fran Quigley, Seizing The Disorienting Moment: Adult Learning Theory And The Teaching Of Social Justice In Law School Clinics, 2 Clinical L. Rev. 37, 50-51 (1995);
252. Benfer & Shanahan, Supra Note 106.
253. Beryl Blaustone, Teaching Law Students To Self-Critique And To Develop Critical Clinical Self-Awareness In Performance, 13 Clinical L. Rev. 143, 152 (2006), http://www.Northumbria.Ac.Uk/Static/5007/Lawpdf/Bbart.Pdf.
254. Shailini Jandial George, Teaching The Smartphone Generation: How Cognitive Science Can Improve Learning In Law School, Suffolk U. L. Sch. Leg. Res. Paper 29 (Apr. 5, 2013) ("Self-Assessment Also Plays An Important Role In The Learning Process.
255. Self-Assessment Requires Students To Be Aware Of Their Learning And Monitor It To Make Adjustments.
256. It Also Forces Students To Consider Metacognition As It Applies To A Particular Class And Learning Process, Rather Than On A General Level.
257. Quigley, Supra Note 137;
258. See Also Jennifer Howard, Learning To "Think Like A Lawyer" Through Experience, 2 Clinical L. Rev. 167-185 (1995).
259. Bryant, Supra Note 106.
260. Benfer & Shanahan, Supra Note 106, At 329.
261. Between January And December Of 2011, The Clinic Handled 460 Cases; Between January And December Of 2012, The Clinic Handled 559 Cases; And Between January Of 2012 And April Of 2013, The Clinic Handled 193 Cases.
262. This Is Approximately 3% Of Erie'S 40,000 Patients.